1st Edition

Measuring and Visualizing Learning in the Information-Rich Classroom

    278 Pages 87 B/W Illustrations
    by Routledge

    262 Pages 87 B/W Illustrations
    by Routledge

    Integrated information systems are increasingly used in schools, and the advent of the technology-rich classroom requires a new degree of ongoing classroom assessment. Able to track web searches, resources used, task completion time, and a variety of other classroom behaviors, technology-rich classrooms offer a wealth of potential information about teaching and learning. This information can be used to track student progress in languages, STEM, and in 21st Century skills, for instance. However, despite these changes, there has been little change in the kind of data made available to teachers, administrators, students, and parents.

    Measuring and Visualizing Learning in the Information-Rich Classroom collects research on the implementation of classroom assessment techniques in technology-enhanced learning environments. Building on research conducted by a multinational and multidisciplinary team of learning technology experts, and specialists from around the globe, this book addresses these discrepancies. With contributions from major researchers in education technology, testing and assessment, and education psychology, this book contributes to a holistic approach for building the information infrastructure of the 21st Century school.




    Section 1: Concepts and Research

    1. Infrastructures for Improving Learning in Information-Rich Classrooms

    Jeremy Roschelle and Andrew Krumm

    2. Influencing Cognitive Density and Enhancing Classroom Orchestration

    Carmen Biel, Gabriele Ciernak, Matthew D. Johnson, Susan Bull, and Friedrich W. Hesse

    3. The Promise and Potential of e-assessment for Learning

    Eric Ras, Denise Whitelock, and Marco Kalz

    4. Learning Analytics. How can Data be Used to Improve Learning Practice?
    Abelardo Pardo and Shane Dawson

    5. Data Literacy and Use for Teaching

    Barbara Wasson and Cecilie Hansen

    6. Teacher Inquiry into Students' Learning: Researching Pedagogical Innovations

    Rosemary Luckin, Cecile Hansen, Barbara Wasson, Wilma Clark, Katerina Avramides, Jade Hunter, and Martin Oliver

    7. Designing Authentic Assessments in Higher Education

    Peter Reimann and Maryam Khosronejad

    Section 2: Methods for Measuring Learning

    8. Competence-based Knowledge Space Theory: Options for the 21st Century Classroom

    Michael D. Kickmeier-Rust and Dietrich Albert

    9. Repertory Grids for Formative Assessment: Concept, Method, Tool and Findings

    Ravi Vatrapu

    10. Tracking and Assessing Students' Learning Strategies in Model-based Learning Environments

    Lina Markauskaite and Michael Jacobson

    11. Formative Assessment of Computer-supported Collaborative Learning and Knowledge Building

    Jan van Aalst, Jin Mu, and Yuqin Yang

    12. Integrating and Visualising Diagnostic Information for the Benefit of Learning

    Susan Bull, Matthew D. Johnson, Drew Masci, and Carmen Biel

    Section 3: Technology

    13. Planning for Integration: A Meta-Modelling Approach using ADOxx

    Wilfrid Utz, Robert Woitsch, and Zbigniew Misiak

    14. Competence diagnostics, activity tracking, and evidence-based visual feedback: Visions vs. school realities

    Michael Kickmeier-Rust, Klaus Hammermuller, Kolja Debus, Gerhilde Meissl-Egghart, and Carmen Biel

    15. Storing and sharing student learning data with e-portfolios

    Fabrizio Giorgini and Roland Unterberger

    16. Designing for Visualisation of Formative Information on Learning

    Matthew D. Johnson and Susan Bull


    Peter Reimann is a Professor for Education at the University of Sydney, Australia, and Senior Researcher in that university’s Research Centre for Computer-supported Learning and Cognition (CoCo).

    Susan Bull is Senior Lecturer of Electronic, Electrical, and Computer Engineering at University of Birmingham, UK.

    Michael D. Kickmeier-Rust is a Senior Researcher and Project Director at the Cognitive Science Section of the Knowledge Technologies Institute at Graz University of Technology and University Lecturer at the Department of Psychology at Karl-Franzens-University of Graz, Austria.

    Ravi Vatrapu is a Professor of Human Computer Interaction at the Department of IT Management, Copenhagen Business School; Professor of applied computing, Westerdals Oslo School of Arts, Communication and Technology; and Director of the Computational Social Science Laboratory (CSSL).

    Barbara Wasson is Professor in the Department of Information Science & Media Studies and Director of the Centre for the Science of Learning and Technology (SLATE) at University of Bergen, and Research Leader at Uni Research Health AS.