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| | {|style="background-color:#595959; margin: 0 15%" width="70%" cellspacing="0" cellpadding="0" valign="top" border="0" | | | {|style="background-color:#595959; margin: 0 15%" width="70%" cellspacing="0" cellpadding="0" valign="top" border="0" | |
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| − | | style="font-family: Calibri; font-size:120%; solid #043172; background:#DE7676; text-align:center;" width="25%" | | + | | style="font-family: Calibri; font-size:120%; solid #043172; background:#A9A9A9; text-align:center;" width="25%" | |
| | [[AY1516 T2 Group09 Project Overview | <font color="#FFFFFF">SUMMARY</font>]] | | [[AY1516 T2 Group09 Project Overview | <font color="#FFFFFF">SUMMARY</font>]] |
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| − | | style="font-family: Calibri; font-size:120%; solid #043172; background:#C00000; text-align:center;" width="25%" | | + | | style="font-family: Calibri; font-size:110%; solid #043172; background:#808080; text-align:center;" width="25%" | |
| − | [[AY1516 T2 Group09 Problem | <font color="#FFFFFF">ISSUES</font>]] | + | [[AY1516 T2 Group09 Business Problem & Solution | <font color="#FFFFFF">BUSINESS PROBLEM & SOLUTION</font>]] |
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| − | | style="font-family: Calibri; font-size:120%; solid #043172; background:#C00000; text-align:center;" width="25%" | | + | | style="font-family: Calibri; font-size:120%; solid #043172; background:#808080; text-align:center;" width="25%" | |
| | [[AY1516 T2 Group09 Solution | <font color="#FFFFFF">SOLUTION</font>]] | | [[AY1516 T2 Group09 Solution | <font color="#FFFFFF">SOLUTION</font>]] |
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| | [[AY1516 T2 Group09 Stakeholders | <font color="#FFFFFF">STAKEHOLDERS</font>]] | | [[AY1516 T2 Group09 Stakeholders | <font color="#FFFFFF">STAKEHOLDERS</font>]] |
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| − | ===== Stakeholders ===== | + | ===== Executive Summary of Project ===== |
| − | {| class="wikitable"
| + | Professor Chris Boesch is the owner and creator of SingPath and ClassMentors, websites that have seen over a thousand students learn programming through its courses and questions. With each new batch of students, he must redesign groupings, questions, and assessments to better their learning experience. For this purpose, he has engaged our team to develop an analytics dashboard, which will allow students and himself to better understand the course environment. This dashboard would assess student competency through the questions undertaken, and provide insight to their level of competency. |
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| − | ! Name !! Position !! Description
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| − | | Professor Chris Boesch || Client || This Associate Professor of Information Systems is an expert in blended learning, game based learning, and empirical software engineering.
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| − | | Professor Kam Tin Seong || Course Coordinator || This Associate Professor of Information Systems is knowledgeable and conducts lessons on visual analytics, geospatial analytics, and data mining and machine learning.
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| − | |}
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| − | | |
| − | ===== Issues Identified =====
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| − | {| class="wikitable"
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| − | ! Issue Number !! Name !! Description
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| − | | 01 || Uncertain Pace for Lessons || Courses may not provide optimal learning for each individual student, as each student will possess differing levels of competency in the field. As such, the client needs to moderate his pace of teaching to accommodate the slower, less experienced students, whilst maintaining the interest of the more learned of his class. This complicates the teaching and grouping process for his classes, and this would be made less so if there were a way for him to evaluate the overall competency level of his class.
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| − | | 02 || Random Class Groupings || Whether groups are pre-assigned or organically formed, the composition of competencies within a group may not be suitable for all members, as some groups may have a higher ratio of weaker or stronger students, making this a frustrating experience for the students and professor alike. Optimized groupings will also reduce “Idle Time” or time spent by students idling in class having completed their work or being unsure of how to proceed.
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| − | | 03 || Questions Inappropriate for Students || Questions and their order of appearance within the course may not be optimal for the learning of the students. There is a possibility that questions may not appear in ascending order of difficulty or properly distributed by competencies tested, which may result in increased idle time as well as frustration from the students. Minimizing the confusion this could cause would greatly improve the learning experience of the students and facilitate a better teaching experience for the professor.
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| − | |}
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| − | ===== Proposed Solution =====
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| − | A dashboard with customized analytics for students as well as the client would greatly benefit all parties involved. For students, the dashboard provides information on a question-level, and will allow them to view their ranking for each question that they have completed, measured against other students who have also cleared the same question. Rankings will be based on whether or not the question was answered correctly, as well as the time taken by the student to solve the question. A description of the competency measured for each question will also be displayed, allowing the student to better understand what concepts they need to learn or understand in order to better themselves for the course.
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| − | For the client, there are two main benefits: Firstly, this dashboard provides information on a question level as well as a student level, enabling him to see how each student has scored on each question. It will also allow him to see the overall rankings for all students who have attempted each question, and enable him to zoom in on each individual student. Because competency is measured by whether a student has answered a question correctly, as well as the amount of time the student took to answer the question, the Professor will be able to view which students have done well or poorly on each question. The dashboard should also allow him to view each student and their overall rank based on their rankings for all questions, enabling him to view the overall progress of a student. Also, he should be able to use the dashboard to view students in their groups, which will allow him to identify which groups have weaker students, and if the inclusion of stronger students in a group has a positive impact on the work done by all students. This will empower the Professor to modify anything within the course to better the learning environment for the students.
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| − | Secondly, this dashboard will provide information on a question, student, and course level. He will be able to view how each student has performed on each question, the overall rankings of all students within the course, and finally he will also be able to compare students between classes and courses. If a student is a part of two or more courses, the client will be able to track his competencies for all courses and derive a complete student profile from the information. With this information, the client is thus able to get a high level view of all courses, enabling him to make the appropriate adjustments to all his courses if necessary.
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| − | ===== Data Provided =====
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| − | All data received will be from the clients’ Firebase repository in JSON format. Data will include the ID of each question, the ID of each student, whether each question was correctly solved by the student, and the start and end times of each student’s attempt for each question. All data received from Firebase is live, and additional data will be requested from the client, such as demographic data of each student within the class, as well as the various competencies tested for each question. Depth of analysis will be dependent on the availability of such data.
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