a video learning analytics tool for Present@ and other video platforms
Conesa, J., Córcoles, C., Pérez-Navarro, A., Santanach, F., Garcia Ríos, M.
In the beginning…
Multimedia learning. Richard E. Mayer, 2001, Cambridge Press
Multimedia learning principles
(coherence, signaling, redundancy, spatial and temporal contiguity, segmenting,
pre-training, modality, multimedia, personalization, voice, image)
Clark, Ruth C., and Richard E. Mayer. E-learning and the science of instruction:
Proven guidelines for consumers and designers of multimedia learning. John
Wiley & Sons, 2016
The worked-out example principle
Renkl, Alexander. "The worked-out-example principle in multimedia learning."
The Cambridge handbook of multimedia learning (2005): 229-245.
The self-explanation principle
Roy, Marguerite, and Michelene TH Chi. "The self-explanation principle in
multimedia learning." The Cambridge handbook of multimedia learning (2005):
Renkl, Alexander. "Learning mathematics from worked-out examples: Analyzing
and fostering self-explanations." European Journal of Psychology of Education
14.4 (1999): 477-488.
So, we would like to transfer efficient self-
…but, it turns out, finding the efficient self-explainers is not that easy.
(Especially if you work fully online…)
We need some learning analytics
Kim, Juho, et al. "Data-driven interaction techniques for improving navigation of
educational videos." Proceedings of the 27th annual ACM symposium on User
interface software and technology. ACM, 2014.
Giannakos, Michail N., Konstantinos Chorianopoulos, and Nikos Chrisochoides.
"Collecting and making sense of video learning analytics." 2014 IEEE Frontiers in
Education Conference (FIE) Proceedings. IEEE, 2014.
Shi, Conglei, et al. "VisMOOC: Visualizing video clickstream data from massive
open online courses." 2015 IEEE Pacific Visualization Symposium (PacificVis).
The bad news
The data is extremely noisy and doesn’t capture all that is happening
You need it to correlate it to the content
(Koumi, Jack. Designing video and multimedia for open and flexible learning. Routledge,
And, of course, learning analytics, by itself, is not going to solve the problem
Not everything that can be counted counts.
Not everything that counts can be counted.
Albert Einstein (?)
End of (that) story. Meanwhile…
From Popcorn to H5P
(and from MySQL to a MongoDB database,
better integrated with the institution’s
• Are students watching videos when we expect them to?
• Which students? When? For how long?
• Are there segments that are viewed more? Which ones?
• What’s the student behaviour? Pausing, skipping…
• Does student behaviour correlate in any way to learning / academic
(Will we finally be able to locate efficient self explainers?)