Professional Documents
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TOOL
A USER GUIDE FOR 2019
Created by
ETEC 565A
Leah Macfadyen
April 3, 2019
INTRODUCTION
& RATIONALE
IS ONTASK AN ACCESSIBLE
AND USEFUL LEARNING
ANALYTICS TOOL FOR K-12
EDUCATORS?
BENEFITS
Most educators have very little experience using LA tools, and
who just looks at it for the first time, as well as for the expert,
quantity and quality of feedback that that they receive (as cited
in Lim et al, 2018, p.3). Studies by Black, Harrison, & Lee (2003)
25,000
18,750
12,500 FIGURE 1.
According to Wikipedia, an
annual report is a
company's activities
year.
0
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
The growing interest in learning analytics has provided
that could benefit students: the task level, the learning process
pedagogical understanding
Interaction Data
Blogs (e.g. Weebly)
Engagement Data
Participation (e.g. Nearpod)
SIS Data
School Systems (e.g. MySchool)
and examples.
Pedagogical Knowledge (PK)
Includes general knowledge of learner
tool to be used.
topic).
learning experiences.
The TAM model, first developed by Davis, Bagozzi, and Warshaw
service (Ali et al., 2013). However, the TAM alone cannot predict
Usefulness
The degree to which an educator believes that using a specific
Positives
We found that the feedback gained from the dashboard and the
content areas.
Negatives
OnTask provides neither interactive data visualizations nor
Presently OnTask does not have plugins available for third party
entry.
Ease of Use
The degree to which an educator expects the use of the learning
Positives
OnTask can provide feedback about specific information such
Negatives
Technological Knowledge was identified as a key barrier.
columns of data.
CONCLUSION
It should be noted that regardless of the limitations and
the first time, they have a positive experience or else they risk
developing a negative bias. It is our hope that this guide will help
Once logged into the third party platform, look for an area
Next, you have the head row and head columns which holds the
this will skew the data. For example, scale and weight rows
key column
Creating Workflows
A workflow is like a course. To create a workflow, select the
come in.
Next you will find the file you downloaded to your desktop and
upload it. During this process, you will need to be aware of the
data table you are uploading and if there are any rows at the
top or bottom you will need to skip. Asides from the column
student data.
Adding a Column
Currently, OnTask does not connect with third party systems
grade book and have new data sets appear when the grade
two options: you can upload another data table and merge it
with the previous data table within the workflow, or you can
Data type
There are 4 different types of data that can be entered
example of when you might use this option is when putting students
Here you will need to ensure that you have the same key
You will then have four options to select how you would like
the second term, they may choose to upload another data set.
By selecting the first option, this will allow for the new data to
loss. Should any row be missing data from either the existing or
the new table, then that entire row will be deleted out.
needed.
https://vimeo.com/327412506
Creating an Action
Once you have uploaded a workflow (example - data that you
Creating an Action
Select “Actions” from your menu bar (top of page) and then
select “+ Action.”
Text Conditions.
We are nearing the end of our basketball unit and your mark is
understanding and a target for you is to engage more with the online
effort. Please review the online course materials and come see me for
Please let me know if you have any questions before the final test.
Regards,
{{Coordinator_name}}
{{Course Name}}
confidentiality.
*Note*
The choices available in the “Insert Column Value” drop down
Fill in the "Name," "Description" and "The text will be shown if"
1. Proficient/Extending
2. Developing
3. Limited/Emerging
.
Step 3 - Add your conditions to your “Personalized Text” box by
selecting the condition from the “Use condition in highlighted
message.
.
Then from the “Insert Column Value” drop down box, choose
out.
To view our tutorial video about how to add an Action, view our
https://www.youtube.com/watch?v=hWldRJy9xFI&feature=youtu.be
https://www.youtube.com/watchv=hWldRJy9xFI&feature=youtu.be
YouTube video below.
.
References
Archambault, L. M., & Barnett, J. H. (2010). Revisiting technological pedagogical content knowledge: Exploring the
š ć ć
Ali, L., Asadi, M., Ga evi , D., Jovanovi , J., & Hatala, M. (2013). Factors influencing beliefs for adoption of a
learning analytics tool: An empirical study. Computers & Education, 62, 130-148.
doi:10.1016/j.compedu.2012.10.023
Cooper, A. (2012). A framework of characteristics for analytics. CETIS Analytics Series, 1(7). Bolton, JISC CETIS.
Dyckhoff, A., Zielke, D., Bültmann, M., Chatti, A.M. & Schroeder, U. (2012). Design and Implementation of a
Learning Analytics Toolkit for Teachers. Journal of Educational Technology & Society, 15(3), 58-76. Retrieved from
http://www.jstor.org.ezproxy.library.ubc.ca/stable/jeductechsoci.15.3.58
Lai M., Schildkamp K. (2013) Data-based Decision Making: An Overview. In: Schildkamp K., Lai M., Earl L. (eds)
Data-based Decision Making in Education. Studies in Educational Leadership, vol 17. Springer, Dordrecht
š ć
Lim, L., Gentili, S., Pardo, A., Dawson, S., & Ga evi , D. (2018). Combining technology and human intelligence to
provide feedback and learning support using OnTask. In Companion Proceedings of the 8th International
Conference on Learning Analytics & Knowledge (LAK’18), March 5-9, 2018, Sydney, NSW, Australia.
Pardo, A., Bartimote-Aufflick, K., Buckingham Shum, S., & Dawson, S. (12). OnTask: Delivering data-informed,
personalized learning support actions. Journal of Learning Analytics, 5(3), 235-249. doi.10.18608/jla.2018.53.15.
š ć
Pardo, A., Jovanovic, J., Dawson, S., Ga evi , D., & Mirriahi, N. (2019). Using learning analytics to scale the
provision of personalised feedback: Learning analytics to scale personalised feedback. British Journal of
Scheffel, M., Drachsler, H., Stoyanov, S. & Specht, M. (2014). Quality Indicators for Learning Analytics. Journal of
Scherer, R., Siddiq, F., & Tondeur, J. (2019). The technology acceptance model (TAM): A meta-analytic structural
equation modeling approach to explaining teachers’ adoption of digital technology in education. Computers &
Sclater, N. (2017). Chapter 9. Metrics and Predictive Modelling, in Learning Analytics Explained (pp. 88-98). New
Vigentini, L., Liu, D. Y. T., Lim, L., & Maldonado, R. (2018). Personalising feedback at scale: approaches and
practicalities. In Companion Proceedings of the 8th International Conference on Learning Analytics & Knowledge