Learning Analytics: Principles and Constraints
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This document discusses learning analytics principles and constraints. It explores how learning analytics can help students improve performance and predict grades, while enhancing retention. However, it notes learning analytics faces phases and constraints, including potential issues like mistaken predictions and ethical breaches if not implemented properly. The document outlines constraints such as revealing personal student information, collecting and analyzing data, and ensuring confidentiality, integrity and availability of student data under various laws and policies.
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A Massive Open Online Course (MOOC) is a type of online learning environment that has the potential to increase students’ access to education. However, the low completion rates in MOOCs suggest that student engagement and progression in the courses are problematic. Following the increasing adoption of gamification in education, it is possible that gamification can also be effectively adopted in MOOCs to enhance students’ motivation and increase completion rates. Yet at present, the extent to which gamification has been examined in MOOCs is not known. Considering the myriad gamification elements that can be adopted in MOOCs (e.g., leaderboards and digital badges), this theoretical research study reviews scholarly publications examining gamification of MOOCs. The main purpose is to provide an overview of studies on gamification in MOOCs, types of research studies, theories applied, gamification elements implemented, methods of implementation, the overall impact of gamification in MOOCs, and the challenges faced by researchers and practitioners when implementing gamification in MOOCs. The results of the literature study indicate that research on gamification in MOOCs is in its early stages. While there are only a handful of empirical research studies, results of the experiments generally showed a positive relation between gamification and student motivation and engagement. It is concluded that there is a need for further studies using educational theories to account for the effects of employing gamification in MOOCs.
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The document announces the First Open Education Conference in the Netherlands to be held in Delft on April 23rd 2018. It will discuss openness in education and bring together those interested in open education globally. Attendees can contact the organizers Nellie van de Griend or Mohammad Khalil of EMOOCs for more information.
Technology Enhanced Learning - MOOCs and Learning Analytics
This document discusses technology-enhanced learning and focuses on Massive Open Online Courses (MOOCs) and learning analytics. It begins with introductions and then defines MOOCs, describing their massive, open, online, and course characteristics. Popular MOOC providers like edX and courses offered are discussed. The document then explains learning analytics and how data can be used to improve online learning environments. Examples of learning analytics applications in MOOCs are provided, including how analytics can help address issues faced by MOOCs. Workshops are presented on designing a MOOC and identifying MOOC problems, as well as how learning analytics can be applied in MOOCs through dashboards to track students.
EMOOCs2016 MOOC Conference 2016
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- 1. Learning Analytics Principles & Constraints Khalil, Mohammad and Ebner, Martin EdMedia 2015, Montréal
- 4. What Can Learning Analytics do? • Students improve their performance • Predict the student’s grades • Enhance retention percentages • Point difficulties in courses models
- 11. A Life Cycle?
- 14. What if Learning Analytics went wrong? https://www.flickr.com/photos/thierrylord/4541208666 Mistaken Predictions! Ethical breaches!!
- 16. Learning Analytics - Constraints
- 17. Learning Analytics - Constraints Revealing Personal Information Morality to view students’ data Collecting and Analyzing data Transparency Students’ data deletion policy
- 18. Learning Analytics - Constraints Achieving Confidentiality, Integrity and Availability Who owns students data, Students or institutions? Data Protection and Copyright Laws limit the use of LA apps Inaccurate analysis results?
- 19. A Framework?
- 20. Learning Analytics: Principles & Constraints
- 21. THANK YOU Mohammad Khalil Mohammad.Khalil@tugraz.at “Learning Analytics: Principles and Constraints”, By Mohammad Khalil & Martin Ebner, Graz University of Technology, EDMEDIA-15’ , Canada, June. 2015 Martin Ebner Martin.Ebner@tugraz.at
Editor's Notes
- Learning Analytics Downsides