108 research outputs found
Recueil : Newsletters uTOP-Inria
Document compilant les 32 Newsletters produites de 2013 Ă 2016 dans le cadre du sous-projet uTOP-Inria âValorisation de la recherche par la formationâCe document est un recueil de 32 newsletters parues de fĂ©vrier 2013 Ă dĂ©cembre 2016 dans le cadre du sous-projet uTOP-Inria âValorisation de la recherche par la formationâ. uTOP (UniversitĂ© de Technologie Ouverte Pluripartenaire) Ă©tait une rĂ©ponse Ă lâappel Ă projets Initiatives dâexcellence en formations innovantes IDEFI coordonnĂ©e par la Fondation UNIT. Il sâagissait dâun dĂ©monstrateur, en 4 ans, dâuniversitĂ© de technologie ouverte française pour la formation Ă distance des ingĂ©nieurs et techniciens supĂ©rieurs opĂ©rĂ© par des Ă©tablissements dâenseignement supĂ©rieur. Il comportait trois sous-projets dĂ©monstrateurs dont celui dirigĂ© par Inria. Le sous-projet uTOP-Inria visait Ă rĂ©aliser un dĂ©monstrateur de valorisation des rĂ©sultats de la recherche publique sur des secteurs de haute technologie. Inria a proposĂ© des sujets de cours et des auteurs, et produit, par le biais de son Learning Lab (ancien Mooc Lab Inria) dix MOOCs sur la plateforme FUN (France UniversitĂ© NumĂ©rique), facilitant ainsi le transfert dans l'industrie de mĂ©thodes nouvelles et dâoutils innovants issus de ses recherches. Ce projet pilote a Ă©tĂ© conçu, en coordination avec la Fondation UNIT, par fuscia, le partenariat Inria - UniversitĂ©s numĂ©riques. Les newsletters prĂ©sentĂ©es dans ce document sont issues de la veille rĂ©alisĂ©e par Mia Ogouchi dans le cadre de ce sous-projet. Cette veille portait notamment sur les usages et technologies innovants en e-learning. Elle a Ă©tĂ© rĂ©alisĂ©e de janvier 2013 Ă dĂ©cembre 2016
Recueil : Newsletters uTOP-Inria
Document compilant les 32 Newsletters produites de 2013 Ă 2016 dans le cadre du sous-projet uTOP-Inria âValorisation de la recherche par la formationâCe document est un recueil de 32 newsletters parues de fĂ©vrier 2013 Ă dĂ©cembre 2016 dans le cadre du sous-projet uTOP-Inria âValorisation de la recherche par la formationâ. uTOP (UniversitĂ© de Technologie Ouverte Pluripartenaire) Ă©tait une rĂ©ponse Ă lâappel Ă projets Initiatives dâexcellence en formations innovantes IDEFI coordonnĂ©e par la Fondation UNIT. Il sâagissait dâun dĂ©monstrateur, en 4 ans, dâuniversitĂ© de technologie ouverte française pour la formation Ă distance des ingĂ©nieurs et techniciens supĂ©rieurs opĂ©rĂ© par des Ă©tablissements dâenseignement supĂ©rieur. Il comportait trois sous-projets dĂ©monstrateurs dont celui dirigĂ© par Inria. Le sous-projet uTOP-Inria visait Ă rĂ©aliser un dĂ©monstrateur de valorisation des rĂ©sultats de la recherche publique sur des secteurs de haute technologie. Inria a proposĂ© des sujets de cours et des auteurs, et produit, par le biais de son Learning Lab (ancien Mooc Lab Inria) dix MOOCs sur la plateforme FUN (France UniversitĂ© NumĂ©rique), facilitant ainsi le transfert dans l'industrie de mĂ©thodes nouvelles et dâoutils innovants issus de ses recherches. Ce projet pilote a Ă©tĂ© conçu, en coordination avec la Fondation UNIT, par fuscia, le partenariat Inria - UniversitĂ©s numĂ©riques. Les newsletters prĂ©sentĂ©es dans ce document sont issues de la veille rĂ©alisĂ©e par Mia Ogouchi dans le cadre de ce sous-projet. Cette veille portait notamment sur les usages et technologies innovants en e-learning. Elle a Ă©tĂ© rĂ©alisĂ©e de janvier 2013 Ă dĂ©cembre 2016
Course Quality and Hosting Platforms: Implications for Massively Open Online Course (MOOC) Design and Delivery
Massive open online courses (MOOCs) began as an experiment in connectivist learning in 2008 (Downes, 2012). While the number of MOOCs offered has risen, as has the number of universities offering MOOCs (Brown, Costello, Donkon, & Giolla-Mhichill, 2015), perceptions of the quality of MOOCs have been mixed (Bali, 2014; Peterson, 2014). From a perspective of Merrillâs first principles of instruction (2013), this qualitative study examined MOOC delivery platforms to determine what learning platforms and what specific characteristics may best promote and sustain MOOC quality. MOOCs selected for this study include those offered in English, open to anyone with Internet access, from accredited institutions of higher education
Analyzing the behavior of students regarding learning activities, badges, and academic dishonesty in MOOC environment
MenciĂłn Internacional en el tĂtulo de doctorThe âbig dataâ scene has brought new improvement opportunities to most products and services,
including education. Web-based learning has become very widespread over the last decade,
which in conjunction with the Massive Open Online Course (MOOC) phenomenon, it has enabled
the collection of large and rich data samples regarding the interaction of students with these educational
online environments.
We have detected different areas in the literature that still need improvement and more research
studies. Particularly, in the context of MOOCs and Small Private Online Courses (SPOCs),
where we focus our data analysis on the platforms Khan Academy, Open edX and Coursera. More
specifically, we are going to work towards learning analytics visualization dashboards, carrying
out an evaluation of these visual analytics tools. Additionally, we will delve into the activity and
behavior of students with regular and optional activities, badges and their online academically
dishonest conduct. The analysis of activity and behavior of students is divided first in exploratory
analysis providing descriptive and inferential statistics, like correlations and group comparisons,
as well as numerous visualizations that facilitate conveying understandable information. Second,
we apply clustering analysis to find different profiles of students for different purposes e.g., to analyze
potential adaptation of learning experiences and pedagogical implications. Third, we also
provide three machine learning models, two of them to predict learning outcomes (learning gains
and certificate accomplishment) and one to classify submissions as illicit or not. We also use these
models to discuss about the importance of variables.
Finally, we discuss our results in terms of the motivation of students, student profiling,
instructional design, potential actuators and the evaluation of visual analytics dashboards
providing different recommendations to improve future educational experiments.Las novedades en torno al âbig dataâ han traĂdo nuevas oportunidades de mejorar la mayorĂa
de productos y servicios, incluyendo la educaciĂłn. El aprendizaje mediante tecnologĂas web se
ha extendido mucho durante la Ășltima dĂ©cada, que conjuntamente con el fenĂłmeno de los cursos
abiertos masivos en lĂnea (MOOCs), ha permitido que se recojan grandes y ricas muestras de
datos sobre la interacciĂłn de los estudiantes con estos entornos virtuales de aprendizaje.
Nosotros hemos detectado diferentes ĂĄreas en la literatura que aĂșn necesitan de mejoras y del
desarrollo de mĂĄs estudios, especĂficamente en el contexto de MOOCs y cursos privados pequeños
en lĂnea (SPOCs). En la tesis nos hemos enfocado en el anĂĄlisis de datos en las plataformas Khan
Academy, Open edX y Coursera. MĂĄs especĂficamente, vamos a trabajar en interfaces de visualizaciones
de analĂtica de aprendizaje, llevando a cabo la evaluaciĂłn de estas herramientas
de analĂtica visual. AdemĂĄs, profundizaremos en la actividad y el comportamiento de los estudiantes
con actividades comunes y opcionales, medallas y sus conductas en torno a la deshonestidad
académica. Este anålisis de actividad y comportamiento comienza primero con anålisis
exploratorio proporcionando variables descriptivas y de inferencia estadĂstica, como correlaciones
y comparaciones entre grupos, asĂ como numerosas visualizaciones que facilitan la transmisiĂłn
de información inteligible. En segundo lugar aplicaremos técnicas de agrupamiento para encontrar
distintos perfiles de estudiantes con diferentes propĂłsitos, como por ejemplo para analizar
posibles adaptaciones de experiencias educativas y sus implicaciones pedagógicas. También proporcionamos
tres modelos de aprendizaje mĂĄquina, dos de ellos que predicen resultados finales
de aprendizaje (ganancias de aprendizaje y la consecuciĂłn de certificados de terminaciĂłn) y uno
para clasificar que ejercicios han sido entregados de forma deshonesta. También usaremos estos
tres modelos para analizar la importancia de las variables.
Finalmente, discutimos todos los resultados en términos de la motivación de los estudiantes,
diferentes perfiles de estudiante, diseño instruccional, posibles sistemas actuadores, asà como la
evaluaciĂłn de interfaces de analĂtica visual, proporcionando recomendaciones que pueden ayudar
a mejorar futuras experiencias educacionales.Programa Oficial de Doctorado en IngenierĂa TelemĂĄticaPresidente: Davinia HernĂĄndez Leo.- Secretario: Luis SĂĄnchez FernĂĄndez.- Vocal: Adolfo Ruiz Callej
European Distance and E-Learning Network (EDEN). Conference Proceedings
Erasmus+ Programme of the European UnionThe powerful combination of the information age and the consequent disruption caused by these unstable environments provides the impetus to look afresh and identify new models and approaches for education (e.g. OERs, MOOCs, PLEs, Learning Analytics etc.). For learners this has taken a fantastic leap into aggregating, curating and co-curating and co-producing outside the boundaries of formal learning environments â the networked learner is sharing voluntarily and for free, spontaneously with billions of people.Supported by Erasmus+ Programme of the European Unioninfo:eu-repo/semantics/publishedVersio
A LEARNER INTERACTION STUDY OF DIFFERENT ACHIEVEMENT GROUPS IN MPOCS WITH LEARNING ANALYTICS TECHNIQUES
The purpose of this study was to conduct data-driven research by employing learning analytics methodology and Big Data in learning management systems (LMSs), and then to identify and compare learnersâ interaction patterns in different achievement groups through different course processes in Massive Private Online Courses (MPOCs).
Learner interaction is the foundation of a successful online learning experience. However, the uncertainties about the temporal and sequential patterns of online interaction and the lack of knowledge about using dynamic interaction traces in LMSs have prevented research on ways to improve interactive qualities and learning effectiveness in online learning. Also, most research focuses on the most popular online learning organization form, Massive Open Online Courses (MOOCs), and little online learning research has been conducted to investigate learnersâ interaction behaviors in another important online learning organization form: MPOCs.
To fill these needs, the study pays attention to investigate the frequent and effective interaction patterns in different achievement groups as well as in different course processes, and attaches importance to LMS trace data (log data) in better serving learners and instructors in online learning. Further, the learning analytics methodology and techniques are introduced here into online interaction research.
I assume that learners with different achievements express different interaction characteristics. Therefore, the hypotheses in this study are: 1) the interaction activity patterns of the high-achievement group and the low-achievement group are different; 2) in both groups, interaction activity patterns evolve through different course processes (such as the learning process and the exam process). The final purpose is to find interaction activity patterns that characterize the different achievement groups in specific MPOCs courses.
Some learning analytics approaches, including Hidden Markov models (HMMs) and other related measures, are taken into account to identify frequently occurring interaction activity sequence patterns of High/Low achievement groups in the Learning/Exam processes under MPOCs settings. The results demonstrate that High-achievement learners especially focused on content learning, assignments, and quizzes to consolidate their knowledge construction in both Learning and Exam processes, while Low-achievement learners significantly did not perform the same. Further, High-achievement learners adjusted their learning strategies based on the goals of different course processes; Low-achievement learners were inactive in the learning process and opportunistic in the exam process. In addition, despite achievements or course processes, all learners were most interested in checking their performance statements, but they engaged little in forum discussion and group learning. In sum, the comparative analysis implies that certain interaction patterns may distinguish the High-achievement learners from the Low-achievement ones, and learners change their patterns more or less based on different course processes.
This study provides an attempt to conduct learner interaction research by employing learning analytics techniques. In the short term, the results will give in-depth knowledge of the dynamic interaction patterns of MPOCs learners. In the long term, the results will help learners to gain insight into and evaluate their learning, help instructors identify at-risk learners and adjust instructional strategies, help developers and administrators to build recommendation systems based on objective and comprehensive information, all of which in turn will help to improve the achievements of all learner groups in specific MPOC courses
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