Empowering Educators with Computational Thinking: A Learning Analytics Visualization for Instructional Improvement in Myanmar (Burma)

• In Event: Poster Session 3
  In Poster Session: Empowering Educators with Computational Thinking: A Learning Analytics Visualization for Instructional Improvement in Myanmar (Burma)

Proposal

This project explores a new Learning Analytics Visualization professional development program aimed at equipping K-12 educators in resource-constrained environments, such as Myanmar, with computational thinking skills to improve instructional practices. The program aims to address the challenge educators encounter in comprehending the vast amount of data generated by digital learning tools.The 2021 Myanmar military coup led to significant issues related to technology access and infrastructure (UNESCO, 2021). In contrast, high-resource countries like Singapore, which have developed robust EdTech infrastructures and comprehensive professional development.This disparity highlights the urgent need for innovative solutions to training educators to understand and use data to make data-driven decision to address educational gaps in Myanmar.
The Learning Analytics Visualization professional development program is grounded in computational thinking theories, guiding educators toward essential skills such as data decomposition, pattern recognition, and algorithm design. These skills are crucial for creating visual data representations and making data-driven decisions that cater to diverse student needs, ultimately promoting equity and inclusivity. The program includes a comprehensive need analysis to identify specific learning analytics challenges. This ensures that content is both relevant and accessible to all participants. It features structured activities, collaborative discussions, and hands-on practice with tools like Tableau and incorporates research-based practices to ensure unbiased visualizations that reflect diverse learner needs.
The program starts with a pre-test to establish a baseline of educators' computational thinking skills and their ability to apply learning analytics. This initial assessment lays the foundation for meaningful engagement when educators participate in open dialogue and collaboration to share their knowledge and experiences. The program employs community resources, including local experts and online forums, to enrich the content with diverse perspectives and practical examples. The program concludes with classroom observations of all participants to evaluate the sustained acquisition of skills and the successful application of leaning analytics through a post-test. Moreover, the project's impact will be assessed with a project evaluation survey focusing on the most beneficial aspects and identifying areas for improvement.
The impact of this program lies in its contribution to comparative and international education by examining computational thinking and learning analytics in resource-constrained settings in Myanmar. The integration of computational thinking with practical data visualization tools represents a novel approach to professional development, advancing the discourse on equity and inclusion in education.
The poster will help CIES’s audience identify specific challenges to education in Myanmar and highlight a new professional development program which could be adapted to other international contexts. This poster will also highlight high-quality education practices from other regions and explore international collaborations to provide valuable insights and best practices for data visualization professional development. Developing partnerships with regional educational institutions and NGOs is essential for tailoring the program to various local contexts and ensuring long-term sustainability. Future interventions will include, regular follow-up workshops or online modules that will help participants stay up-to-date with new tools, techniques, and best practices in learning analytics.

Author

• AYE MYAT MON, Northern Illinois University