Mapeamento de projetos de Learning Analytics para a Autorregulação da Aprendizagem em Sala de Aula Invertida

O presente trabalho teve por objetivo identificar características relevantes para oprojeto de soluções de Learning Analytics que estimulem a Autorregulação da Aprendizagem em Sala de Aula Invertida. O método adotado contemplou etapas típicas de um mapeamento sistemático de literatura. Como resultado da execução dessas etapas, foram analisados seis artigos, que permitiram obter elementos importantes para o desenvolvimento de artefatos de Learning Analytics que, efetivamente, promovam autorregulação de estudantes em contextos de aprendizagem invertida

Chrome Plug-in to Support SRL in MOOCs

Proceeding of: 6th European MOOCs Stakeholders Summit, EMOOCs 2019 Naples, Italy, May 20–22, 2019.Massive Open Online Courses (MOOCs) have gained popularity over the last years, offering a learning environment with new opportunities and challenges. These courses attract a heterogeneous set of participants who, due to the impossibility of personal tutorship in MOOCs, are required to create their own learning path and manage one’s own learning to achieve their goals. In other words, they should be able to self-regulate their learning. Self-regulated learning (SRL) has been widely explored in settings such as face-to-face or blended learning environments. Nevertheless, research on SRL in MOOCs is still scarce, especially on supporting interventions. In this sense, this document presents MOOCnager, a Chrome plug-in to help learners improve their SRL skills. Specifically, this work focuses on 3 areas: goal setting, time management and selfevaluation. Each area is included in one of the 3 phases composing Zimmerman’s SRL Cyclical Model. In this way, the plug-in aims to support enrolees’ self-regulation throughout their complete learning process. Finally, MOOCnager was uploaded to the Chrome Web Store, in order to get a preliminary evaluation with real participants from 6 edX Java MOOCs designed by the Universidad Carlos III de Madrid (UC3M). Results were not conclusive as the use of the plug-in by the participants was very low. However, learners seem to prefer a seamless tool, integrated in the MOOC platform, which is able to assist them without any learner-tool interaction.The authors acknowledge the eMadrid Network, funded by the Madrid Regional Government (Comunidad de Madrid) with grant No. P2018/TCS-4307. This work also received partial support from the Spanish Ministry of Economy and Competitiveness/Ministry of Science, Innovation, and Universities, Projects RESET (TIN2014-53199-C3-1-R) and Smartlet (TIN2017- 85179-C3-1-R), and from the European Commission through Erasmus+ projects COMPETENSEA (574212-EPP-1-2016-1-NL-EPPKA2-CBHE-JP), LALA (586120-EPP-1-2017-1-ESEPPKA2- CBHE-JP), and InnovaT (598758-EPP-1-2018-1-AT-EPPKA2-CBHE-JP).Publicad

Usabilidade de um dashboard destinado à autorregulação de estudantes em Sala de Aula Invertida

O presente trabalho teve por objetivo avaliar a usabilidade de um dashboarddestinado à Autorregulação da Aprendizagem de estudantes em Sala de Aula Invertida. O método adotado contemplou a convergência de múltiplas fontes de evidência, com a triangulação de dados coletados por meio do questionário SUS e de observação. Segundo a opinião de trinta e nove usuários que colaboraram com a pesquisa, mesmo com algumas sugestões de melhoria, a usabilidade do recurso avaliado é satisfatória. Além disso, os resultados apontam que o artefato pode ser utilizado para a promoção da Autorregulação da Aprendizagem na Sala de Aula Invertida, principalmente, na autorreflexão do estudante sobre o seu comportamento no contexto educacional

OUTLINING PARTICIPATION IN THE FIRST MOOC OF THE UNIVERSITY OF THE AEGEAN: A CASE STUDY

Twelve years after the advent of MOOCs, the University of the Aegean (Greece) implemented its first MOOC on “Violence and bullying in schools”, in which about 2,000 people showed interest in attending. Eventually, 1309 people started it and 1050 (80.21%) completed it successfully, achieving high performance. The present work, which is part of the doctoral research of the first researcher, outlines the participation of the learners in the program and the obstacles they encountered during it while identifying the reasons for its high completion rate with high performance. The results showed that mainly the quality of the instructional material, the instructional design of the program, and its organization, as well as the timely support provided to learners, contributed significantly to the successful completion of the program achieving high performance. These findings can be considered by future MOOC program designers, in order to design and implement programs that meet the requirements and facilitate the participation of those who attend. Δώδεκα χρόνια μετά την εμφάνιση των MOOCs, το Πανεπιστήμιο Αιγαίου υλοποίησε το πρώτο του MOOC με θέμα την Ενδοσχολική βία και τον εκφοβισμό, στο οποίο εκδήλωσαν ενδιαφέρον για να το παρακολουθήσουν περίπου 2000 άτομα. Τελικά, το ξεκίνησαν 1309 άτομα και το ολοκλήρωσαν επιτυχώς 1050 (80,21%), πετυχαίνοντας υψηλές επιδόσεις. Η παρούσα εργασία, που αποτελεί τμήμα της διδακτορικής έρευνας του πρώτου ερευνητή, σκιαγραφεί τη συμμετοχή των εκπαιδευομένων στο πρόγραμμα και τα εμπόδια που αντιμετώπισαν κατά τη διάρκειά του, ενώ εντοπίζει τους λόγους του υψηλού ποσοστού ολοκλήρωσης του με υψηλές επιδόσεις. Τα αποτελέσματα έδειξαν ότι κυρίως η ποιότητα του εκπαιδευτικού υλικού, ο εκπαιδευτικός σχεδιασμός του προγράμματος και η οργάνωσή του, καθώς και η έγκαιρη υποστήριξη που παρεχόταν στους εκπαιδευόμενους, συνέβαλαν σημαντικά στην επίτευξη των συγκεκριμένων αποτελεσμάτων. Τα ευρήματα αυτά, μπορούν να ληφθούν υπόψη από τους σχεδιαστές μελλοντικών προγραμμάτων MOOCs, ώστε να σχεδιάζουν και να υλοποιούν προγράμματα που θα ικανοποιούν τις απαιτήσεις και θα διευκολύνουν τη συμμετοχή, όσων τα παρακολουθούν. Article visualizations

Design of a Tool to Support Self-Regulated Learning Strategies in MOOCs

The massive and open nature of MOOCs contribute to attracting a great diversity of learners. However, the learners who enroll in these types of courses have trouble achieving their course objectives. One reason for this is that they do not adequately self-regulate their learning. In this context, there are few tools to support these strategies in online learning environment. Also, the lack of metrics to evaluate the impact of the proposed tools makes it difficult to identify the key features of this type of tools. In this paper, we present the process for designing NoteMyProgress, a web application that complements a MOOC platform and supports self-regulated learning strategies. For designing NoteMyProgress we followed the Design Based Research methodology. For the evaluation of the tool, we conducted two case studies using a beta version of NoteMyProgress over three MOOCs offered in Coursera. The findings of these two case studies are presented as a set of lessons learned that inform about: (1) a list of requirements to inform the design of a second version of the tool; (2) a list of requirements that could serve as a reference for other developers to design new tools that support self-regulated learning in MOOCs

Large scale analytics of global and regional MOOC providers: Differences in learners' demographics, preferences, and perceptions

[EN] Massive Open Online Courses (MOOCs) remarkably attracted global media attention, but the spotlight has been concentrated on a handful of English-language providers. While Coursera, edX, Udacity, and FutureLearn received most of the attention and scrutiny, an entirely new ecosystem of local MOOC providers was growing in parallel. This ecosystem is harder to study than the major players: they are spread around the world, have less staff devoted to maintaining research data, and operate in multiple languages with university and corporate regional partners. To better understand how online learning opportunities are expanding through this regional MOOC ecosystem, we created a research partnership among 15 different MOOC providers from nine countries. We gathered data from over eight million learners in six thousand MOOCs, and we conducted a large-scale survey with more than 10 thousand participants. From our analysis, we argue that these regional providers may be better positioned to meet the goals of expanding access to higher education in their regions than the better-known global providers. To make this claim we highlight three trends: first, regional providers attract a larger local population with more inclusive demographic profiles; second, students predominantly choose their courses based on topical interest, and regional providers do a better job at catering to those needs; and third, many students feel more at ease learning from institutions they already know and have references from. Our work raises the importance of local education in the global MOOC ecosystem, while calling for additional research and conversations across the diversity of MOOC providers.We would like to thank support from the MIT-SPAIN program sponsored by "la Caixa" Foundation SEED FUND. Jose A. Ruiperez-Valiente acknowledges support from the Spanish Ministry of Science and Innovation through the Juan de la Cierva Incorporacion program (IJC2020-044852-I). Xitong Li acknowledges funding support from the French National Research Agency (ANR) [Grants ANR AAPG iMOOC-18-CE28-0020-01 and Investissements d'Avenir LabEx Ecodec Grant ANR-11-LABX-0047].Ruipérez-Valiente, JA.; Staubitz, T.; Jenner, M.; Halawa, S.; Zhang, J.; Despujol, I.; Maldonado-Mahauad, J.... (2022). Large scale analytics of global and regional MOOC providers: Differences in learners' demographics, preferences, and perceptions. Computers & Education. 180:1-17. https://doi.org/10.1016/j.compedu.2021.10442611718

Sistema informática de apoyo a las analíticas para el aprendizaje (learning analytics) para entornos educativos on-line

Los cursos MOOC (Massive Open Online Courses) son una herramienta de aprendizaje en constante crecimiento en oferta (número de cursos ofertados), demanda (número de estudiantes matriculados) y relevancia en la disciplina del aprendizaje en línea. En este contexto, se han detectado potenciales factores relacionados con la insuficiente interacción estudiante-profesor y el aislamiento que sienten los estudiantes que pueden afectarles negativamente y que precisan de un amplio estudio para ser analizados, comprendidos y, si se requiere, mitigados o solucionados. Si este objetivo se cumple, se habrá conseguido dar un gran paso para hacer del aprendizaje con este tipo de recursos un proceso eficiente y útil para cualquier estudiante que desee utilizarlos. Además, los MOOC recogen gran cantidad de información en relación con la interactividad del estudiante con sus recursos, con lo que son una gran fuente de datos en este campo. La disciplina que facilita poder afrontar el problema planteado es la Analítica del Aprendizaje o Learning Analytics. El presente Trabajo de Fin de Grado busca avanzar dentro de la comprensión de este tipo de sensaciones. Para ello, se propone el desarrollo, implementación y explotación de una plataforma escalable (edX-LIMS: Learning Intervention Monitoring Service for edX MOOCs) que permita realizar un proceso de acompañamiento de los estudiantes de un MOOC. Dicha plataforma proporciona periódicamente a los estudiantes de un MOOC información visual en un Dashboard o Panel de aprendizaje en la Web, mostrándoles su progreso y participación en el MOOC. Esta información proporcionada es parte de una estrategia de intervención sobre el aprendizaje de estos estudiantes. El sistema ofrece también a los instructores de MOOC acceso a un Dashboard o Panel de Instructores en la Web que muestra el interés en este servicio por parte de los estudiantes y, por lo tanto, facilita la evaluación del éxito o el fracaso de la estrategia de intervención

Essays on the Design of Inclusive Learning in Massive Open Online Courses, and Implications for Educational Futures

This thesis examines the tensions and contradictions of Massive Open Online Courses (MOOCs) as a force for more inclusive tertiary education, particularly for adults without a college degree in the United States. Through a multimethodological research approach yielding three discrete papers, presented as chapters, this work seeks to augment and clarify the existing MOOCs literature across conceptual, quantitative, and qualitative domains. The first paper develops a conceptual framework, ‘hegemonic design bias,’ that describes the socio-technical development ecosystem in which MOOCs are embedded. This framework helps account for why MOOCs have yet to serve as a democratising force in education by highlighting the processes and constraints that bias MOOC production toward the already well-educated. The potential economic implications of these developments are also considered. The second paper provides insight into how underrepresented learners are engaging with entry-level MOOCs. The exploration of learning analytic data from an initial sample of more than 260,000 enrolees through cluster analysis and multinomial logistic regression indicates that students without a college degree are more likely to be high-performing learners compared to college-educated students in these courses. Additionally, students from approximated lower socioeconomic backgrounds are no less likely to be successful than students from approximated middle and higher socioeconomic backgrounds in these courses. The third paper provides insight into the opportunities and challenges producers face in building inclusive MOOCs through a qualitative analysis of six semi-structured interviews. The interviews unearthed diverse conceptions of inclusion among producers that reflect a sincere normative commitment to make inclusive MOOCs, though the conceptions were quite distinct and fragmented. Producers were intentional about utilising best-practice pedagogy, as well as innovative program design, to include diverse learners. Innovative technology partners helped create interactive, unique experiences, but this also led to challenges in harmonising the design process and required the considerable influence of intermediary actors. To conclude, I briefly consider the implications of these findings for research, practice, and policy, with particular attention to how the public and social sectors can incentivise improved design of MOOCs with the specific intent of helping adults without college degrees develop human capital in order to remain economically resilient amidst the disruptions of skills-biased technological change.Gates Cambridge Trus