Using OnTask for Student Coaching in Large Student Cohorts

Using OnTask for Student Coaching
in Large Student Cohorts
Abelardo Pardo (@abelardopardo) 
Division of Information Technology, Engineering and the Environment
slideshare.net/abelardo_pardo
GARNET
Teaching and Learning Breakfast Series
Teaching Innovation Unit
28 February 2018

Centre for  
Change and  
Complexity in  
Learning
Explore human and artiﬁcial cognition to
understand knowledge processes and their
impact on society
Seek practical application and impact

Abelardo Pardo Using OnTask for Student Coaching in Large Student Cohorts 3
Scaling
Feedback
MatthewCabret
Action
Sensemaking
3

Scaling
Feedback
MatthewCabret

Pardo, A., Bartimote-Aufﬂick, K., Buckingham Shum, S., Dawson, S., Gao, J., Gašević, D., . . . Vigentini, L. (2018).
OnTask: Delivering Data-Informed Personalized Learning Support Actions. Journal of Learning Analytics, 5(3), 235-249.
ontasklearning.org

Student reactions
Lim, Lisa et al. (2018) “Inﬂuence of technology-mediated feedback on students’ self-regulated learning”.  
Manuscript in preparation

Thaler, R. H., & Sunstein, C. R. (2008). Nudge. Great Britain: Yale University Press.
“People make good choices in contexts in
which they have experience, good
information, and prompt feedback”
DerekBruffﬂickr.com

Too much
information
Overstimulation
A.HAS

Abelardo Pardo Providing personalised student support in ﬂipped classrooms at scale 9
Bjork, R. A., Dunlosky, J., & Kornell, N. (2013). Self-regulated learning: beliefs, techniques, and illusions. Annu Rev Psychol, 64,
417-444. doi:10.1146/annurev-psych-113011-143823
• Understand human
memory and learning
• Know useful
techniques to study
• Know how to monitor
• Understand existing
biases
AlexMihis

JacksonLavarnway

EdDunen

Scaling
Feedback
MatthewCabret
Sensemaking

I'mnik
Sensemaking
Learning
Design
Data

Large number of events per user
2016-08-09 00:05:43.124199+00,989,129.78.56.144,"{""outcome"": ""incorrect"", ""assessment"":
""summative"", ""score"": 44.4444444444444, ""exercise"": ""/data2u/static/exco_exc/DRM/
problem_13_c.html"", ""sequence"": ""DRM-exco-C""}",abelardopardo,196619,exco-answer
2016-08-09 00:05:44.140307+00,989,129.78.56.144,"{""score"": 44.4444444444444, ""exercise"": ""/data2u/
static/exco_exc/DRM/problem_03_c.html"", ""sequence"": ""DRM-exco-C""}",abelardopardo,196620,exco-view
2016-08-09 00:05:47.76122+00,968,49.182.128.186,"{""question_id"":""COD-numberofwires-eqt_1"",""answer"":
1}",abelardopardo,196621,embedded-question
2016-08-09 00:05:48.861036+00,806,129.78.56.151,"{""question_id"":""COD-encodeintegers-section-
eqt_4"",""answer"":0}",abelardopardo,196622,embedded-question
2016-08-09 00:05:48.959791+00,989,129.78.56.144,"{""outcome"": ""correct"", ""assessment"":
""summative"", ""score"": 50.0, ""exercise"": ""/data2u/static/exco_exc/DRM/problem_03_c.html"",
""sequence"": ""DRM-exco-C""}",abelardopardo,196623,exco-answer
2016-08-09 00:05:49.539162+00,989,129.78.56.144,"{""score"": 50.0, ""exercise"": ""/data2u/static/
exco_exc/DRM/problem_14_c.html"", ""sequence"": ""DRM-exco-C""}",abelardopardo,196624,exco-view
2016-08-09 00:05:49.571138+00,1311,129.78.56.159,"{""url"":""https://flip.ee.usyd.edu.au/elec1601/
Material/COD/index.html""}",abelardopardo,196625,resource-view
2016-08-09 00:05:50.050035+00,1069,129.78.56.199,"{""question_id"":""COD-integerencoding-videoeqt-
eqt_4"",""answer"":""-1""}",abelardopardo,196629,embedded-question
2016-08-09 00:05:54.756229+00,1311,129.78.56.159,"{""url"":""https://flip.ee.usyd.edu.au/elec1601/
Material/COD/COD_notes.html#range-accuracy-and-precision-of-the-floating-point-
representation""}",abelardopardo,196631,resource-view
2016-08-09 00:05:54.856333+00,989,129.78.56.144,"{""outcome"": ""incorrect"", ""assessment"":
""summative"", ""score"": 50.0, ""exercise"": “"/data2u/static/exco_exc/DRM/problem_03_c.html"",
""sequence"": ""DRM-exco-C""}",abelardopardo,196623,exco-answer

4187,
2016-07-14 00:56:46.341946+00,
{“time”":0,"id":"xEJtdMQMcrs","event":"PLAY"},
https://mycourse.com/Material/HLP/HLP_notes.html,
embedded-video
4187, 2016-07-14 00:56:46.341946+00, VIDEO, xEJtdMQMcrs, PLAY, TOP, W2
Combine logs with design
Learner played a video about topic TOP during Week 2

a) Learner played TOP video, first time, during Week 2
b) Learner played TOP video, first time, during Week 6
c) Learner played TOP video, fifth time, during Week 6
What would you say?

Philhearingﬂickr.com
Gawronski, B., & Creighton, L. A. (2013). Dual Process Theories. In D. E. Carlston (Ed.), The Oxford handbook of social cognition
(pp. 282-312). New York, NY: Oxford University Press.
CarstenTolkmitﬂickr.com
Rational
System 1
fast, intuitive,
implicit,
subconscious
System 2
slower, deliberative,
explicit (controlled),
conscious
Automatic

a) Learner played TOP video and created annotations
in Week 2
b) Learner played TOP video and did not create
annotations in Week 2
c) Learner played TOP video, ﬁrst time, no annotations,
during Week 6
d) Learner played TOP video, ﬁfth time, added
annotations
Annotate the video

I'mnik
Sensemaking
Learning
Design
Data

Hartwig, M. K., & Dunlosky, J. (2012). Study strategies of college students: are self-testing and scheduling related to
achievement? Psychon Bull Rev, 19(1), 126-134. doi:10.3758/s13423-011-0181-y
BenMullins
“self-testing, rereading, and scheduling
of study play important roles in real-
world student achievement.”

a) Learner read the to-do list, played TOP video,
created annotations, ticked the to-do list in Week 2
b) Learner played TOP video, did not create
annotations, didn’t read the to-do list in Week 2
c) Learner played TOP video, read the to-do list for the
ﬁrst time, no annotations, during Week 6
d) Learner played TOP video for the ﬁfth time, reviewed
the to-do list several times, added annotations…
Create a to-do/to-know page

Data encoding events

If THIS then THAT
Learner played TOP video, did not create annotations,
didn’t read the to-do list in Week 2
THIS: TOP Video Play W2 = 0 AND Annotations W2 = 0
AND Read To-Do W2 == 0
THAT: “It would be good for you to check the video as it
relates to [TOPIC] and we need this to then tackle
[OTHER TOPIC]. Also, check the To-Do list, it may be
handy to…

EdDunen

I'mnik
Sensemaking
Learning
Design
Data

TineIvanic
Sensemaking
Learning
Design
Data

Scaling
Feedback
MatthewCabret
Action
Sensemaking

Biology course
Indicator: Level of persistency
VLP: very log persistency
LP: low persistency
MP: Medium persistency
VHP: Very high persistency

Biology course — Very low persistency
“You may want to try to make some headway in this unit.
The concepts of specialization and evolution are very
important for the course. Charles Darwin’s famous
voyage in the HMS Beagle involved a visit to the now
famous Galapagos Islands. See if you can piece
together some of the clues that inspired Charles Darwin.
It’s important for you to get some understanding of these
ideas as they are essential concepts in biology. Where
do species come from?”

Biology course — Very low persistency
“You may want to try to make some headway in this
unit. The concepts of specialization and evolution are
very important for the course. Charles Darwin’s famous
voyage in the HMS Beagle involved a visit to the now
famous Galapagos Islands. See if you can piece
together some of the clues that inspired Charles
Darwin. It’s important for you to get some
understanding of these ideas as they are essential
concepts in biology. Where do species come from?”

Biology course — Low persistency
“Good initial work with this module. You should probably
take another look at the units such as ‘The Galapagos
Exploration’ and ‘The Birds and the moths’. This unit will
help you develop some understanding of evolution
through natural selection –which is one of the most
important processes (perhaps the most important) in the
natural world.”

Biology course — Low persistency
“Good initial work with this module. You should
probably take another look at the units such as ‘The
Galapagos Exploration’ and ‘The Birds and the moths’.
This unit will help you develop some understanding
of evolution through natural selection –which is one of
the most important processes (perhaps the most
important) in the natural world.”

Biology course — Medium Persistency
“Good work with this module. Would you be able to
anticipate the inﬂuence of air pollution on Kettlewell’s
moths? How important are relationships (such as
symbiosis) in the natural world? Lessons such as ‘Peer
pressure in nature’ will help us understand how energy
ﬂows in food webs and the different types of
relationships that provide a cornerstone of the natural
world.”

Biology course — Medium Persistency
“Good work with this module. Would you be able to
anticipate the inﬂuence of air pollution on
Kettlewell’s moths? How important are relationships
(such as symbiosis) in the natural world? Lessons
such as ‘Peer pressure in nature’ will help us
understand how energy ﬂows in food webs and the
different types of relationships that provide a
cornerstone of the natural world.”

Biology course — Very High Persistency
“Thorough work with the unit! Would you be able to
describe the relationship between clownﬁsh and their
sea anemone host as a commensalism or a mutualism?
Could you explain why hemophilia seems only to afﬂict
males (such as in the British royal family of the 19 th
century)? Great work!”

Biology course — Very High Persistency
“Thorough work with the unit! Would you be able to
describe the relationship between clownﬁsh and their
sea anemone host as a commensalism or a mutualism?
Could you explain why haemophilia seems only to
afﬂict males (such as in the British royal family of the
19th century)? Great work!”

Biology course — Week 5 announcement
“The concepts of specialization and evolution are very important for the course. Charles Darwin’s
famous voyage in the HMS Beagle involved a visit to the now famous Galapagos Islands. See if
you can piece together some of the clues that inspired Charles Darwin. It’s important for you to
get some understanding of these ideas as they are essential concepts in biology. Where do
species come from?
You should probably take another look at the units such as ‘The Galapagos Exploration’ and ‘The
Birds and the moths’. This unit will help you develop some understanding of evolution through
natural selection –which is one of the most important processes (perhaps the most important) in
the natural world.
Would you be able to anticipate the influence of air pollution on Kettlewell’s moths? How important
are relationships (such as symbiosis) in the natural world? Lessons such as ‘Peer pressure in
nature’ will help us understand how energy flows in food webs and the different types of
relationships that provide a cornerstone of the natural world.
Would you be able to describe the relationship between clownfish and their sea anemone host as
a commensalism or a mutualism? Could you explain why haemophilia seems only to afflict males
(such as in the British royal family of the 19th century)?”

Too much
information
Overstimulation
A.HAS

Cone of engagement

Call to action
HenrikDonnestad

VladKutepov
• OnTask offer the possibility of tackling
feedback for large student cohorts
• Move from “information available” to “THIS is
your information”
• Let the design drive the data, and vice versa
• Think like a coach
• Reach out to TIU for expertise
Conclusions

Using OnTask for Student Coaching in Large Student Cohorts

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