The dinosaur that lost its head: A contribution to a framework using Learning Analytics in Learning Design

Forfattere

  • René Boyer Christiansen
  • Karsten Gynther
  • Rasmus Jørnø

DOI:

https://doi.org/10.7146/lom.v12i21.112584

Resumé

This paper presents an approach to the meaningful use of learning analytics as a tool for teachers to improve the robustness of their learning designs. The approach is based on examining how participants act within a Massive Open Online Course (MOOC) format through learning analytics. We show that a teacher/designer can gain knowledge about his or her intended, implemented and attained learning design; about how MOOC participants act in response to these and about how students are able to develop ‘study efficiency’ when participating in a MOOC. The learning analytics approach makes it possible to follow certain MOOC students and their study behaviour (e.g. the participants who pass the MOOC by earning enough achievement badges) and to examine the role of the moderator in MOOCs, showing that scaffolding plays a central role in studying and learning processes in an educational format such as a MOOC.

Key words: MOOCs, Massive Open Online Courses, data-saturated, learning analytics, learning design, educational design research, LMS.

Downloads

Download-data er endnu ikke tilgængelig.

Referencer

Akker, J.V.D., Gravemeijer, K., McKenney, S. & Nieveen, N. (2006). Educational design research. New York: Routledge.

Bakharia, A., Corrin, L., de Barba, P., Kennedy, G., Gašević, D., Mulder, R. & Lockyer, L. (2016). A conceptual framework linking learning design with learning analytics. Proceedings of the Sixth International Conference on Learning Analytics & Knowledge (pp. 329–338). New York: ACM.

Bayne, S. & Ross, J. (2014). The pedagogy of the Massive Open Online Course: The UK view. Edinburgh: The Higher Education Academy.

Bloom, B.S., (Ed.) (1956). Taxonomy of educational objectives: The classification of educational goals: Handbook I, cognitive domain. New York: Longman.

Brophy, J. (1995). Thoughts on the qualitative-quantitative debate. Paper presented at the Annual Meeting of the National Council for the Social Studies, Chicago, USA.

Chatti, M.A., Dyckhoff, A.L., Schroeder, U. & Thüs, H. (2012). A reference model for learning analytics. International Journal of Technology Enhanced Learning, 4(5), pp. 318–331.

Class-Central (2016). By the numbers: MOOCs in 2016. Retrieved from https://www.classcentral.com/report/mooc-stats-2016/

Clow, D. (2012). The learning analytics cycle: Closing the loop effectively. Proceedings of the Second International Conference on Learning Analytics and Knowledge (pp. 134–137). Vancouver, Canada

Conole, G. (2013). Designing for learning in an open world. New York: Springer.

Dalziel, J., Conole, G., Wills, S., Walker, S., Bennett, S., Dobozy, E, Cameron, L., Badilescu-Buga, E. & Bower, M. (2016). The Larnaca Declaration on learning design. Journal of Interactive Media in Education, 1(7), 1–24.

Dyckhoff, A.L., Zielke, D., Bültmann, M., Chatti, M.A. & Schroeder, U. (2012). Design and implementation of a learning analytics toolkit for teachers. Educational Technology & Society, 15(3), 58–76.

Flyvbjerg, B. (2006). Five misunderstandings about case-study research. Qualitative Inquiry, 12(2), 219–245.

Gašević, D., Dawson, S. & Pardo, A. (2016). How do we start? State and directions of learning analytics adoption. Oslo, Norway: International Council for Open and Distance Education.

Gynther, K. (2016). Design Framework for an Adaptive MOOC Enhanced by Blended Learning: Supplementary Training and Personalized Learning for Teacher Professional Development. Electronic Journal of eLearning, 14(1), 15-30. Retrieved from: www.ejel.org

Gynther, K., Christensen, O. & Jørnø, R. (2013) . Synkrone online læringsmiljøer – didaktisk design for synkron undervisning understøttet af digitale teknologier. Læring og Medier, 11. Retrieved from: https://tidsskrift.dk/lom/article/view/8660/13399

Hestbech, A. M. & Nortvig, A.-M. (Red). (2016). Nye design for undervisning og uddannelse: MOOCs – Massive Open Online Courses. Frederikshavn: Dafolo.

Hung, D., Lim, K. & Huang, D. (2010). Extending and scaling technology-based innovations through research. In Inspired by Technology, Driven by Pedagogy—A systemic approach to technology-based school innovations, Educational Research and Innovation, Paris: OECD Publishing.

Jørnø, R. & Gynther, K. (2018). What constitutes an ‘actionable insight’ in learning analytics? Journal of Learning Analytics, 5(3), 198-221.

Kellogg, S., Booth, S. & Oliver, K. (2014). A social network perspective on peer supported learning in MOOCs for educators. The International Review of Research in Open and Distance Learning, 15(5).

Kovanović, V., Gašević, D., Joksimović, S., Siemens, G. & Hatala, M. (2015). MOOCs in the news: A European perspective. Proceedings of WOW! Europe Embraces MOOCs (pp. 1–20). Rome: EADTU.

LAK (2011). Call for Papers of the 1st International Conference on Learning Analytics & Knowledge. Tilgået 12 april 2019 via https://tekri.athabascau.ca/analytics/.

Laso, J. A., Peco, P.P. & Lujan-Mora. S. (2013). Using Open Badges as certification in a MOOC. Proceedings of the 6th International Conference of Education, Research and Innovation (ICERI 2013), pp. 1809-1818.

Laurillard, D. (2012). Teaching as a design Science – Building Pedagogical Patterns for Learning and Technology. London: Routledge.

Leo, D.H., Rodriguez-Triana, M., Inventado, P.S. & Mor, Y. (2017). Preface. In Special Issue on: Connecting Learning Design and Learning Analytics. Interaction Design & Architecture(s), 33, 3–8.

Liu, D.Y., Bartimote-Aufflick, K., Pardo, A. & Bridgeman, A.J. (2017). Data-driven personalization of student learning support in higher education. In A. Peña-Ayala (ed.). Learning analytics: Fundaments, applications, and trends—A view of the current state of the art to enhance e-learning (pp. 143–170). Cham, Switzerland: Springer.

Lockyer, L., Heathcote, E. & Dawson, S. (2013). Informing pedagogical action: Aligning learning analytics with learning design. American Behavioral Scientist, 57(10), 1439–1459.

McKenney, S. & Reeves, T.C. (2012). Conducting educational design research. London & New York: Routledge.

Nguyen, Q., Rienties, B. & Toetenel, L. (2017). Unravelling the dynamics of instructional practice: A longitudinal study on learning design and VLE activities. ACM International Conference Proceeding Series (pp. 168–177). New York, NY: ACM.

Nortvig, A.-M. (2016). Learning analytics som udgangspunkt for refleksion over didaktisk design i blended learning, Læring og Medier, 16. Retrieved from:

https://tidsskrift.dk/lom/article/view/24150/21700

Onah, D.F.P., Sinclair, J. & Boyatt, R. (2014). Dropout rates of massive open online courses: Behavioural patterns. Proceedings of the Sixth International Conference on Education and New Learning Technologies (EDULEARN14) (pp. 5825-5834). Barcelona, Spain.

Persico, D. & Pozzi, F. (2015). Informing learning design with learning analytics to improve teacher inquiry. British Journal of Educational Technology, 46(2), 230–248.

Reeves, T.C. (2000). Socially responsible educational technology research. Educational Technology, 40(6), 19–28.

Rienties, B., Nguyen, Q., Holmes, W. & Reedy, K. (2017). A review of ten years of implementation and research in aligning learning design with learning analytics at the Open University UK. In Special Issue on: Connecting Learning Design and Learning Analytics. Interaction Design & Architecture(s), 33, 134–154.

Ross, S.M. (1990). Writing in a computer-saturated classroom. Paper presented at the Annual Meeting of the College Reading Association, Nashville, USA.

Sclater, N., Peasgood, A. & Mullan, J. (2016). Learning analytics in higher education: A review of UK and international practice. Bristol: JISC. Retrieved from https://www.jisc.ac.uk/sites/default/files/learning-analytics-in-he-v2_0.pdf

Sergis, S. & Sampson, D.G. (2017). Teaching and learning analytics to support teacher inquiry: A systematic literature review. In A. Peña-Ayala (ed.). Learning analytics: Fundaments, applications, and trends—View of the current state of the art to enhance elearning (pp. 25–63). Cham, Switzerland: Springer.

Vivian, R., Falkner, K. & Falkner, N. (2014). Addressing the challenges of a new digital technologies curriculum: MOOCs as a scalable solution for teacher professional development. Research in Learning Technology, 22.

Wise, A.F., Vytasek, J.M., Hausknecht, S.N. & Zhao, Y. (2016). Developing learning analytics design knowledge in the “middle space”: The student tuning model and align design framework for learning analytics use. Online Learning, 20(2), 1–28.

Downloads

Publiceret

22-05-2019

Citation/Eksport

Christiansen, R. B., Gynther, K., & Jørnø, R. (2019). The dinosaur that lost its head: A contribution to a framework using Learning Analytics in Learning Design. Tidsskriftet Læring Og Medier (LOM), 12(21), 21. https://doi.org/10.7146/lom.v12i21.112584