Schlagwort: learning analytics

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[publication] Patterns of quiz attempts in a MOOC. The full-points-pattern and other patterns on the way to a successful MOOC in a lecture setting #tugraz #edil22 #MOOC #imoox #LearningAnalytics

Our research about „Patterns of quiz attempts in a MOOC. The full-points-pattern and other patterns on the way to a successful MOOC in a lecture setting“ was presented at EdMedia + Innovate Learning 2022:

Abstract:
The analysis of learner data in MOOCs provides numerous opportunities to look for patterns that may indicate participants‘ learning strategies. In this article, we investigated how participants in a MOOC (N=1,200), in which they must successfully complete a quiz in each unit, deal with the fact that they can repeat this quiz up to five times. On the one hand, patterns can be identified regarding the success of the quiz attempts: For example, 32.7% of the course participants always repeat the quizzes up to a full score, while about 16.0% of the participants repeat, but only until they pass all quizzes. Regarding the number of attempts, independent of the success, there is only a uniformity in „single attempt“; 12.6% of the participants only take exactly one attempt at each of the quizzes in the MOOC. An analysis of a subgroup of 80 learners which were students of a course where the MOOC was obligatory, shows that the proportion of learners attributed to patterns making more attempts is generally bigger. It can be shown as well that learners who uses several attempts, even after a full score results, tend to get better exam. The article concludes by discussing how these patterns can be interpreted and how they might influence future MOOC developments.

[full article @ conference homepage]
[draft @ ResearchGate]

Reference: Mair, B., Schön, S., Ebner, M., Edelsbrunner, S., Leitner, P., Schlager, A., Teufel, M. & Thurner, S. (2022). Patterns of quiz attempts in a MOOC. The full-points-pattern and other patterns on the way to a successful MOOC in a lecture setting. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 1169-1179). New York City, NY, United States: Association for the Advancement of Computing in Education (AACE). Retrieved July 13, 2022 from https://www.learntechlib.org/primary/p/221430/

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[publication] MOOCs, Learning Analytics and OER: An Impactful Trio for the Future of Education! #imoox #OER #tugraz #LearningAnalytics

Our contribution to the CSEDU 2020 conference about „MOOCs, Learning Analytics and OER: An Impactful Trio for the Future of Education!“ got finally published. I did the presentation in May 2020 in the very beginning of the COVID19-pandemic and it was my first complete online keynote 🙂

Abstract:
This paper discusses the general thesis that massive open online courses (in short MOOC), open educational resources (in short OER) and learning analytics are an impactful trio for future education, especially if combined. The contribution bases upon our practical experience as service providers and researchers in the department “Educational Technology” at Graz University of Technology (TU Graz) in Austria. The team members provide support to lecturers, teachers and researchers in these addressed fields for several years now, for example as host of the MOOC platform iMooX.at, providing only OER since 2015. Within this contribution, we will show, against some doubtful or conflicting opinions and positions, that (a) MOOCs are opening-up education; (b) learning analytics give insights and support learning, not only online learning, if implemented in MOOCs; and (c) that OER has the potential for sustainable resources, innovations and even more impact, especially if implemented in MOOCs.

[full article @ book’s homepage]
[draft @ ResearchGate]

Reference: Ebner M., Schön S. (2021) MOOCs, Learning Analytics and OER: An Impactful Trio for the Future of Education!. In: Lane H.C., Zvacek S., Uhomoibhi J. (eds) Computer Supported Education. CSEDU 2020. Communications in Computer and Information Science, vol 1473. Springer, Cham. https://doi.org/10.1007/978-3-030-86439-2_2

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[publication] An Exploratory Mixed Method Study on H5P Videos and Video-Related Activities in a MOOC Environment #H5P #MOOC #imoox

Our article about „An Exploratory Mixed Method Study on H5P Videos and Video-Related Activities in a MOOC Environment“ got finally published:

In this paper, an exploratory mixed-method study is presented examining the video-related behavior of participants of a massive open online course (MOOC; N=1.238). Firstly, detailed log-file analysis of six videos has been carried out to compare clickstreams of videos with and without integrated H5P quiz integration. It shows quite different seeking and watching pattern behavior in video with H5P quizzes. In a second step, learners participated in an online questionnaire (N=707): Most of them see the quizzes in videos as always or mostly helpful (67%). The survey also shows that for many, taking notes, turning on subtitles, using the transcripts or even increasing the speed are important activities when learning with the videos in the MOOC. In a third step, interviews with ten MOOC participants are a source for qualitative insights in how the learners use the learning videos.

[article @ journal’s homepage]
[article @ ResearchGate]

Reference: Thurner, S., Schön, S., Schirmbrand, L., Tatschl, M., Teschl, T., Leitner, P., & Ebner, M. (2022). An Exploratory Mixed Method Study on H5P Videos and Video-Related Activities in a MOOC Environment. International Journal of Technology-Enhanced Education (IJTEE), 1(1), 1-18. http://doi.org/10.4018/IJTEE.304388

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[publication] Entwicklung und Einführung eines Studierenden-Dashboards an der TU Graz. Co-Design mit Studierenden, Visualisierungsdetails und Rückmeldungen #Analytics #tugraz

Im Rahmen der heurigen DELFI Konferenz haben wir unsere Arbeiten am Studierenden-Dashboard der TU Graz vorgestellt mit dem Titel „Entwicklung und Einführung eines Studierenden-Dashboards an der TU Graz. Co-Design mit Studierenden, Visualisierungsdetails und Rückmeldungen„

In den zentralen Informationssystemen der Technischen Universität Graz (TU Graz), dem auf Moodle basierenden TeachCenter und dem Campusmanagementsystem TUGRAZonline, werden verschiedene Services und Unterstützungen für Lehrende und Studierende angeboten. Zu den neuesten Entwicklungen gehört ein Studienfortschritts-Dashboard für Studierende. Dieses Dashboard soll einen hilfreichen Überblick über die Aktivitäten der Studierenden geben, z. B. über ihre akademischen Leistungen in ECTS im Vergleich zum Durchschnitt ihrer Kommilitonen, über den eigenen Studienfortschritt und die offizielle Studienempfehlung sowie über den Fortschritt in den verschiedenen Pflicht- und Wahlfächern. Der erste Prototyp wurde im Mai 2020 bei den Studierenden der Fakultät für Informatik und Biomedizinische Technik eingeführt, seit Dezember 2020 steht das Dashboard allen – rund 8.700 Bachelor-Studierenden der TU Graz – zur Verfügung. Der Beitrag skizziert die Prozesse und Ergebnisse von der ersten Erwähnung in einem Ideenworkshop für Studierende, über die Entwicklung und stufenweisen Implementierung, sowie die Rückmeldungen der Studierenden.

[full article @ conference homepage]
[full article @ ResearchGate]

Referenz: Leitner, P., Ebner, M., Geisswinkler, H. & Schön, S., (2021). Entwicklung und Einführung eines Studierenden-Dashboards an der TU Graz. Co-Design mit Studierenden, Visualisierungsdetails und Rückmeldungen.. In: Kienle, A., Harrer, A., Haake, J. M. & Lingnau, A. (Hrsg.), DELFI 2021. Bonn: Gesellschaft für Informatik e.V.. (S. 175-180)

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[publication] Learning Analytics – Didaktischer Benefit zur Verbesserung von Lehr-Lernprozessen? Implikationen aus dem Einsatz von Learning Analytics im Hochschulkontext #LearningAnalytics

Unser Beitrag zu „Learning Analytics – Didaktischer Benefit zur Verbesserung von Lehr-Lernprozessen? Implikationen aus dem Einsatz von Learning Analytics im Hochschulkontext“ ist nun in der neuesten Ausgabe der bwp@ Berufs- und Wirtschaftspädagogik – online erschienen

Zusammenfassung:
Die Zunahme an digitalen Lernsettings führt zu einer Fülle an verfügbaren Daten zu Lehr- Lernprozessen. Gleichzeitig stellt die Interpretation dieser Daten die Akteurinnen und Akteure vor neue Herausforderungen. Learning Analytics umfassen die Aggregation und Interpretation von Lernendendaten mit dem Ziel, Lehr-Lernprozesse zu verbessern. Im Zentrum dieses Beitrages stehen die Implikationen, welche der Einsatz von Learning Analytics im Hochschulkontext mit sich bringt, exemplifiziert anhand der Implementierung in einem konkreten Forschungsprojekt. In einem ersten Schritt erfolgt eine literaturbasierte Aufarbeitung des didaktischen Potenzials aus dem Blickwinkel der Lernenden, Lehrenden sowie des Inhalts und des Learning Designs. Anhand einer qualitativen und quantitativen Begleitforschung eines aktuellen Projektes werden anschließend didaktische Implikationen für den Einsatz von Learning Analytics im Hochschulkontext abgeleitet. Deutlich wird, dass das in der Literatur verortete didaktische Potenzial auch in dieser Implementation zutage tritt, jedoch Learning Analytics gleichzeitig auch erhöhte Anforderungen an Lehrende und Lernende stellt.

[full article @ ResearchGate]
[full article @ journal Homepage]

Referenz: Lipp, S./Dreisiebner, G./Leitner, P./Ebner, M./Kopp, M./Stock, M. (2021): Learning Analytics – Didaktischer Benefit zur Verbesserung von Lehr-Lernprozessen? Implikationen aus dem Einsatz von Learning Analytics im Hochschulkontext. In: bwp@ Berufs- und Wirtschaftspädagogik – online, Ausgabe 40, 1-31. Online: https://www.bwpat.de/ausgabe40/lipp_etal_bwpat40.pdf

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[publication] Learning Analytics as a Service for Empowered Learners: From Data Subjects to Controllers #LearningAnalytics #lak21

Our contribution to this year Learning Analytics Conference (LAK21) is about „Learning Analytics as a Service for Empowered Learners: From Data Subjects to Controllers„.

Abstract:
As Learning Analytics (LA) in the higher education setting increasingly transitions from a field of research to an implemented matter of fact of the learner’s experience, the demand of practical guidelines to support its development is rising. LA Policies bring together different perspectives, like the ethical and legal dimensions, into frameworks to guide the way. Usually the first time learners get in touch with LA is at the act of consenting to the LA tool. Utilising an ethical (TRUESSEC) and a legal framework (GDPR), we question whether sincere consent is possible in the higher education setting. Drawing upon this premise, we then show how it might be possible to recognise the autonomy of the learner by providing LA as a service, rather than an intervention. This could indicate a paradigm shift towards the learner as empowered demander. At last, we show how this might be incorporated within the GDPR by also recognising the demand of the higher education institutions to use the learner’s data at the same time. These considerations will in the future influence the development of our own LA policy: a LA criteria catalogue.

[article @ ResearchGate]
[article @ Journal’s Homepage]

Reference: Gosch, N., Andrews, D., Barreiros, C., Leitner, P., Staudegger, E., Ebner, M., Lindstaedt, S. (2021) Learning Analytics as a Service for Empowered Learners: From Data Subjects to Controllers. In LAK21: 11th International Learning Analytics and Knowledge Conference (LAK21). Association for Computing Machinery, New York, NY, USA, 475–481. DOI:https://doi.org/10.1145/3448139.3448186