Activity 9: Relating learning analytics to the concerns of educators and students
Sunday, 1 Jul 2018, 12:43
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Figure 1 reflects on the classification of types of questions asked by the teacher during the investigation. But I am not very much satisfied with the drafted questions!
The goals of learning analytics are highlighted in table 4. It highlights that learning analytics can be used to assess data in different ways. It can be used by teachers and learners as well for self-reflection. Learning analytics is used to gather data, to provide decision support, to track user activities and to provide feedback. Teachers use it to monitor student progress, to highlight challenges, to improve teaching and to discover learning patterns. They can also use it to find which activities were useful for learning purpose.
Data-driven questions:
When and how long are student accessing specific learning offerings (during a day)?
Pedagogy driven questions:
How often do students use a learning environment (per week)?
Is the performance in e-tests somehow related to exam grades?
Will the access to specific learning offerings increase if lectures and exercises on the same topic are scheduled during the same week?
Do native speakers have fewer problems with learning offerings than non-native speakers?
The webpage says “If learners are asked to reflect at a certain point, then the time spent on site in that period, and any postings, will be relevant. If they are asked to work together and collaborate on a project, then their social networks will be of interest.”
Disagree with the first statement! I always read and prepare answers to the activities on MSWORD. I then post the responses at once for few activities. For learning analytics, it might be a dubious activity as it cannot find that I spent less time on site and posting, but more time on completing the task out of the OU forum zone.
For the second point, social network will be of interest to learning analytics, but learners consent MUST be taken to access collaborative project work information. Many times, hidden agendas of learning analytics can breach the trust and ethical rules.
Activity 9: Relating learning analytics to the concerns of educators and students
Figure 1 reflects on the classification of types of questions asked by the teacher during the investigation. But I am not very much satisfied with the drafted questions!
The goals of learning analytics are highlighted in table 4. It highlights that learning analytics can be used to assess data in different ways. It can be used by teachers and learners as well for self-reflection. Learning analytics is used to gather data, to provide decision support, to track user activities and to provide feedback. Teachers use it to monitor student progress, to highlight challenges, to improve teaching and to discover learning patterns. They can also use it to find which activities were useful for learning purpose.
Data-driven questions:
When and how long are student accessing specific learning offerings (during a day)?
Pedagogy driven questions:
How often do students use a learning environment (per week)?
Is the performance in e-tests somehow related to exam grades?
Will the access to specific learning offerings increase if lectures and exercises on the same topic are scheduled during the same week?
Do native speakers have fewer problems with learning offerings than non-native speakers?
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The webpage says “If learners are asked to reflect at a certain point, then the time spent on site in that period, and any postings, will be relevant. If they are asked to work together and collaborate on a project, then their social networks will be of interest.”
Disagree with the first statement! I always read and prepare answers to the activities on MSWORD. I then post the responses at once for few activities. For learning analytics, it might be a dubious activity as it cannot find that I spent less time on site and posting, but more time on completing the task out of the OU forum zone.
For the second point, social network will be of interest to learning analytics, but learners consent MUST be taken to access collaborative project work information. Many times, hidden agendas of learning analytics can breach the trust and ethical rules.