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Do Moodle analytics have a role to play in learning design, feedback and assessment?
 

Do Moodle analytics have a role to play in learning design, feedback and assessment?

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Jonathan P. San Diego, James Ballard, Stylianos Hatzipanagos, Mary Webb, Ehsan Khan, Philip Blake, Tom Dore, Andreas Konstantinidis and Ian Barrett.

Jonathan P. San Diego, James Ballard, Stylianos Hatzipanagos, Mary Webb, Ehsan Khan, Philip Blake, Tom Dore, Andreas Konstantinidis and Ian Barrett.

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    Do Moodle analytics have a role to play in learning design, feedback and assessment? Do Moodle analytics have a role to play in learning design, feedback and assessment? Presentation Transcript

    • Do Moodle analytics have a role to play inlearning design, feedback and assessment? Jonathan P. San Diego* j.p.san_diego@kcl.ac.uk with: James Ballard**, Stylianos Hatzipanagos*, Mary Webb*, Ehsan Khan* Philip Blake*, Tom Dore*, Andreas Konstantinidis* and Ian Barrett* *King’s College London, **University of London Computing Centre Moodle Research Conference (Crete, Greece, 14–15 September 2012)
    • Extend conventional techniquesIs it possible to tell the difference between users engaged flicking through the pages inin “learning” mode “browsing” mode San Diego, J.P. & McAndrew, P. 2006
    • London Pedagogy Planner Create Topic Create Learning Outcome Teacher can model different selections of teaching methods and check effect on learning Supports process of aligning experience and staff time is different teaching and learning Supports analysis of what 300 114 33 90 18 45 components needed for each Period of 300 learning
    • Expected Resource URL (in minutes)1.5 to 2.5 Page 1: Introduction and learning http://openlearn.open.ac.uk/mod/resource/view.php?id outcomes =1714932 to 3 Page 2: Natural climate change http://openlearn.open.ac.uk/mod/resource/view.php?id =171495.5 to 1 First paragraph of Page 3: A 4.6 http://openlearn.open.ac.uk/mod/resource/view.php?id billion-year history =1714971 to 2 View PDF: chart of the http://openlearn.open.ac.uk/file.php/1526/sci_sk1_07i.p temperature of the earth df.5 to 1 Second paragraph of Page 3: A 4.6 http://openlearn.open.ac.uk/mod/resource/view.php?id billion-year history =1714975 to 7 View PDF: Glaciers past and http://openlearn.open.ac.uk/file.php/1526/sci_sk1_05t.p present (five Pages) df5 to 7 View PDF: Pollen diagrams and http://openlearn.open.ac.uk/file.php/1526/sci_sk1_06t.p ancient climates (five Pages) df.5 to 1 Read exercise of Page 3: Past http://openlearn.open.ac.uk/mod/resource/view.php?id temperatures =171497
    • - Unit page - Page 1 (Introduction) - PDF (Chart; earth’s temperature) - Page 2 (Climate change) - PDF (Glaciers past and present) - Page 3 (4.6 billion-year history) - PDF (Pollen diagrams and ancient) In the legend: the width of the bar represents a minute Time Resource11437 http://openlearn.open.ac.uk/course/view.php?id=152614418 http://openlearn.open.ac.uk/mod/resource/view.php?id=17149715027 http://openlearn.open.ac.uk/course/view.php?id=152615028 http://openlearn.open.ac.uk/mod/resource/view.php?id=17149325304 http://openlearn.open.ac.uk/mod/resource/view.php?id=17149528733 http://openlearn.open.ac.uk/mod/resource/view.php?id=17149228735 http://openlearn.open.ac.uk/mod/resource/view.php?id=17149757535 http://openlearn.open.ac.uk/mod/resource/view.php?id=171493
    • - Unit page - Page 1 (Introduction) - PDF (Chart; earth’s temperature) - Page 2 (Climate change) - PDF (Glaciers past and present) - Page 3 (4.6 billion-year history) - PDF (Pollen diagrams and ancient) In the legend: the width of the bar represents a minuteStudent 1Student 2Student 3Student 4
    • Exploit the potential of analytics• focusing on the study of students’ activities and its relationship with the design of course spaces in the areas of feedback and assessment• to provide feedback to tutors about learner activities in relation to the design, structure and content of a module• to provide feedback to students on how they use these resources.
    • WE KNOW that• Learning activities/users/interactions can vary• Proper use of tools not obvious nor usage conventional• Use of technologies need to be taught to teachers and students by peers/colleagues However WE CAN• Design technologies to inform learners and teachers how they use technologies• Analyse usage and provide guidance for appropriation• Capture analytics
    • Moodle Logs
    • Activity Patterns
    • Connectivity Patterns
    • Learning Design
    • Learning Design
    • Do Moodle analytics have a role to play inlearning design, feedback and assessment? Answers and ideas please?