Timing: 2 hours
- Read this paper, focusing particularly on Table 1 and Table 4.
- Dyckhoff et al. (2013), Supporting action research with learning analytics.
- The authors include tables that focus on why learning analytics are used. Reflect on the questions asked by teachers (Table 1) and the goals of learning analytics (Table 4).
- Note in your learning journal or blog which of these questions can be considered:
- a.data driven
- b.pedagogy driven.
Some, particularly those about the learning environment, do not fit easily in either category.
- In the forum, post a comment containing suggestions for a third classifier, and comment on other people’s suggestions.
Orange: Table 1
Blue: Table 4 Learning analytics are suppose to
Red: Table 4 Educators are suppose to
Grey: Table 4 Students are suppose to
- How do students like/rate/value specific learning offerings?
- How difficult/easy is it to use the learning offering?
- Why do students appreciate the learning offering?
- When and how long are student accessing specific learning offerings (during a day)?
- How often do students use a learning environment (per week)?
- Are there specific learning offerings that are NOT used at all?
- By which properties can students be grouped?
- Do native speakers have fewer problems with learning offerings than non-native speakers?
- How many (percent of the) learning modules are student viewing?
- track user activities
- gather data of different systems
- establish an early warning system
- offer possibilities for (peer) comparison
- find early indicators for success / poor marks / drop-out
- monitor own activities / interactions / learning process
- compare own behavior with the whole group / high performing students
- How is the acceptance of specific learning offerings differing according to user properties (e.g. previous knowledge)?
- Are students using specific learning materials (e.g. lecture recordings) in addition or alternatively to attendance?
- Will the access of specific learning offerings increase if lectures and exercises on the same topic are scheduled during the same week?
- Which didactical activities facilitate continuous learning?
- How do learning offerings have to be provided and combined to with support to increase usage?
- How do those low achieving students profit by continuous learning with e- test compared to those who have not yet used the e-tests?
- Is the performance in e-tests somehow related to exam grades?
- capture the interaction of students with resources / the interactions among students
- provide educators / students with feedback/information on students’ activities
- draw the users attention to interesting correlations
- provide decision support
- monitor learning process / way of learning / students’ effort
- explore student data / get to know students’ strategies
- identify difficulties
- discover patterns
- draw conclusions about usefulness of certain learning materials and success factors
- better understand effectiveness of learning environments
- intervene / supervise / advice / assist
- improve teaching / resources / environment
- become aware
- reflect / self-reflect
- improve discussion participation / learning behavior / performance
- become better learners
- Uncovering unknowns (i.e. discovering correlations).
- Potentially highly subjective