are emotions driving better university courses?

#openmindstalks

Are emotions driving better university courses?

Introduction by Prof Patrick McAndrew, Director IET, OU

Dr Bart Rienties, Reader in Learning Analytics, OUDr Ana Aznar, Postdoctoral Research Fellow, University of SurreyGarron Hillaire, OU PhD student, OU

Hashtag: #openmindstalks 

Innovating Pedagogy 2015 report out!!!

http://www.open.ac.uk/blogs/innovating/● Crossover learning● Connecting formal and informal learning● Learning through argumentation● Developing skills of scientific argumentation● Incidental learning● Harnessing unplanned or unintentional learning● Context-based learning● How context shapes and is shaped by the process of learning● Computational thinking● Solving problems using techniques from computing● Learning by doing science with remote labs● Guided experiments on authentic scientific equipment● Embodied learning● Making mind and body work together to support learning● Adaptive teaching● Adapting computer-based teaching to the learner’s knowledge and action● Analytics of emotions● Responding to the emotional states of students● Stealth assessment● Unobtrusive assessment of learning processes

Mobile phones in 1999?

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So what kinds of emotions did you experience while watching this video?

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So what kinds of emotions did the participants experience?

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So what kinds of emotions did the participants experience?

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So what kinds of emotions did the participants experience?

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So what kinds of emotions did the participants experience?

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Technology to measure emotions is in your hands

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Technology to measure emotions is in your hands

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Rantakari, J., Inget, V., Colley, A., & Hakkila, J. (2016). Charting Design Preferences on Wellness Wearables. Paper presented at the Proceedings of the 7th Augmented Human International Conference 2016, Geneva, Switzerland.

Constructivist Learning Design

Assessment Learning Design

Productive Learning Design

Socio-construct. Learning Design

VLE Engagement

Student Satisfaction

Student retention

150+ modules

Week 1 Week 2 Week30+

Rienties, B., Toetenel, L., (2016). The impact of learning design on student behaviour, satisfaction and performance: a cross-institutional comparison across 151 modules. Computers in Human Behavior, 60 (2016), 333-341

Communication

Tremendous opportunities for improving education

●Understand why students “get lost”

●Allow students to reach their full potential

●Automatic feedback to students and teachers

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What are the largest challenges?

●Ethical implications of continuously measuring emotions on smart phones, tablets, laptops, fitbits, wearables?

●How to deal with individual differences (e.g., expressiveness, moods)?

●How to deal with cultural differences?

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And now lets see how children learn about emotions

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#openmindstalks

CHILDREN’S DEVELOPMENT OF EMOTIONAL COMPETENCE

Why is the study of emotions relevant?

A Ana Aznar, PhD University of Surrey

Today I am going to talk about…

1. Children’s development of emotional competence

2. How do children learn about emotions?

3. Why is the study of emotions relevant?

Emotional Competence

Emotion Expression Emotion Regulation Emotion Understanding

EMOTION EXPRESSION

The ability to make others understand how you are feeling.

EMOTION REGULATION

The ability to manage your own emotions so that you function successfully in any given situation.

EMOTION UNDERSTANDING (Pons et al., 2004)

External Emotions

(3-5 year olds)

Mentalistic Emotions

(5-7 year-olds)

Reflective Emotions

(7-9 year-olds)

EXTERNAL EMOTIONS (3-5)

MENTALISTIC EMOTIONS (5-7)

REFLECTIVE EMOTIONS (7-9)

THE QUESTION THEN IS…

HOW DO CHILDREN LEARN ABOUT EMOTIONS?

In the context of the family

Mother-child conversations

+ mother-child emotion conversations

+ children’s emotion understanding

(Aznar & Tenenbaum, 2013)

+ mothers’ explanations about emotions

+ children’s emotion understanding

(Denham et al., 1994)

WHY ARE EMOTIONS IMPORTANT?

• Children’s development of social competence

• Children’s ability to learn within the school environment

EMOTIONS INFLUENCE CHILDREN’S SOCIAL LIFE

Children who are emotionally competent….

Are more popular among their peers.

Display more prosocial behaviour.

Have lower levels of psychological problems.

(Fabes et al., 2001; Dunn & Herrera, 1997)

EMOTIONS INFLUENCE CHILDREN’S SOCIAL LIFE

Children who have low emotional competence….

Have poor social skills.

Have higher levels of psychological problems.

(Dunn & Brown, 1994, Campos & Barrett, 1984)

EMOTIONS INFLUENCE CHILDREN’S LEARNING

Children who are emotionally competent…

Are better able to adapt to the transition from nursery to school.

Show better academicperformance across theirschool years.

(Izard et al., 2001)

EMOTIONS INFLUENCE CHILDREN’S LEARNING

Children who are not emotionally competent….

Have problems in higher cognitive processes.

Have behavioural

problems. (Al Otaiba & Fuchs, 2002; Blair, 2002)

INTERVENTION PROGRAMS

Skills: Self-management & self-awareness

Activity: Developmental discipline

Skill: Social awarenessActivity: social understanding

Relationship skillsActivity: helping and prosocial tasks

Results:1. Better attitudes towards school, self & others2. Better academic achievement3. Less behavioural problems

Emotion Learning AnalyticsSupporting Students & Course Design

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Garron HillaireInstitute of Educational TechnologyThe Open University

Supervisors: Dr Bart Rienties, Zdenek Zdrahal & Mark Fenton-O’Creevy

Four Discrete EmotionsHappy, Calm, Sad, Frustration

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Four Discrete EmotionsCore affect – Arousal & Valence

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Researched Emotions

Admiration, Alienation, Aggression, Anger, Annoyance, Antipathy, Anxiety, Appreciation, Apprehension, Assuredness, Belonging, Boredom, Calm, Challenged, Comfortable, Communication anxiety, Competent, Confident, Confusion, Connectedness, Contempt, Contentment, Convenience, Curiosity, Delight, Depressed, Desire, Devalued, Disappointment, Disconnectedness, Disgust, Dislike, Elation, Embarrassment, Empathy, Emphatics, Encouraged, Energetic, Engaged, Enjoy, Enthusiasm, Envy, Excitement, Fear, Flow, Frustration, Gratitude, Guilt, Happiness, Hate, Helplessness, Hope, Hopelessness, Humiliated, Humour, Inadequacy, Insecurity, Interested, Intrigue, Irony, Joy, Liberty, Like, Love, Motivated, Need for connectedness, Nervous, Neutral, Overwhelmed, Panic, Passion, Peace, Pleasure, Preference, Pressure, Pride, Rejuvenated, Relaxed, Relieved, Restriction, Sadness, Sarcasm, Satisfaction, Scared, Shame, Stress, Stupidity, Surprise, Sympathy, Tense, Thankfulness, Thrill, Tired, Uncertainty, Unease, Unhappiness, Validation, Wonder, Worn out, Worry, Yearning...

Sample of Discrete Emotions

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Emotions Organized by Core AffectValence & Google Scholar

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Emotions Organized by Core AffectValene & Arousal

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Scoping StudyHow Core Affect Influences Design

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Core Affect in Two TracesSelf-Report & Sentiment Analysis of Comments

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Scoping Study ResultsValence General Agreement, Arousal Differences

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Research StudiesPilot August, RCT October, Scale TBD

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ScopingN=353

PilotN=16

RCTN=1200

ScaleN=TBD

Research QuestionsMeasure, Display, & Support

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ScopingN=353

PilotN=16

RCTN=1200

ScaleN=TBD

RQ1- What can dimensional measurement of emotions tell us about learning?

RQ2- How can we display this emotiondata directly to students?

RQ3- What do students need to use theseemotion data effectively?

So What?What are the implications?

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Researcher

Parent

Student

Students & Course Design Affect, Cognition & Behavior traces of a Course

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Course Design Reading Quiz Group Assignment Test

Core Affect state state state state

Cognition score score score score

Behavior Dwell time Dwell time Dwell time Dwell Time

StudentA Fabricated Example

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Course Design

Reading Quiz Group Assignment Test

Core Affect

PositiveLow Energy

PositiveLow Energy

NegativeHigh Energy

PositiveLow Energy

Cognition 85% 100% 65% 90%

Behavior 20 min 5 min 60 min 30 min

Want to learn more?

●Childhood and Youth●MA in Childhood and Youth●MBA●MBA (Technology Management)●MSc in Computing●MSc in Development Management●MSc in Technology Management●Postgraduate Certificate in Computing●Postgraduate Certificate in Conflict and Development●Postgraduate Certificate in Development Management●Postgraduate Certificate in Technology Management●Postgraduate Diploma in Computing●Postgraduate Diploma in Development Management●Postgraduate Diploma in Technology Management

http://www.open.ac.uk/courses/choose/start-in-may

http://www.open.ac.uk/courses/choose/start-in-may

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#openmindstalks

Are emotions driving better university courses?

Introduction by Prof Patrick McAndrew, Director IET, OU

Dr Bart Rienties, Reader in Learning Analytics, OUDr Ana Aznar, Postdoctoral Research Fellow, University of SurreyGarron Hillaire, OU PhD student, OU

Hashtag: #openmindstalks