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When Learning Analytics Meets MOOCs

Workshop Leuven, May 2017

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When Learning Analytics

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Martin Ebner
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When Learning Analytics Meets MOOCs

  • 1. When Learning Analytics
 Meets MOOCs Martin Ebner O3Rh"p://o3r.eu L3Th"p://l3t.eu ITuGh"p://itug.eu This work is licensed under a 
 Creative Commons Attribution 
 4.0 International License.
  • 4. is a xMOOC platform for courses with an explicit open license (Creative Commons).
  • 7. Austrian National Price of Adult Education 2015
  • 9. How to Implement Learning Analytics
  • 10. Khalil, M., Ebner, M. (2016) What Massive Open Online Course (MOOC) Stakeholders Can Learn from Learning Analytics? In: Spector, M., Lockee, B., Childress, M. (Ed.), Learning, Design, and Technology: An International Compendium of Theory, Research, Practice, and Policy, Springer International Publishing, pp. 1-30.
  • 11. Khalil, M., Ebner, M. (2016) What Massive Open Online Course (MOOC) Stakeholders Can Learn from Learning Analytics? In: Spector, M., Lockee, B., Childress, M. (Ed.), Learning, Design, and Technology: An International Compendium of Theory, Research, Practice, and Policy, Springer International Publishing, pp. 1-30.
  • 12. Khalil, M., Ebner, M. (2016) What Massive Open Online Course (MOOC) Stakeholders Can Learn from Learnin Analytics? In: Spector, M., Lockee, B., Childress, M. (Ed.), Learning, Design, and Technology: An Internationa Compendium of Theory, Research, Practice, and Policy, Springer International Publishing, pp. 1-30
  • 13. 5 crucial statements What can we learn from Learning Analytics?
  • 14. Thesis 1 High Dropout Rate on MOOCs is a legend
  • 15. GOL •  1012 Registrants •  479 Active Students (47.3%) •  217 complete course (21,5%) •  177 got certification (17,5%) LIN •  618 Registrants •  461 Active Students (74.5%) •  131 compete course (21,2%) •  99 got certification (16%) Lackner, E., Ebner, M., Khalil, M. (2015) MOOCs as granular systems: design patterns to foster participant activity, eLearning Papers, 42 (2015), pp. 28-37
  • 16. 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. 1-7
  • 17. Thesis 2 MOOCs means participatory education (at least in the first four weeks)
  • 18. ~ 23,000 reads in GOL Forums ~ The highest on 21-Oct ~ Average of 170 read per day ~ Median of 47 read per day ~ 1623 Max reads on 21-Oct Week 1 Starts Week 2 Starts Week 3 Starts Course ended
  • 20. Khalil, M., Ebner, M. (2016) What Massive Open Online Course (MOOC) Stakeholders Can Learn from Learning Analytics? In: Spector, M., Lockee, B., Childress, M. (Ed.), Learning, Design, and Technology: An International Compendium of Theory, Research, Practice, and Policy, Springer International Publishing, pp. 1-30.
  • 21. Thesis 3 Higher effort is good but not a good predictor for success
  • 22. Khalil, M., Ebner, M. (2016) What Massive Open Online Course (MOOC) Stakeholders Can Learn from Learning Analytics? In: Spector, M., Lockee, B., Childress, M. (Ed.), Learning, Design, and Technology: An International Compendium of Theory, Research, Practice, and Policy, Springer International Publishing, pp. 1-30.
  • 23. Khalil, M., Ebner, M. (2016) What Massive Open Online Course (MOOC) Stakeholders Can Learn from Learning Analytics? In: Spector, M., Lockee, B., Childress, M. (Ed.), Learning, Design, and Technology: An International Compendium of Theory, Research, Practice, and Policy, Springer International Publishing, pp. 1-30.
  • 24. Thesis 4 Learning Analytics tells us how learning in classrooms happens
  • 25. Students (n=459) 1 (n=95) 2 (n=154) 3 (n=206) 4 (n=4) Khalil, M., Ebner, M. (2016) Clustering patterns of engagement in Massive Open Online Courses (MOOCs): the use of learning analytics to reveal student categories. Journal of Computing in Higher Education. pp. 1-19.
  • 26. Students (n=459) Khalil, M., Ebner, M. (2016) Clustering patterns of engagement in Massive Open Online Courses (MOOCs): the use of learning analytics to reveal student categories. Journal of Computing in Higher Education. pp. 1-19.
  • 27. Learning happens all time and can be entertaining Thesis 5
  • 28. Lackner, E., Khalil, M., Ebner, M. (2016) How to foster forum discussions within MOOCs: A case study. International Journal of Academic Research in Education. 2(2), 01-13. DOI: 10.17985/ijare.31432
  • 29. Lackner, E., Khalil, M., Ebner, M. (2016) How to foster forum discussions within MOOCs: A case study. International Journal of Academic Research in Education. 2(2), 01-13. DOI: 10.17985/ijare.31432
  • 30. My Badges Wüster, M., Ebner, M. (2016) How to integrate and automatically issue Open Badges in MOOC platforms. In: Proceedings of the European MOOC Stakeholder Summit 2016. Khalil, M., Ebner, M., Kopp, M., Lorenz, A., Kalz, M. (ed.). Book On Demand. Norderstedt. pp.279-286
  • 31. Gamification Khalil, M., Ebner, M. (2016) How Gamification Can Improve Your MOOC Student Engagement? 11th European Conference on Games Based Learning (accepted, in print)
  • 32. Gamification Khalil, M., Ebner, M. (2016) How Gamification Can Improve Your MOOC Student Engagement? 11th European Conference on Games Based Learning (accepted, in print) Control Group With gamification group
  • 34. Kopp, M., Ebner, M., Dorfer-Novak, A. (2014) Introducing MOOCs to Middle European Universities – is it worth it to accept the challenge?, International Journal for Innovation and Quality in Learning, Vol. 2/3, pp. 46-52
  • 35. Khalil, M. & Ebner, M. (2015). Learning Analytics: Principles and Constraints. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2015. pp. 1326-1336. Chesapeake, VA: AACE LA constraints
  • 36. Khalil, M. & Ebner, M. (2015). Learning Analytics: Principles and Constraints. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2015. pp. 1326-1336. Chesapeake, VA: AACE LA constraints Revealing Personal Information Morality to view students’ data Collecting and Analyzing data Transparency Students’ data deletion policy
  • 37. Khalil, M. & Ebner, M. (2015). Learning Analytics: Principles and Constraints. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2015. pp. 1326-1336. Chesapeake, VA: AACE LA constraints Who owns students data, Students or institutions? Data Protection and Copyright Laws limit the use of LA apps Inaccurate analysis results? Achieving Confidentiality, Integrity and Availability
  • 39. Summary „Learning Analytics for MOOCs tells us that the DropOut rate is not so high as proposed, …“
  • 40. „… learners participating for about 4 weeks intensively the whole day … “ Summary
  • 41. „… with considerable different effort and commitment.“ Summary
  • 42. Graz University of Technology EDUCATIONAL TECHNOLOGY Graz University of Technology Martin Ebner http://elearning.tugraz.at martin.ebner@tugraz.at http://elearningblog.tugraz.at mebner Slides available at: This work is licensed under a 
 Creative Commons Attribution 
 4.0 International License.