Brouns, Francis

Firssova, O.

Kalz, M.

English

In this presentation the value of learning analytics for MOOCs is being discusse

Open University of the Netherlands Research Portal

Open Universiteit www.ou.nl Is there value of learning analytics in MOOCs?Citation for published version (APA):Brouns, F., Firssova, O., & Kalz, M. (2016). Is there value of learning analytics in MOOCs?. Paper presented atData Science & Social Research Conference, Naples, Italy.Document status and date:Published: 19/02/2016Document Version:Peer reviewed versionDocument license:CC BY-NC-SAPlease check the document version of this publication:• A submitted manuscript is the version of the article upon submission and before peer-review. There can be important differences betweenthe submitted version and the official published version of record. People interested in the research are advised to contact the author for thefinal version of the publication, or visit the DOI to the publisher's website.• The final author version and the galley proof are versions of the publication after peer review.• The final published version features the final layout of the paper including the volume, issue and page numbers.Link to publicationGeneral rightsCopyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright ownersand it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights.• Users may download and print one copy of any publication from the public portal for the purpose of private study or research.• You may not further distribute the material or use it for any profit-making activity or commercial gain• You may freely distribute the URL identifying the publication in the public portal.If the publication is distributed under the terms of Article 25fa of the Dutch Copyright Act, indicated by the “Taverne” license above, pleasefollow below link for the End User Agreement:https://www.ou.nl/taverne-agreementTake down policyIf you believe that this document breaches copyright please contact us at:pure-support@ou.nlproviding details and we will investigate your claim.Downloaded from https://research.ou.nl/ on date: 02 Jul. 2022Is there value of learning analytics in MOOCs? Data Science & Social Research International Conference Naples, 19 February 2016 Francis Brouns, Olga Firssova, Marco Kalz Learning analytics: hype? • Big data, learning analytics: HYPE • Correlations between data without meaning, cause or relation  DSSR conference, Naples, 19 February 2016 Page 2 Patterns and correlations • Green, stem, leaf: tree, plant, cocktail, book?  DSSR conference, Naples, 19 February 2016 Page 3 Ethical concerns • Participant might not be aware that data is being used, nor how and to what purpose • Ownership DSSR conference, Naples, 19 February 2016 Page 4 What is learning analytics?  Learning analytics is the measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimising learning and the environments in which it occurs  https://solaresearch.org/about/ DSSR conference, Naples, 19 February 2016 Page 5 Need context • Stakeholders • Objectives: Prediction, Reflection • Norms and procedures • Protection of data DSSR conference, Naples, 19 February 2016 Page 6 Need context DSSR conference, Naples, 19 February 2016 Page 7              Greller, W, & Drachsler, H. (2012) Translating Learning into Numbers: Toward a Generic Framework for Learning Analytics. ET&S, 15(3), 42-57 DSSR conference, Naples, 19 February 2016 Page 8 ECO MOOC • Online courses designed for large numbers of participants,  • That can be accessed by anyone • Anywhere as long as they have an internet connection,  • Are open to everyone without entry qualifications,  • And offer a full/complete course experience online for free DSSR conference, Naples, 19 February 2016 Page 9 ECO sMOOC • Social, networked learning • Seamless, ubiquitous learning • Inclusiveness  DSSR conference, Naples, 19 February 2016 Page 10 Learner is central • Takes an active role • Responsible for their own learning • Support learning community • Knowledge through reflection and practice (creation, production) and dialogue in a social collaborative context • Success by learners’ goals and intentions DSSR conference, Naples, 19 February 2016 Page 11 EMMA Learning analytics model • Progress and performance • Types of users • Learning by engaging with product and/or with others  DSSR conference, Naples, 19 February 2016 Page 12 MOOC success • Drop-out?  NO • Individual learning goals • Interaction, conversations, community  DSSR conference, Naples, 19 February 2016 Page 13 Exploring learners Auditing learners Completing learners Learning analytics purpose  DSSR conference, Naples, 19 February 2016 Page 14 Reflection Prediction Define • Progress: movement towards the achievement of a goal • Performance: the degree of understanding and mastery of course material • Mastery: degree of improvements  DSSR conference, Naples, 19 February 2016 Page 15 Define • Participation: process during which participants are consulted about or have the opportunity to become actively involved in a course or activity of the course • At risk of drop-out are those participants with a remarkable low participation, progress and performance with relation to those who have got the same goals DSSR conference, Naples, 19 February 2016 Page 16 Academic goals and metrics • Define and describe academic and learner goals • Indicate learning design components • Define metrics DSSR conference, Naples, 19 February 2016 Page 17 Example • Performance: variety of indicators measuring ability e.g. compulsary activities and assignments passed successfully • Metrics – Number of assignments passed – Grade achieved in each assignment DSSR conference, Naples, 19 February 2016 Page 18 Algorithms • Personal grade in module  • The final grade will be calculated as    DSSR conference, Naples, 19 February 2016 Page 19 Indicators • Performance • Mastery • Progress • Engagement • Effort • Satisfaction • Social affiliation • Social recognition • Social responsibility DSSR conference, Naples, 19 February 2016 Page 20 Learner dashboard  DSSR conference, Naples, 19 February 2016 Page 21 Teacher dashboard  DSSR conference, Naples, 19 February 2016 Page 22 Teacher’s view  DSSR conference, Naples, 19 February 2016 Page 23  Resources viewed No of learners accessed Learner’s view  DSSR conference, Naples, 19 February 2016 Page 24 Activity per day Performance compared to others Number and duration of interactions DSSR conference, Naples, 19 February 2016 Page 25 Accessing learning content and assigments DSSR conference, Naples, 19 February 2016 Page 26 Enrollment history DSSR conference, Naples, 19 February 2016 Page 27 Conclusion • Value when carefully designed and used • Define model first: what do you want to know and why • Ensure privacy • Ethical concerns • Legal aspects DSSR conference, Naples, 19 February 2016 Page 28 Further information • Francis Brouns, Open Universiteit, Welten Institute, http://welteninstitute.org • Welten Institute digital repository: http://dspace.ou.nl • ECO project: http://ecolearning.eu • EMMA project: http://platform.europeanmoocs.eu  DSSR conference, Naples, 19 February 2016 Page 29 

Is there value of learning analytics in MOOCs?

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Is there value of learning analytics in MOOCs?

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