OLDaily

"Mirror, Mirror, on the Wall" - Promoting Self-Regulated Learning using Afective States Recognition via Facial Movements
Si Chen, Yixin Liu, Risheng Lu, Yuqian Zhou, Yi-Chieh Lee, Yun Huang, 2022/06/20

This article (15 page PDF) describes "a tool that applies facial expression recognition to support learners' reflections in video-based learning." This may feel a bit dystopian, but it is worth mentioning that one of the perceived benefits of in-person learning is the teacher's ability to 'read faces' to determine whether the class is responding well. Such a tool would augment this capacity, something especially useful for people like me who aren't fluent in reading faces. As well, the tool, called Mirror, would help learners develop "a deeper understanding of their (own) learning experiences through self-observation and attributing causes for their learning affects through self-judgment." Anyhow, this paper goes into a lot of detail about the design and testing of Mirror, including an extended discussion of the ethical issues involved (such as, interestingly, the use of such a tool for augmenting emotion regulation).

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Towards a Maturity Model for Open Educational Resources in Higher Education Institutions
Nicole Draxler-Weber, Carla Reinken, Uwe Alfred Hoppe, PACIS 2022 Proceedings, 2022/06/20

This article (18 page PDF) describes a Delphi study intended to develop a maturity model for open educational resources (OER). The resulting model considers whether OER are created and licensed, how they are used, knowledge and awareness of OER among staff, quality assurance, and provision of resources. Overall it feels like a good framework to me, though it should be compared with existing maturity models such as Virginia's or Stagg's.

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Analyzing Students’ Problem-Solving Sequences: AHuman-in-the-Loop Approach
Erica Kleinman, Murtuza N. Shergadwala, Zhaoqing Teng, Jennifer Villareale, Andy Bryant, Jichen Zhu, Magy Seif El-Nasr, Journal of Learning Analytics, 2022/06/20

I think it's inherently interesting to study problem-solving sequences and methodologies (towards a theory of scientific growth, as Larry Laudan would say). This article addresses what it calls a "drawback" of existing sequence-based approaches, "the absence of a human in the loop" because "existing techniques often do not present sequences in an interpretable manner, either due to lack of visualization or because of the scale of the data." This study looks at student problem-solving in a learning game called Parallel. Student sequences are compared with each other and with what might be called the 'expert trace', "the sequence an expert would generate given the educational environment." This is to me an example of what we used to call automated competency detection and recognition (ACDR), an approach that ultimately went unexplored in our LPSS project of seven years ago.

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Learning Analytics on the African Continent
Paul Prinsloo, Rogers Kaliisa, Journal of Learning Analytics, 2022/06/20

This paper is a "scoping review of research in the field of learning analytics (LA) conducted on the African continent." It found 15 studies, mostly from South Africa. "The reasons why the relatively low numbers of articles and conference papers from Africa are found in a range of journals and conferences outside of LAK and JLA necessitates further research," write the authors. We might begin by looking at where grant money and foundational support are directed, I would say. "LA research (risks) becoming ouroboric and incestuous if the field does not intentionally discover and explore new epistemologies, indigenous philosophies, and different understandings of student data, student learning, and the power dynamics inherent in teaching." Quite so. Image: Wikipedia.

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