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When Learning Analytics

Meets MOOCs
Martin Ebner
O3Rh"p://o3r.eu
L3Th"p://l3t.eu
ITuGh"p://itug.eu
This work is licensed ...
http://www.facebook.com/
martin.ebner
http://www.martinebner.at
https://twitter.com/#!/
mebner
http://
elearningblog.
tugr...
Feedback
is a xMOOC platform for courses
with an explicit open license (Creative
Commons).
http://imoox.at
http://imoox.at
https://youtu.be/DljC8FPpE1s
Austrian National Price of Adult
Education 2015
How to Implement Learning Analytics
Khalil, M., Ebner, M. (2016) What Massive Open Online Course (MOOC) Stakeholders Can Learn from
Learning Analytics? In: Sp...
Khalil, M., Ebner, M. (2016) What Massive Open Online Course (MOOC) Stakeholders Can Learn from Learning
Analytics? In: Sp...
Khalil, M., Ebner, M. (2016) What Massive Open Online Course (MOOC) Stakeholders Can Learn from Learnin
Analytics? In: Spe...
5 crucial statements
What can we learn from Learning Analytics?
Thesis 1
High Dropout Rate on MOOCs is a
legend
GOL
•  1012 Registrants
•  479 Active Students (47.3%)
•  217 complete course (21,5%)
•  177 got certification (17,5%)
LIN...
Khalil, M., Ebner, M. (2015) A STEM MOOC for School Children - What Does
Learning Analytics Tell us? In: Proceedings of 20...
Thesis 2
MOOCs means participatory education
(at least in the first four weeks)
~ 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 ...
Khalil, M., Ebner, M. (2016) What Massive Open Online Course (MOOC) Stakeholders Can Learn from Learning
Analytics? In: Sp...
Thesis 3
Higher effort is good but not a good
predictor for success
Khalil, M., Ebner, M. (2016) What Massive Open Online Course (MOOC) Stakeholders Can Learn from Learning
Analytics? In: Sp...
Khalil, M., Ebner, M. (2016) What Massive Open Online Course (MOOC) Stakeholders Can Learn from Learning
Analytics? In: Sp...
Thesis 4
Learning Analytics tells us how learning
in classrooms happens
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 Ma...
Students
(n=459)
Khalil, M., Ebner, M. (2016) Clustering patterns of engagement in Massive Open
Online Courses (MOOCs): th...
Learning happens all time and can be
entertaining
Thesis 5
Lackner, E., Khalil, M., Ebner, M. (2016) How to foster forum discussions within
MOOCs: A case study. International Journa...
Lackner, E., Khalil, M., Ebner, M. (2016) How to foster forum discussions within
MOOCs: A case study. International Journa...
My Badges
Wüster, M., Ebner, M. (2016) How to integrate and automatically issue Open Badges in MOOC
platforms. In: Proceed...
Gamification
Khalil, M., Ebner, M. (2016) How Gamification Can Improve Your MOOC Student Engagement?
11th European Confere...
Gamification
Khalil, M., Ebner, M. (2016) How Gamification Can Improve Your MOOC Student Engagement?
11th European Confere...
http://www.flickr.com/photos/o5com/5489061293
MOOC & Learning Analytics

challenges?

Kopp, M., Ebner, M., Dorfer-Novak, A. (2014) Introducing MOOCs to Middle
European Universities – is it worth it to accept ...
Khalil, M. & Ebner, M. (2015). Learning Analytics: Principles and Constraints. In
Proceedings of World Conference on Educa...
Khalil, M. & Ebner, M. (2015). Learning Analytics: Principles and Constraints. In
Proceedings of World Conference on Educa...
Khalil, M. & Ebner, M. (2015). Learning Analytics: Principles and Constraints. In
Proceedings of World Conference on Educa...
Potentials for 

society
http://www.flickr.com/photos/ell-r-brown/3912248265
lifelong

learning

Knowledge
society
Access ...
Summary
„Learning Analytics for MOOCs tells us that
the DropOut rate is not so high as
proposed, …“
„… learners participating for about 4
weeks intensively the whole day … “
Summary
„… with considerable different effort and
commitment.“
Summary
Graz University of Technology
EDUCATIONAL TECHNOLOGY
Graz University of Technology
Martin Ebner
http://elearning.tugraz.at...
When Learning Analytics Meets MOOCs
When Learning Analytics Meets MOOCs
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When Learning Analytics Meets MOOCs

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When Learning Analytics Meets MOOCs

  1. 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. 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. 3. Feedback
  4. 4. is a xMOOC platform for courses with an explicit open license (Creative Commons).
  5. 5. http://imoox.at
  6. 6. http://imoox.at https://youtu.be/DljC8FPpE1s
  7. 7. Austrian National Price of Adult Education 2015
  8. 8. How to Implement Learning Analytics
  9. 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. 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. 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. 12. 5 crucial statements What can we learn from Learning Analytics?
  13. 13. Thesis 1 High Dropout Rate on MOOCs is a legend
  14. 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. 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. 16. Thesis 2 MOOCs means participatory education (at least in the first four weeks)
  17. 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. 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. 19. Thesis 3 Higher effort is good but not a good predictor for success
  20. 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. 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. 22. Thesis 4 Learning Analytics tells us how learning in classrooms happens
  23. 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. 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. 25. Learning happens all time and can be entertaining Thesis 5
  26. 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. 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. 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. 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. 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. 31. http://www.flickr.com/photos/o5com/5489061293 MOOC & Learning Analytics
 challenges?

  32. 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. 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. 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. 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. 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. 37. Summary „Learning Analytics for MOOCs tells us that the DropOut rate is not so high as proposed, …“
  38. 38. „… learners participating for about 4 weeks intensively the whole day … “ Summary
  39. 39. „… with considerable different effort and commitment.“ Summary
  40. 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.

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