Learning Activities in Personal Learning Environment
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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.
- 2. http://www.facebook.com/ martin.ebner http://www.martinebner.at https://twitter.com/#!/ mebner http:// elearningblog. tugraz.at https:// www.researchgate.net/ profile/Martin_Ebner2
- 3. Feedback
- 4. is a xMOOC platform for courses with an explicit open license (Creative Commons).
- 5. http://imoox.at
- 6. http://imoox.at https://youtu.be/DljC8FPpE1s
- 7. Austrian National Price of Adult Education 2015
- 8. How to Implement Learning Analytics
- 9. 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.
- 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 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
- 12. 5 crucial statements What can we learn from Learning Analytics?
- 13. Thesis 1 High Dropout Rate on MOOCs is a legend
- 14. 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
- 15. 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
- 16. Thesis 2 MOOCs means participatory education (at least in the first four weeks)
- 17. ~ 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
- 18. 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.
- 19. Thesis 3 Higher effort is good but not a good predictor for success
- 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. 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.
- 22. Thesis 4 Learning Analytics tells us how learning in classrooms happens
- 23. 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.
- 24. 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.
- 25. Learning happens all time and can be entertaining Thesis 5
- 26. 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
- 27. 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
- 28. 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
- 29. Gamification Khalil, M., Ebner, M. (2016) How Gamification Can Improve Your MOOC Student Engagement? 11th European Conference on Games Based Learning (accepted, in print)
- 30. 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
- 31. http://www.flickr.com/photos/o5com/5489061293 MOOC & Learning Analytics challenges?
- 32. 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
- 33. 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
- 34. 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
- 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 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
- 36. Potentials for society http://www.flickr.com/photos/ell-r-brown/3912248265 lifelong learning Knowledge society Access to education cost reducement Quality improvement
- 37. Summary „Learning Analytics for MOOCs tells us that the DropOut rate is not so high as proposed, …“
- 38. „… learners participating for about 4 weeks intensively the whole day … “ Summary
- 39. „… with considerable different effort and commitment.“ Summary
- 40. 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.
