This document discusses the use of learning analytics in massive open online courses (MOOCs). It provides 5 case studies that analyzed learning analytics data from MOOCs to gain insights. The studies found that dropout rates alone do not capture student behavior, patterns in forum discussions and video interactions can reflect learning, and students learn best when videos are supplemented with other activities. The document also notes challenges of learning analytics including privacy, security, transparency and accuracy of personal data. In conclusion, it suggests MOOCs can be improved by combining them with learning analytics to better understand student learning patterns.

1. When Learning Analytics
Meets MOOCs -
a Review on iMooX Case
Studies
Educational Technology
Mohammad Khalil & Martin Ebner
Innovations for Community Services Conference
29 - June - 2016

2. Innovations for Community Services (I4CS)

3. Mohammad Khalil
Hello! Who am I?

4. Our Research Department
Our Department
Educational Technology
Graz, Austria
OER
MOOCs
Learning AnalyticsPersonalized Learning
Big Data
Adaptive Learning
Educational Data Mining
Technology Enhanced Learning
Lifelong Learning

5. Did not exist before 15
years!
● Facebook
● Twitter
● Whatsapp
● YouTube
● Uber
● Dropbox
● Flickr
● Android
….

6. Osborne 1, 1981
Weighed 10.7 kg
Wikipedia
1980 Seiko
TV Watch
Screenshot

7. Technology
Track
CC0

8. https://c2.staticflickr.com/2/1097/1296105722_057a1ab727_b.jpg
Can you put them in one class?

9. MOOCs
Open
Online

11. Popular MOOC Providers

13. http://imoox.at

14. Make Learning
Interesting, Funny,
sociable and
Manageable
CC0

15. CC0
Dropout

16. Big Data Analytics
mouse clicks, quizzes, forums,
activities, time on task, video
events…

17. Google Fit, Nike Tracking

18. “
Learning Analytics is about
tracking students’ left traces
- Erik Duval

19. Learning Analytics help us
in identifying patterns of
data, from students
To improve learning,
teaching and learning
environments

20. MOOCs
Learning
Analytics

21. How to implement
Learning Analytics

22. Khalil, M., & Ebner, M. (2016). What Massive Open Online Course (MOOC) Stakeholders Can Learn from Learning Analytics?. Learning,
Design, and Technology, Springer International Publishing. (pp. 1-30).

23. Dropout is not the
only case
1

25. What people read and write
Reflect patterns
2

26. Lackner, E., Ebner, M., & Khalil, M. (2015). MOOCs as granular systems: design patterns to foster participant activity. eLearning
Papers, 42, 28-37.

27. Lackner, E., Khalil, M. & Ebner, M. “How to foster forum discussions within MOOCs. A case study”. International Journal of
Academic Research in Education (IJARE). (In Press).

28. Lackner, E., Khalil, M. & Ebner, M. “How to foster forum discussions within MOOCs. A case study”. International Journal of
Academic Research in Education (IJARE). (In Press).

29. Dropout is a legend! But with
categorization… the story is
different
CC0
3

30. Khalil, M., & Ebner, M. (2016). What Massive Open Online Course (MOOC) Stakeholders Can Learn from Learning Analytics?. Learning,
Design, and Technology, Springer International Publishing. (pp. 1-30).

31. Students learn what they
want
4

32. Wachtler, J., Khalil, M., Taraghi, B., & Ebner, M. (2016). On using learning analytics to track the activity of interactive MOOC videos.
Proceedings of the LAK 2016 Workshop on Smart Environments and Analytics in Video-Based Learning (pp.8–17) Edinburgh, Scotland.

33. Video lectures are not enough
for better performance
5

34. Khalil, M., & Ebner, M. (2016). What Massive Open Online Course (MOOC) Stakeholders Can Learn from Learning Analytics?. Learning,
Design, and Technology, Springer International Publishing. (pp. 1-30).

35. MOOCs & Learning
Analytics Challenges
CC0

36. Personally Identifiable
Information
CC0

37. Privacy Security TransparencyOwnership Accuracy
https://www.flickr.com/photos/hindrik/15407419138/in/pool-kreta-crete-kriti/

38. Final Thoughts

39. MOOCs
MOOCs
+
Learning
Analytics

40. Thanks!
?