Options
Koh, Elizabeth
Preferred name
Koh, Elizabeth
Email
elizabeth.koh@nie.edu.sg
Department
Office of Education Research (OER)
ORCID
11 results
Now showing 1 - 10 of 11
- PublicationMetadata onlyRevolutionizing word clouds for teaching and learning with generative artificial intelligence: Cases from China and Singapore(Institute of Electrical and Electronics Engineers, 2024)
; ; Wang, HongyeGenerative artificial intelligence (AI) has the potential to revolutionize teaching and learning applications. This article examines the word cloud, a toolkit often used to scaffold teaching and learning for reflection, critical thinking, and content learning. Addressing the issues in traditional word clouds, semantic word clouds have been developed but they are technically challenging to develop and still problematic. However, generative AI has the potential to develop efficient, accurate, creative, and accessible word clouds. Three different methods representing three major approaches of word cloud generation were developed, implemented, and user evaluated—traditional (baseline), semantic (natural language processing enhanced), and generative AI (generative pretrained transformer based)—in two different language contexts—Chinese (China case) and English (Singapore case). The findings of the study show the technical robustness of the methods, as well as provide key pedagogical insights from the user perspective of instructors of higher education courses in China and Singapore. Implications to the design of word clouds and their application in teaching and learning are discussed.46 - PublicationMetadata onlyLearning analytics for education
The fields of Learning Analytics (LA) has experienced tremendous growth in the past decade. Spurred by developments such as increasing computing capacities and digital data, LA provides evidence-based and data-driven analytics to analyse, monitor and predict students’ learning processes and outcomes to inform the design and intervention of learning environments and experiences in order to optimise learning.
This chapter provides an overview of the current status and future trends of LA for education. It will interweave applications of LA, particularly four LA applications from Singapore. It will also discuss the implications of LA for educators, offering opportunities for readers to reflect on their role in harnessing LA for education transformation.
91 - PublicationMetadata onlyNetwork science approaches to education research(International Journal of Complexity in Education, 2020)
; ; ; Tan, Jennifer Pei-LingIn the United States, the Interstate Teacher Assessment Consortium (InTASC) Standards and Education can be generally defined as a process of receiving and providing systematic instruction, and it embodies the verbal and nonverbal networks that the stakeholders (e.g., teachers and students) co-construct. Recent years witness an increasing interest in employing network science approaches to explore the interconnected and non-linear developmental process of education. The current review starts with a brief discussion on the nature of the educational data and proceeds with an introduction to network science history. Relevant network analysis approaches and terminologies are synthesized. Three case studies in Singapore are used to demonstrate how network science approaches can be employed to conceptualize daily educational issues. The findings of the three studies with network science approaches (e.g., motifs detection) may offer educators, researchers, and policymakers novel insights into better pedagogy and strategies for learning face-to-face or online.30 - PublicationMetadata onlyLearning analytics for learning: Emerging international trends and case studies from the Asia-Pacific
In this chapter, an overview of learning analytics is provided – highlighting emerging international trends – illustrated with innovative case studies from the Asia-Pacific. As a growing field intersecting learning and pedagogical theories, human-centered design, and data science, learning analytics has many applications in K-12 and adult learning settings, from enhancing learning progress and learning awareness, improving cognitive learning outcomes, nurturing socioemotional and lifelong learning skills, to intervening with prompts, tasks, feedback, and learning strategies. While there are many recent movements such as multimodal learning analytics, trustable data, and actionable dashboards, they essentially drive towards the ultimate purpose – learning analytics is for optimizing learning. Upon reviewing influential literature in the field, we conceptualize a framework to map current research trends in learning analytics into seven dimensions, including the foundational lens, visual feedback, indicators and metrics, design approach, function/purpose type, data modality, and ethics. This framework demonstrates a global convergence in the field with wide application including the Asia-Pacific region. Case studies of learning analytics applications from Hong Kong and Singapore are illustrated to highlight the fruitful ways how learning and learning environments have been optimized, along the dimensions in the framework. The chapter concludes with a synthesis and critique of current learning analytics research and suggests implications for learning analytics researchers, developers, and users including practitioners.
23 - PublicationMetadata onlyA systematic review on student-facing learning analytics dashboards: Reference frames and indicatorsAs the integration of technology in education undergoes continuous development, Learning Analytics Dashboards (LADs) have become vital tools for both instructors and learners, facilitating the monitoring and optimization of the learning experience. Student-facing LADs have been designed with various reference frames which enable various feedback, comparisons and reflection. However, there has been limited examination of the reference frames and their indicators employed in student-facing LADs as well as its evaluation. This research aims to address this gap by conducting a systematic literature review using PRISMA to synthesize existing literature to identify and offer insights on reference frames and key indicators used in student-facing LADs. We identified 42 articles and analyzed that social reference frames as compared to progress reference frames are commonly employed in LADs. Key indicators include class performance average, class performance mean, average performance of the class, etc. These insights contribute to the ongoing development and best practices of LAD design. The knowledge and findings can help educators, researchers, system designers and policymakers decide how best to incorporate these tools into educational settings.
5 - PublicationMetadata onlyICT-based learning innovations for the twenty-first century in Singapore: Scaling change through apprenticing and ecological leadership(Springer, 2021)
; 53 - PublicationMetadata onlyScaling up ICT-based innovations in schools: The Singapore experienceThis collected book is about the eduLab projects, an initiative with focus on Scaling Change through Apprenticising and Ecological Leadership, designed to surface and spread ground-up information and communication technology-based pedagogical innovations. It presents the goals and rationale behind eduLab, an overview of the research projects conducted by its principal investigators during its funding tenure, as well as synthesizing thoughts on the entire endeavor. This book not only marks the achievements of the eduLab programme but also serves as inspiration for future projects. It presents Singapore education in action – a continually evolving and adapting education system that delivers a system well known for its high quality as much as it is forward-looking.
46 - PublicationMetadata onlyInfusing the teamwork innovation my groupwork buddy in schools: Enablers and impedimentsTeamwork is an important twenty-first-century competency to be nurtured in our young. In this eduLab Information and Communications Technology (ICT) innovation, My Groupwork Buddy (MGB), a techno-pedagogical system, was developed using design-based research for secondary school students in collaborative inquiry projects from any subject domain. Co-designed with a team of researchers, teachers and education officers, MGB aimed to nurture teamwork competency through its blended pedagogical framework, formative assessment measures and a web-based learning analytics system. The innovation was successfully trialled over two and a half years in two schools, across two subjects, and used by 12 teachers and over 200 students. This chapter will examine the enablers and impediments of infusing the innovation from the design team’s perspective. Insights of key conditions for the innovation to take root, and its possible infusion in the school system will be discussed. Practical implications for practice and policy will also be described in light of MGB’s journey in Singapore’s educational context.
41 - PublicationMetadata onlyTeamwork dimensions classification using BERT(2023)
Scopus© Citations 1 34 - PublicationMetadata onlyExploring online technology resources for English speaking skills: A case study of students’ experiences(Association for Computing Machinery, 2023)
26