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Tracking and monitoring learners in MOOCs

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Tracking and monitoring learners in MOOCs
Social surveys in EMMA
Chiara M Ferrari,
Group Director, social research department at
Ipsos Public Affairs, Milano
part of the Ipsos Group
Participants Profiling: HOW IT WORKS
REGISTRATION FORM
Email __________
Password_________
Age__________
Gender___________
______
Please complete your registration
answering to a short questionnaire:
http://research.ipsosinteractive.com/mrIWeb/mrIWeb.dll?I
.Project=S1036981&Id=101&i.User1=39253324&i.User2=CIB
eCCBd
INDIVIDUAL Link matched to the
users ID , which redirects to the
IPSOS platform
REGISTRATION FORM
Thank you!
Your registration is
completed.
The registration data are recorded in
the EMMA SERVER . Each
student/batch of data gets an
individual and unique ID which will
allow to connect the data from
different sources: surveys, tracking and
learning analytics
Data on expectations will
be stored in the IPSOS
SERVER and will receive the
same individual and unique
ID, to allow connection and
subsequent analysis
QUESTIONNAIRE ON EXPECTATIONS
•Email
•Gender
•Age
•Employment status:
• Working full time
• Working part time
• Looking for a work
• In full time education
• Retired
• Other “don’t work”
•Education Level: (ISCED LEVEL)
What is the highest level of education that you have completed?
Level 0 - [Pre-primary education]
Level 1 - [Primary education or first stage of basic education]
Level 2 - [Lower secondary or second stage of basic education]
Level 3 - [(Upper) secondary education]
Level 4 - [Post-secondary non-tertiary education]
Level 5 - [First stage of tertiary education] University/college
Level 6 - [Second stage of tertiary education] Doctorate level
• Country of birth/Country of residence
• Mother tongue/language used in studies/language of
choice for EMMA
Participants Profiling: WHAT WE COLLECT
Expectation questionnaire optional and one-off, a red toolbar which is there
during the entire user navigation and reminds the student he /she should complete
the survey
Specific questions about the EMMA offer
how did they hear about EMMA
what are the main reasons to participate, e.g..
• experience a MOOC
• look and experience the design of the MOOC
• gain knowledge in a new domain
• keep up to date with my domain
• want a certificate
personal learning objectives  single course vs. wider path of studies (e.g. several courses in connection) vs. focus on a
specific topic / theme vs. general info to gain general knowledge on a topic / theme vs. …
Previous experience with e-learning (as a learner)
How much time they expect to invest in this MOOC
In which of the learning activities they expect to take part
In which of the interactions they expect to participate
How much time they have available for this MOOC
From what location (home, university, work, library, ...)
On which support (PC, laptop, tablet, mobile…)
Expectations from EMMA users
Ad

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Tracking and monitoring learners in MOOCs

  • 1. Tracking and monitoring learners in MOOCs
  • 2. Social surveys in EMMA Chiara M Ferrari, Group Director, social research department at Ipsos Public Affairs, Milano part of the Ipsos Group
  • 3. Participants Profiling: HOW IT WORKS REGISTRATION FORM Email __________ Password_________ Age__________ Gender___________ ______ Please complete your registration answering to a short questionnaire: http://research.ipsosinteractive.com/mrIWeb/mrIWeb.dll?I .Project=S1036981&Id=101&i.User1=39253324&i.User2=CIB eCCBd INDIVIDUAL Link matched to the users ID , which redirects to the IPSOS platform REGISTRATION FORM Thank you! Your registration is completed. The registration data are recorded in the EMMA SERVER . Each student/batch of data gets an individual and unique ID which will allow to connect the data from different sources: surveys, tracking and learning analytics Data on expectations will be stored in the IPSOS SERVER and will receive the same individual and unique ID, to allow connection and subsequent analysis QUESTIONNAIRE ON EXPECTATIONS
  • 4. •Email •Gender •Age •Employment status: • Working full time • Working part time • Looking for a work • In full time education • Retired • Other “don’t work” •Education Level: (ISCED LEVEL) What is the highest level of education that you have completed? Level 0 - [Pre-primary education] Level 1 - [Primary education or first stage of basic education] Level 2 - [Lower secondary or second stage of basic education] Level 3 - [(Upper) secondary education] Level 4 - [Post-secondary non-tertiary education] Level 5 - [First stage of tertiary education] University/college Level 6 - [Second stage of tertiary education] Doctorate level • Country of birth/Country of residence • Mother tongue/language used in studies/language of choice for EMMA Participants Profiling: WHAT WE COLLECT
  • 5. Expectation questionnaire optional and one-off, a red toolbar which is there during the entire user navigation and reminds the student he /she should complete the survey
  • 6. Specific questions about the EMMA offer how did they hear about EMMA what are the main reasons to participate, e.g.. • experience a MOOC • look and experience the design of the MOOC • gain knowledge in a new domain • keep up to date with my domain • want a certificate personal learning objectives  single course vs. wider path of studies (e.g. several courses in connection) vs. focus on a specific topic / theme vs. general info to gain general knowledge on a topic / theme vs. … Previous experience with e-learning (as a learner) How much time they expect to invest in this MOOC In which of the learning activities they expect to take part In which of the interactions they expect to participate How much time they have available for this MOOC From what location (home, university, work, library, ...) On which support (PC, laptop, tablet, mobile…) Expectations from EMMA users
  • 8. Was this in context of your formal education? Have you had any previous experience with e-learning? What is your overall level of satisfaction with e-learning so far? 90% 10% Very satisfied = 29% E-learning experience
  • 9. What are the reasons why you decided to register on EMMA?. Reasons for visiting EMMA
  • 10. Mini questionnaire -> optional one for each MOOC, it is entered freely by the teacher as a simple unit (see the picture below). Teachers can decide when and where they submit it
  • 14. 1414 OUNL_E-learning MOOC QUESTIONNAIRE REPORT Milan, March 2016 Ipsos – II round of MOOCs © 2016 Ipsos. All rights reserved. ContainsIpsos' Confidential and Proprietaryinformation and may not be disclosed or reproducedwithout the prior written consent of Ipsos.
  • 15. 15 INDEX Advice Your experience with the MOOC E-learning Tasks and assignments Translation functionality Your point of view
  • 16. 16 YOUR EXPERIENCE WITH THE MOOC E-LEARNING The course in general The audiovisual material Recordings of expert interviews Masterclasses on specific topics Interaction with other learners Interaction with teacher/tutor Learning activities and assignments The opportunity to keep up with the domain “e-learning” in a flexible manner 12% 38% 25% 12% 38% 38% 12% 25% 25% 38% 25% 38% 12% 12% 12% 12% 12% 12% 38% 50% 50% 50% 62% 62% 38% 50% Strongly like Like Neutral Dislike Strongly dislike Didn't use/ does not apply Base casi: totale rispondenti Please rate from "strongly dislike" to "strongly like" how you would rate your experience with this MOOC
  • 17. 17 50% 38% 12% Fully in English Fully in Dutch Partly in English and partly in Dutch TRANSLATION FUNCTIONALITY Base casi: totale rispondenti a) Let’s now discuss the translation functionality. Did you follow the course…? b) How much do you use the translation functionality? I used it… 25% 75% Always Sometimes Not at all c) How much do you agree or disagree with the following statements about the translation functionality? It’s effective It needs more languages to be really effective It’s totally new and different It enhances the overall value of the EMMA platform It makes EMMA a truly European experience 50% 50% 50% 100% 50% 50% 50% 50% 50% Completely agree Fairly agree Neither agree nor disagree Fairly disagree Completely disagree
  • 18. 18 TASKS AND ASSIGNMENTS Base casi: totale rispondenti How much do you agree or disagree with the following statements about the tasks and the assignments which were requested? They are a good way to experience the course They are too time consuming I found them educational They are engaging They motivated me They are a good way to create a collaborative activity They are a good way to improve individual learning I received the expected feedback I liked receiving feedback from other participants I liked giving feedback to other participants If I was left behind with the tasks, I was still motivated to continue with the course If I was left behind with the tasks, I wanted to quit the course 12% 12% 12% 12% 12% 12% 12% 25% 25% 38% 38% 38% 25% 50% 12% 12% 25% 12% 25% 12% 12% 12% 25% 12%25% 12% 38% 12% 12% 12% 12% 12% 25% 25% 12% 12% 12% 12% 12% 38% 25% 38% 38% 25% 25% 25% 62% 62% 50% 38% 38% Completely agree Fairly agree Neither agree nor disagree Fairly disagree Completely disagree Does not apply
  • 19. 19 ADVICE Verbatim I engaged in this MOOC but there is no subtitle in English. Part of the course was in Dutch and not in English as expected. The very first video about what is e-learning was in Dutch with no subtitles. There were too many videos in Dutch so even if you activate the subtitles, it is not easy to follow as there is too much text and what is being said is not well translated. There were some bugs with the activities so after the week 2/3, I just left it as for me, if the technology supporting the course is not reliable, then, it is a bit pointless. I guess that this platform needs a lot of improvements as well as the course design. From the moment you accept any participant, just make sure that all the material is accessible in proper English and that the activities can be made without any technical hassle. Overall, navigating into the platform is not intuitive, it takes too long. I also felt that there was too much text and that some resources was out of date. Another thing, the platform is not supported well by all the browsers When I started the course, the automatic translation was not working well and some functions were not working well. This was commented by the participants, but the facilitators were not reaction on this in the first days. After two days it was still not working, I somehow stopped the course, because I simply forget to check in .... cursus eigenlijk niet gevolgd (andere prioriteiten) so bad because mi mother tongue is spanish for that reason i dont understood nothing The course is not available after the end date which is a significant weakness for those pushed for time and who can't complete the course in the timescale advised. I wasn't able to complete the course and the platform doesn't tell you this. Timing was niet ideaal. Start tijdens paasvakantie, daarna een weekje conge en dan was het moeilijk om nog op te volgen! Een enkele expert zou moeten werken aan haar presentatietechniek. Zij komt ondanks haar hoog opleidingsniveau tamelijk moeizaam aan een vlotte redenering. In your opinion, which are the weaker aspects of the course? Why?
  • 20. 20 YOUR POINT OF VIEW Is there anything you would like to report or highlight, after having analyzed the data? Should you re-run this same MOOC, is there anything you would do differently? Please explain _____________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________________
  • 21. Exit questionnaire -> optional and and one-off, automatically embedded at the end of each slide in all units of the last lesson of each course
  • 22. 65% 66% 57% 61% 73% 71% It's engaging It's immediate It's self-explaining It's rich in offer It offers cultural diversity It offers flexibility in learning paths disagree 9% 9% 22% 13% 7% 11% The EMMA platform is … (% of agreement)
  • 23. 35% 46% 13% 5% 1% Extremely good Fairly good Neither good not bad Fairly bad Extremely bad Evaluation of the experience 1%3%3% 3% 3% 3% 4% 4% 4% 4% 6% 9% 9% 11% 11% 21% Sport Arts Education Law and commerce Marketing Creative writing Social Science Sciences Literature Languages Economy/Finances/taxes Computer /web programming Communication culture History Health/medical school Food and wine Areas of interest for the future
  • 24. Learning Analytics in EMMA Kairit Tammets, PhD Senior researcher, head of the studies Centre for Educational Technology School of Digital Technologies Tallinn University
  • 25. Why Learning Analytics? • LA allows to understand: – how MOOC participants learn, engage with the content and with the other participants; – how MOOC designers and facilitators can improve their course designs and pedagogies • LA was implemented in EMMA as an additional evaluation tool;
  • 26. Why Learning Analytics? (2) • Current approaches of learning analytics in MOOCs focus on: – Calculation of drop-out rates; – Prediction of drop-out; – Clustering on participants based on their online behavior • EMMA approach: – To establish feedback loop between facilitators and participants in the form of dashboard; – To encourage evidence-based course design and pedagogical interventions
  • 27. Learning Analytics methodology • What are the research questions? • What data is needed for answering research questions? • How this data can be collected? • How to meaningfully present data? • How to design feedback loop? • How to learn from the process?
  • 28. How Learning Analytics work? • Tracking tool – tracks and collects users traces; • Learning Record Store – stores learning experiences (xAPI statements) and sends them to dashboard application (Learning Locker); • Dashboard – visualization of the interactions
  • 31. EMMA dashboards • Learner view: – Progress based on access of materials and submissions of assignments; – Overview of usage of the learning resources; – Social network analysis based on comments and posts; – Activity stream; – Participants – enrolled MOOC participants
  • 35. EMMA dashboards • Facilitator view: – Overview of different interactions – accessed materials, time spent on activities, submissions and posts – Overview of the usage of the learning resources; – Social network analysis based on comments and posts; – Activity stream – Participants – enrolled MOOC participants
  • 40. Addition to dashboard • Additional analysis: – Cluster of the participants: • Enrolled; • Observers; • Contributors; • Active – In-depth overview of usage of the course content – Additional inquiries by the MOOC facilitators
  • 42. What next? • Beyond the dashboards – what happens after using the dashboards, how MOOC designers improve their pedagogies, technologies and media • Combining survey data and LA data; • Translation of the numbers for contributing to European MOOC model