Use of Learning Analytics between formative and summative assessment,

The field of study within which this work is placed is that of data produced within digital learning environments, a field of research now known as Learning Analytics (LA). In particular, the aim is to investigate the relationship between the standard psychometric properties of the test questions and the information obtained from the log files produced during its administration, on a large scale, by computer. The results of this type of survey can help to make visible the intersections between formative assessment and summative assessment and to renew, in this way, the evaluation practices of a rapidly expanding sector such as digital education

Disciplinary and Didactic Profiles in EduOpen Network MOOCs

This paper describes the quantitative and qualitative characteristics of the massive open online courses (MOOCs) available in the EduOpen platform. In particular, data (analytics) concerning the variables didactic disciplines and didactic structuring are presented to identify main trend lines and potential critical aspects. Useful elements emerge to enhance our understanding of the main characteristics of the MOOCs offered by the EduOpen network, in particular: a) the quantitative dimensions of MOOC supply and demand, in which a greater flow of enrolment towards courses of a scientific and technological nature is evident; b) the degree of didactic structuring of the courses, where the presence of assessment tools appears to be the element that especially characterises the didactic structure of the EduOpen MOOCs. The conclusions suggest awareness-raising actions to build dashboards that can report to instructors and students in real time the critical and necessary action issues and therefore provide useful guidance both to prevent risky situations and to support teachers in the design and development of new courses

The Presence and Role of Assessment in UniMoRe MOOCs

The contribution presents a reflection on the relationship between the use of assessment tools and the two-sided phenomenon of the completion rate and dropout rate in MOOCs. In support of this reflection, the experience of the MOOCs proposed by the University of Modena and Reggio Emilia (UNIMORE) within the EduOpen network is described. In particular, the data relating to the quantity and quality of the assessment tools used in the MOOCs UNIMORE and the data on the completion rates of the 5 pathways currently active in the training offer on EduOpen and, specifically, of a MOOC with a complex evaluation system and particularly high completion rates are reported

Introduzione

Introduzion

Condizioni, motivazioni e percezioni dei partecipanti al MOOC RUIAP

Il contributo descrive i risultati di una rilevazione che la RUIAP ha condotto sulle reazioni dei partecipanti al suo MOOC “Individuazione degli apprendimenti pregressi per la validazione e la certificazione delle competenze” erogato sul portale EduOpen. Il MOOC, dopo la sua prima edizione (2015-2016) curata da alcune delle università associate, nel 2016 è stato riprogettato per garantire la sostenibilità della sua erogazione e trasferito sul portale EduOpen. La riprogettazione ha portato al passaggio da un modello didattico ispirato all’approccio connettivista a un modello basato esclusivamente sull’auto-apprendimento. La rilevazione delle reazioni dei partecipanti è stata fatta per mezzo di un questionario somministrato online basato su diverse aree di indagine, dall’interazione con il portale, con le risorse educative e i contenuti, alla qualità dell’insegnamento e dell’apprendimento. Per quanto è stato possibile il questionario riproduce le stesse aree di indagine del questionario somministrato alla fine della prima edizione (2015-2016). I risultati dell’indagine indicano che i partecipanti, che continuano a seguire numerosi il MOOC, apprezzano la modalità di auto-apprendimento con cui dal 2016 viene proposto sul portale EduOpen ma, allo stesso tempo, suggeriscono che esiste il bisogno di potenziare per quanto possibile la sua dimensione interattiva

Students' Perception in Evaluating Blended University Courses

The spread of blended academic courses generates two needs: on the one hand, to make more explicit what we mean exactly by “mixed teaching”, and on the other, to develop a suitable framework guiding the complex evaluation process of this innovative university teaching mode. Students’ perception has always been one of the most important features to consider whenever teaching is evaluated. The aim of this contribution is to describe methods and results of an investigation carried out with a sample of students enrolled in the four courses that the University of Modena and Reggio Emilia (UNIMORE) delivers in blended mode

La misurazione delle competenze trasversali in un progetto di innovazione della didattica universitaria

In the three-year period 2016-2018 the University of Modena and Reggio Emilia activated aproject dedicated to Competency based learning and teaching (CBLT) aimed at identifyingthrough experimental methods the relation between the development of soft skills in theuniversity and the use of active teaching methods. Through the measurement of soft skills(in particular problem solving and team working) at the start and at the end of the semesterfor 973 students involved in a teaching experimentation in 16 courses, variances in scores betweenpre-test and post-test were found and compared with the scores of the control group(236 students). We found moderate variances for both groups, higher for the experimentalgroup. They are negatively correlated with pre-test scores and more evident for problem solvingskill.Nel triennio 2016-2018 l’Università degli Studi di Modena e Reggio Emilia ha attivato il progetto“Progettare la didattica per competenze - Competency based learning and teaching (CBLT)”con l’obiettivo di indagare attraverso metodi sperimentali il legame esistente fra sviluppo dicompetenze trasversali nel contesto universitario e uso di metodologie di didattica attiva. Attraversola misurazione delle soft skills (in particolare problem solving e team working) per 973studenti coinvolti in una sperimentazione didattica in 16 insegnamenti sono state rilevate le variazioninei punteggi totalizzati dagli studenti nelle prove in ingresso e in uscita e confrontatecon i punteggi del gruppo di controllo (236 studenti). Pur se moderate, per entrambi i gruppisono presenti variazioni che risultano più elevate per il gruppo sperimentale. Esse sono correlatenegativamente ai punteggi del pre-test e più evidenti per la competenza del problem solving

La misurazione delle competenze trasversali in un progetto di innovazione della didattica universitaria

In the three-year period 2016-2018 the University of Modena and Reggio Emilia activated aproject dedicated to Competency based learning and teaching (CBLT) aimed at identifyingthrough experimental methods the relation between the development of soft skills in theuniversity and the use of active teaching methods. Through the measurement of soft skills(in particular problem solving and team working) at the start and at the end of the semesterfor 973 students involved in a teaching experimentation in 16 courses, variances in scores betweenpre-test and post-test were found and compared with the scores of the control group(236 students). We found moderate variances for both groups, higher for the experimentalgroup. They are negatively correlated with pre-test scores and more evident for problem solvingskill.Nel triennio 2016-2018 l’Università degli Studi di Modena e Reggio Emilia ha attivato il progetto“Progettare la didattica per competenze - Competency based learning and teaching (CBLT)”con l’obiettivo di indagare attraverso metodi sperimentali il legame esistente fra sviluppo dicompetenze trasversali nel contesto universitario e uso di metodologie di didattica attiva. Attraversola misurazione delle soft skills (in particolare problem solving e team working) per 973studenti coinvolti in una sperimentazione didattica in 16 insegnamenti sono state rilevate le variazioninei punteggi totalizzati dagli studenti nelle prove in ingresso e in uscita e confrontatecon i punteggi del gruppo di controllo (236 studenti). Pur se moderate, per entrambi i gruppisono presenti variazioni che risultano più elevate per il gruppo sperimentale. Esse sono correlatenegativamente ai punteggi del pre-test e più evidenti per la competenza del problem solving