Insights from Learning Analytics for Hands-On Cloud Computing Labs in AWS

Cloud computing instruction requires hands-on experience with a myriad of distributed computing services from a public cloud provider. Tracking the progress of the students, especially for online courses, requires one to automatically gather evidence and produce learning analytics in order to further determine the behavior and performance of students. With this aim, this paper describes the experience from an online course in cloud computing with Amazon Web Services on the creation of an open-source data processing tool to systematically obtain learning analytics related to the hands-on activities carried out throughout the course. These data, combined with the data obtained from the learning management system, have allowed the better characterization of the behavior of students in the course. Insights from a population of more than 420 online students through three academic years have been assessed, the dataset has been released for increased reproducibility. The results corroborate that course length has an impact on online students dropout. In addition, a gender analysis pointed out that there are no statistically significant differences in the final marks between genders, but women show an increased degree of commitment with the activities planned in the course

Automated student engagement analytics : a short cut to transition monitoring?

Non peer reviewe

Electronic peer review: a large cohort teaching themselves?

[Abstract]: Electronic peer review can empower lecturers of large courses to produce rapid feedback, promote social interaction and encourage higher order learning for students. But what are the payoffs to educators? Do students recognise the benefits of such a system? Foundation Computing is one of the largest courses at the University of Southern Queensland. A system of electronic submission and peer reviewing with instructor moderation is now being used in this course. This system is innovative and unique and delivers benefits to students, lecturers and the University. This system has been evaluated, proven successful and is being considered for wider use

Mindfulness-based interventions for mental well-being among people with multiple sclerosis: a systematic review and meta-analysis of randomised controlled trials

Objective: Impairment of mental well-being (anxiety, depression, stress) is common among people with multiple sclerosis (PwMS). Treatment options are limited, particularly for anxiety. The aim of this study was to update our previous systematic review (2014) and evaluate via meta-analysis the efficacy of mindfulness-based interventions (MBIs) for improving mental well-being in PwMS. Methods: Systematic searches for eligible randomised controlled trials (RCTs) were carried out in seven major databases (November 2017, July 2018), using medical subject headings and key words. Studies were screened, data extracted, quality appraised and analysed by two independent reviewers, using predefined criteria. Study quality was assessed using the Cochrane Collaboration risk of bias tool. Mental well-being was the primary outcome. Random effects model meta-analysis was performed, with effect size reported as standardised mean difference (SMD). Results: Twelve RCTs including 744 PwMS were eligible for inclusion in the systematic review, eight had data extractable for meta-analysis; n=635. Ethnicity, socioeconomic status, comorbidity and disability were inconsistently reported. MBIs varied from manualised to tailored versions, lasting 6–9 weeks, delivered individually and via groups, both in person and online. Overall SMD for mental well-being (eight studies) was 0.40 (0.28–0.53), p<0.01, I2=28%; against active comparators only (three studies) SMD was 0.17 (0.01–0.32), p<0.05, I2 =0%. Only three adverse events were reported. Conclusions: MBIs are effective at improving mental well-being in PwMS. More research is needed regarding optimal delivery method, cost-effectiveness and comparative-effectiveness

Enabling students to proactively evaluate, test and adapt the effectiveness of their learning through interactive online formative assessment

Whether we like it or not, when it comes to learning, most students are motivated by the desire to demonstrate success in the summative assessment component of the course, rather than implicitly develop their depth of knowledge, understanding and application of subject matter at hand. Viewing learning from this perspective, it is therefore vitally important to select and embed the ‘right’ assessment strategy as this will affect how and what students decide to learn, as well as how much time and effort they prioritise to different tasks and/or learning resources. In an attempt to break this cycle of assessment-driven learning, and in line with Vygotsky’s work on learning progression in which intervention allows an individual to develop further than if left on their own, a formative learning framework was developed to encourage students to take a more reflective and constructivist approach to their learning. The framework (originally funded by the Centre for Open Learning in Maths, Science, Computing and Technology CETL at The Open University), was designed to enhance student awareness, understanding and recognition of competency levels from a learning outcomes approach, and to allow them to test their ongoing academic progress at predetermined and self-selected points throughout the year. By working through each of the formative assessments, it was envisaged that students would become more self-directed and confident in their learning skills and abilities, and that this in turn would aid retention. This paper will present data collected over two-years on how students have engaged with this learning tool, the impact it has had on their perceived learning abilities and progression, the variances between expected and actual use, and the lessons learned on how formative assessment can be used as a successful method of helping students to learn how they learn, and how to do this more effectivel

Using an online formative assessment framework to enhance student engagement: a learning outcomes approach

Students learn best when they are fully engaged in the learning process, are motivated to test their current level of learning against known standards, and are offered targeted and timely support to help address subsequent personal learning needs. The most usual way to do this is through the use of assessment, but this in itself can act as an overbearing influence on what and how students learn, rather than providing an holistic support mechanism that encourages continuous reflective learning. Summative assessment provides a quantitative measure of learning at specific points in time, but may not encourage students to focus on specific strengths and weaknesses in need of attention. Formative assessment can provide specific reflective and feed-forward support, but given the time-poor nature of many students, is this perceived as a useful part of the learning process? This paper presents an overview of work in progress (funded by Centre for Open Learning in Maths, Science, Computing and Technology CETL at The Open University), on the development and implementation of an online interactive formative assessment framework, that has designed from a constructivist perspective, to promote student engagement and understanding of academic progression, using an learning outcomes approach. The framework specifically aims to enhance student awareness, understanding and recognition of competency levels, and to allow testing of ongoing academic progress at predetermined and self-selected points throughout the year. Each assessment makes explicit links to other components of the course including the summative assessment strategy, as a means of providing an integrated approach to learning. By working through the formative assessments it is hoped that students will become more self-directed and confident in their learning skills and abilities, which in turn should improve retention. The framework uses OpenMark (a web-based system developed within the Open University) in which students have up to three attempts to correctly answer each question, and are offered instantaneous and targeted feedback after each incorrect attempt. The system collects information on the answers submitted, and the time taken to complete each question, offering valuable insight into how (and which) students are engaging with the assessment and course materials. This data permits new targeted feedback to be added in response to common errors, as well as additional support mechanisms to be incorporated in response to specific skills or content that is poorly demonstrated. All feedback in the framework is formative, commenting on how well each of the learning outcomes tested over a period of study has been demonstrated, as well as the overall level of academic competency attained at that point in time. At present, the framework encompasses seven interactive assessments (linked to fortnightly periods of study), consisting of ten variable-format questions (set at two levels of academic complexity). A planned eighth assessment will randomly select questions from preceding assessments, offering an instantaneous interactive revision tool. Preliminary results indicate that students not only rate the assessments as enjoyable, but are revisiting specific assessments as a means of enhancing previous outcomes and checking their progression on aspects they previously had difficulties with

Maximising the potential of ICT to provide authentic summative assessment opportunities

This paper reports on elements of a study that was conducted in Western Australia to explore the potential of various forms of digitally based external assessments for senior secondary school courses. One problem that needed addressing was how to provide students with authentic assessment opportunities, particularly in subjects in which performance is an integral component. Traditionally, assessment in many of these subjects was by way of a three-hour paper examination. This established a dichotomy for teachers in which the pedagogy of the subject was very different from the method of assessment. In wanting to maximise their student’s potential for success, many teachers taught to the examination, consequently sacrificing a practical performance approach to the subject for a more theoretical form of delivery