1. How can new functionality in Talkwall support dialogic teaching?
Project and project statement, group members and our background (To build Ethos with sensor) Whole presentation should be minutes (Half the time for presentation, 14:05-14:50 ergo 45 minutes)

2. Agenda The research team behind Talkwall
What is Talkwall and Dialogic teaching
Demo on Talkwall
Problem statement
Theory from the curriculum
Methods
Results
Discussion & Conclusion
Aleksander

3. DiDiAC the research group behind Talkwall
DiDiAC - Digitalised Dialogues Across the Curriculum
Collaboration project:
Funded by:
Alexander
The DiDiac Talkwall project is a collaboration between University of Oslo and University of cambridge.
And all of this funded by The Research Council of Norway

4. What is Talkwall and Dialogic teaching
“Technology is a not only a product of thinking but technology changes the way we think and it enhances our thinking” Wegerif, R. (2015). “Technology and teaching thinking: Why a dialogic approach is needed for the twenty-first century”
21st century skills (
eg. collaboration, communication, critical thinking and creativity.
Ability to view multiple viewpoints and discern ideas
Effectiveness of open collaborative tools for ex. Wikipedia, a social collaborative tool is more up-to-date than traditional encyclopedias
Role technology in education is:
“Tutor of thinking”
“Tool of thinking “
“Environment for thinking”
“opening, expanding[,...] resourcing[and] carry[ing] the dialogues that unite diverse voices whilst maintaining their separation”
Didiac says that:
“Talkwall is designed to promote collective classroom interaction and to provide a digital link to the high-quality discussion that aids learning.”
Dialogue-based approach
Computer Supported Collaborative Learning
The aim is to encourage contributions by students that might otherwise not contribute orally in class
“Technology is a not only a product of thinking but technology changes the way we think and it enhances our thinking”
We have used Wegerif to understand the principles of dialogical thinking and the way technology may function in relation to the 21st century skills
mostly his 4 roles of tehcnology.

5. Talkwall today Contribution, Pinning, Hashtag, Edit
Follow me - task switch
Walls
Feed
Mette
Setup a machine for the examiners with student view

6. Problem arose Context lost:
Realization research video data and automatically tracked data had been correlated and presented as collectively as tracked data.
How could we replace the video observations that indicated when students changed context? Answer: Add functionality that showed a switch in context.
Current issues according to the expert user:
Lack of overview of Contributions
Session-based focus - what would help teacher facilitating the dialog during class
Increase dialog,
Analysing data told us that students did not build on other’s contributions
Alexandra
During the course of our investigations we made realization that the data logs that we had recieved the tracking of context had been done manually according to the video observations and our objective quickly became about introducing features which could replace the transitions.
Furthermore the expert user revealed a lack of overview in the contributions and desired more help during sessions than after , We had mapped pre , during and post suggestions to activities
And last we also needed to increase the dialog, after viewing logs we saw that most students used their own contributions and rarely built on other ideas.

7. Problem statement
“How can new functionality in Talkwall support dialogic teaching?”
Which is part of the path to obtaining the ability to answer DiDiac’s objective:
“How can automatically generated computer reports of participation in micro-blogs assist teachers in their assessment of students’ learning?”(DiDiAC, 2017)
Alexandra
Our problem statement became “How can new functionality in Talkwall support dialogic teaching?”
Which is part of the path to obtaining the ability answer DiDiac’s objective:
“How can automatically generated computer reports of participation in micro-blogs assist teachers in their assessment of students’ learning?”(DiDiAC, 2017)

8. Mobility: Theory from curriculum
Kakihara​ ​&​ ​Sorensen (2001)&(2002) “Expanding the 'Mobility' Concept”&”Mobility: An Extended Perspective.”
Spatial, temporal, contextual
Hagen, Robertson, Kan & Sadler (2005) “Emerging research methods for understanding mobile technology use”
Gather data from natural context
Kjeldskov & Paay (2012) “A longitudinal review of Mobile HCI research Methods”
Methods have moved from applied lab to empirical research and more focus on context
Rheingold(1999) “Look who's talking.”
What does it give back to the community? Does it make life better?
Fyll inn hovedpoenget fra hver artikkel knyttet til vår oppgave -Mette
Kakihara → spacial(where, moved from physical space into digital space) , temporal(when, clock time vs social time, talkwall can be used at different times) and contextual(“in what way, in what circumstance, and towards which actors”)
Hagen et al. → Context is important
Kjeldskov & Paay → Context and empirical data, not just testing-retesting in a lab
Rheinhold → Amish socity, skepcis to technology

9. Learning Analytics Bridging the gap mobility and learning analytics -
Kakihara​ ​&​ ​Sorensen (2002)say that: “contextuality in which the action occurs is of equal importance in organizing human interaction” .
Siemens, Dawson & Gašević, (2015): “The study of learning analytics has been defined as the ‘measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs’.”
Kakihara​ ​&​ ​Sorensen (2002)say that: “contextuality in which the action occurs is of equal importance in organizing human interaction” .
Siemens, Dawson & Gašević, (2015): “The study of learning analytics has been defined as the ‘measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs’.”
During a session automated data tracking of the collective is transformed into knowledge about the collective.
During a classroom session, data about the current interaction is being gathered and the teacher can potentially make on-the-move judgements about the interactivity and dialog with data being tracked, which in turn is repurposed to interpret the activity. These interactions can be transformed and represented differently in order to facilitate an analysis of the interactivity

10. “Social learning analytics.” Ferguson and Shum(2012)
Educational tool should focus on needs of teacher and students (SLA field also shifts towards user centered design)
5 categories of analytics to think about:
Social Network analytics : support learner dev. and maintaining network
Discours analytics: quality of interactions, how well ideas are argued and to what extent are different viewpoints explored
Content analytics: finding relevant info in right format for needs of the user - for ex. comments, ratings or number of citations .
Disposition analytics: mentoring aspects via teacher-led class for ex. encouragements of multiple perspectives or motivation of debate
Context analytics: making use of the context based statistics, for ex. asynchronous vs. synchronous, or group vs individual.

11. Methods Informal Interview - Ole Smørdal
Observation - joined class that uses Talkwall and watched video of use
Prototyping - Based on data logs, first interview and observation (Visualization)
Unstructured interview - Expert user
Prototyping - Functionality, sketches, exploring the existing functionality in Talkwall
Aleksander

12. Results

13. Design guidelines
“Ideen må være at det er fleksibelt, generisk og enkelt å bruke.” Quote from expert user, Appendix B [41:17]
Design guidelines based observation and Interviews: 1. Flexible 2. Simple 3. Intuitive
Colors
Icons
Universal design
Responsive​ ​design
Aleksander
visualization and sorting of the
feed, extending the contribution object with attributes such as reply, and introduce the ability
to form groups.
Ecology -- Talkwall form part of a ecosystem of tools offered and also diversification of information to different devices used n particular contexts.
Mobile device ecosystems framework suggested by Kjeldskov and Paay as Rogers , Scaife, and Rizzo are presented good way of mapping different need concerning contextualized mobility is interesting framework to consider for further studies (alexandra added)
google kilden også

14. Prototype Prototypes:
First visualization of data gathered from logs and observation
Final prototypes was new functionality that could be added to support dialogic teaching:
Overview of feed, put students in group, add in reply button and clearer labeling of contributions
Aleksander
visualization and sorting of the
feed, extending the contribution object with attributes such as reply, and introduce the ability
to form groups.

15. Prototype: Feed Overview
“X: ja, for det som er problemet som mange lærere føler at det blir veldig mange bidrag i den message feeden. Sant, så de mister oversikten. Det blir bare en lang strøm.“ Quote form expert user, Appendix B [00:04:28]
“X: Men det er klart, hvis jeg får 120 bidrag i message feeden så mister jeg oversikten.
A: Ja
X: Det blir veldig mye scrolling og det er ikke alltid det er så.[...]” Quote from expert user, Appendix B [00:08:21]
Aleksander
visualization and sorting of the
feed, extending the contribution object with attributes such as reply, and introduce the ability
to form groups.

16. Protype : Feed Overview

17. Protype: Feed
General talk about the width of the and column design that can be extended

18. Protype: Feed How many comments / replies does this contribution have?
Replies are directly coupled to the contribution and are visible to the users when expanded.
This can also be useful for the teacher to identify clusters of dialog in response to the contribution.
How many have pinned this contribution onto their wall? We have applied “Content analytics” from Ferguson and Shum(2012) to aid teacher in identifying clusters of interesting contributions which is loosely coupled.
Aleksander

19. Reply visualized in wall
Mette Reply because edit did not invite to discussion
labeling → hashtag,

20. # Labeling

21. Prototypes: Icon iteration
Aleksander

22. Prototype:Groups
Much of technological based workforce and in education require “joint activities [ as groups and ] their success is related to a combination of individual knowledge and skills, environment, use of tools, and ability to work together.” (Ferguson & Shum, 2012).
Alexandra
Our suggestion introducing groups as structure in Talkwall bases itself on that if we remove the video observations from the data offered by the research data what could we introduce to illustrate the context in which the student finds themselves while using the tool. The tracked data in which was left after removing the video observed data exposed the tools lacking functionality. We felt it was necessary to add functionality to increase the application of the tool to more than a brainstorm tool. Our challenge was to make it simple enough. Supporting this idea further we found support while interviewing expert user, we were somewhat on the idea during the first interview and video observations showing with Ole Smørdalen but had not discovered it after a second round of listening to the audio and improving the transcription. Stategy was to create greater ownership by the student to the content production by allowing for

23. Groups
“X: Det spiller veldig på etablerte praksiser og måter å organisere klassen på og vi ønsker å gå videre, for eksempel å innføre som dokker gjør nu, gruppe begrepet,” [40:51] (Expert User).
Translation: This plays on established practice on how to organize the class and we wish to proceed, like for example to implement like you have now, with grupe concept.

24. Login in with user profile
Alexandra

25. 5. Task tab to assign user(s) with all task visible
3. Current User Walls tab
4.Contributions tab
6.Task icon
7.Reordering of tasks
2. Clickable list attributes to reorganize Wall list
10. Green online Group icon
9. Individual user
1.Create group to current task
8. Teacher icon
Alexandra

26. Creating groups
Alexandra

27. Students ability to switch walls: Individual, Group and Teacher
Alexandra

28. Discussion Contextual focus
planning of sessions, during sessions and analysis of session
unable to follow one user over time Temporal visualizations
Registered users with username, password and user profiles in addition to current nickname and session id.
Same as Ferguson and Shum 2012 Open University platform
Different views vs. “follow me mode”
Increasing functionality vs. Complexity
Formative assessment requires the need to follow registered users over time.
Groups and more asynchronous access to the sessions more interaction between students.

29. Features suggested: User profiles with User Id, Password
Sessions Overview for Students
Overview of Tasks
View of Walls per Task for Students: Teacher (if shared), Groups, Individual
Extended overview of contributions in the feed
Number of times contribution has been pinned, statistics only available for teachers.
Flexible interface and more space.
Reply - added functionality to increase interactions onto others contributions
#Hashtag- tagging contributions
Search and sorting parameters (contributions, tasks and participants walls)
Assigning Tasks by teacher or self assigning by groups or individuals
Support universal design
(text to speech and navigable interface without mouse or touch)
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