Our contribution at this year ICL Conference in Florence, Italy about „A STEM MOOC for School Children – What Does Learning Analytics Tell us?“ is now online available. The slides have already been published here.
Abstract:
Massive Open Online Courses (MOOCs) have been tremendously spreading among Science, Technology, Engineering and Mathematics (STEM) academic disciplines. These MOOCs have served an agglomeration of various learner groups across the world. The leading MOOCs platform in Austria, the iMooX, offers such courses. This paper highlights authors’ experience of applying Learning Analytics to examine the participation of secondary school pupils in one of its courses called “Mechanics in everyday life”. We sighted different patterns and observations and on the contrary of the expected jubilant results of any educational MOOC, we will show, that pupils seemingly decided to consider it not as a real motivating learning route, but rather as an optional homework.
[Link to full text at ResearchGate]
Reference: Khalil, M., Ebner, M. (2015) A STEM MOOC for School Children – What Does Learning Analytics Tell us? In: Proceedings of 2015 International Conference on Interactive Collaborative Learning (ICL), Florence, Italy, pp. 1217-1221