6 Loves-Teachers and Students Analytics Engaging Screenagers
6 Loves-Teachers and Students Analytics Engaging Screenagers
Yesterday I blogged about how learners always have eWorkbooks in their hands or pockets in their mobile devices and with eWorkbooks they have automatically generated learning analytics in their hands and pockets too.
Yes, on their mobile devices, they can see summary charts and text responses from the other learners too.
Again yesterday, I got another email, and this one asked, “How can eWorkbooks automatically generate learning analytics for students who are still in the classroom?”
OK get ready for this one is tough, so read carefully as it’s really challenging.
All you do is click a checkbox button in the [Settings] of your Google Form in your eWorkbook and that allows respondents to [See summary charts and text responses] after they tap the [submit] button.
After participants submit their responses, they can see a link to “See previous responses.”
When they click the link they can go see the Google generated charts and graphs, as well as the open ended randomized responses.
What I mean by “randomized” is after the second participant submits a response to open ended question (short and long answer) the responses do not appear in the order they were submitted by participants.
If you want more control and you don’t want to allow learners to see the analytics, don’t click this box and you, yourself can show the learners the analytics.
This image is from an academic journal article I submitted on ePortfolios and you can see a Google generated form, and remember, this is automatic.
I know, you’re asking, “So what, what’s the value of this and why is this important?
Most important thing for me at least, is that I don’t have to do any work and I have to set up any pre programmed API or script or anything as Google does it automatically.
This is important because it doesn’t add any more work or extra tasks to my teaching, and therefore, I use the tool as often as I am able.
If a tool is really complicated I have to go find the charts and output, or if I have to find some code to that I need to create the charts, it won’t happen; I won’t use it neither will most other teachers. (junk engagement)
Just think about it, the only people who really like to create a new stuff like summary charts are the tech people and that’s what they teach, but for the rest of us it’s too much of a bother. (junk engagement)
Teachers love it
As a teacher these automatically generated learning analytics are a great value because I can quickly and easily watch and share with students, and this provides 3 loves for me and other teachers.
1st love: As a teacher, I can see if they are “getting it” as they submit, or I can see if I missed something, if it something isn’t clear, and I can bring it up or clarify the points in the same class. (optimal engagement)
2nd love: I can show the students right after they submit, while they are still in class, so they can get a visual idea/review of what they learned and submitted and others submitted. (optimal engagement)
3rd love: When students have good ideas or exemplar answers, I can show the class and because the responses are randomized, embarrassment is minimised. (optimal engagement)
What is the value for the students then?
Students love it
The students tell me they love it for 3 reasons.
1st love: they can see right there in class how they answered and how everyone else in class answer so they are getting an immediate feedback on do they understand the learning content. (optimal engagement)
2nd love: the students actually love these analytics because students can use them for exam preparation. (optimal engagement)
This was totally unexpected for me as I had no idea that they would find the learning analytics so helpful.
If you look at the summary you can see questions, answers, colors, statistics, and whitespace all in an easy to see, read, and remember layout, and it’s on their mobile device.
That simple combination makes it for a quick review for the students who look at it for just a few seconds and then they have reviewed their learning for that class, and they told me they had made this review a habit.
Looking back at the Google Analytics for my courses, I found high school (secondary) students and university students used the learning analytics more than any other source when they were preparing for their exams.
3rd love: Another surprising point is that students started showing ownership when they could see their class learning analytics. (optimal engagement)
It was quite interesting to hear the students asking how other classes responded and how are they different and were they better or were we not?
Of course I didn’t compare with one class to another, but just having them ask was showing that they were building ownership and caring about their performance.
Question: How much does this service cost?
Answer: How much does an Gmail account cost?
Wouldn’t it be great to share automatically generated learning analytics in most all classrooms?
Can’t you see how straightforward to implement and valuable for Engaging Screenagers to have automatically generated learning analytics?
Aren’t we penalizing and holding back our learners when we have access to this powerful, free tool and we choose not to implement it?
Give them learning analytics they’ll learn more and faster.
Remember, come join tomorrow to see more Improving Your Engagement with Screenagers and others inspirational experiences and ideas for Optimal Engagement in the ScreenAge.
Remember to engage tomorrow.
Following with you.
Keep it simple.
All the Best, Warren
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