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When Learning Analytics Meets MOOCs
Martin Ebner, Mohammad Khalil
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is a xMOOC platform for courses with an explicit open license (Creative
Commons).
Austrian National Price of Adult Education 2015
How to Implement Learning Analytics
Khalil, M, Ebner, M. (2016) What CAN Massive Open Online Course (MOOC) Stakeholders Learn from Learning Analytics? accepted, in print
Khalil, M, Ebner, M. (2016) What CAN Massive Open Online Course (MOOC) Stakeholders Learn from Learning Analytics? accepted, in print
Khalil, M, Ebner, M. (2016) What CAN Massive Open Online Course (MOOC) Stakeholders Learn from Learning Analytics? accepted, in print
5 crucial statements What can we learn from Learning Analytics?
Thesis 1
High Dropout Rate on MOOCs is a legend
GOL • 1012 Registrants • 479 Active Students (47.3%) • 217 complete course (21,5%) • 177 got certification (17,5%) LIN • 618 Registrants • 461 Active Students (74.5%) • 131 compete course (21,2%) • 99 got certification (16%)
Lackner, E., Ebner, M., Khalil, M. (2015) MOOCs as granular systems: design patterns to foster participant activity, eLearning Papers, 42 (2015), pp. 28-37
Khalil, M., Ebner, M. (2015) A STEM MOOC for School Children - What Does Learning Analytics Tell us? In: Proceedings of 2015 International Conference on Interactive Collaborative Learning (ICL), Florence, Italy, pp. 1-7
Thesis 2
MOOCs means participatory education (at least in the first four weeks)
~ 23,000 reads in GOL Forums ~ The highest on 21-Oct ~ Average of 170 read per day ~ Median of 47 read per day ~ 1623 Max reads on 21-Oct
Week 1 Starts
Week 2 Starts
Week 3 Starts
Course ended
Khalil, M, Ebner, M. (2016) What CAN Massive Open Online Course (MOOC) Stakeholders Learn from Learning Analytics? accepted, in print
Thesis 3
Higher effort is good but not a good predictor for success
Khalil, M, Ebner, M. (2016) What CAN Massive Open Online Course (MOOC) Stakeholders Learn from Learning Analytics? accepted, in print
Khalil, M, Ebner, M. (2016) What CAN Massive Open Online Course (MOOC) Stakeholders Learn from Learning Analytics? accepted, in print
Thesis 4
Learning Analytics tells us how learning in classrooms happens
Students (n=459)
Khalil, M, Kastl, C., Ebner, M. (2016) Portraying MOOCs Learners: a Clustering Experience Using Learning Analytics, accepted, in print
1 (n=95)
2 (n=154)
3 (n=206)
4 (n=4)
Students (n=459)
Khalil, M, Kastl, C., Ebner, M. (2016) Portraying MOOCs Learners: a Clustering Experience Using Learning Analytics, accepted, in print
Learning happens all time
Thesis 5
Lackner, E., Ebner, M., Khalil, M. (2016) How to foster forum discussions within MOOCs. A case study, in review
Lackner, E., Ebner, M., Khalil, M. (2016) How to foster forum discussions within MOOCs. A case study, in review
http://www.flickr.com/photos/o5com/5489061293
MOOC & Learning Analytics challenges?
Kopp, M., Ebner, M., Dorfer-Novak, A. (2014) Introducing MOOCs to Middle European Universities – is it worth it to accept the challenge?, International
Journal for Innovation and Quality in Learning, Vol. 2/3, pp. 46-52
Khalil, M. & Ebner, M. (2015). Learning Analytics: Principles and Constraints. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2015. pp. 1326-1336. Chesapeake, VA: AACE
LA constraints
Khalil, M. & Ebner, M. (2015). Learning Analytics: Principles and Constraints. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2015. pp. 1326-1336. Chesapeake, VA: AACE
LA constraints
Revealing Personal Information
Morality to view students’ data
Collecting and Analyzing data Transparency
Students’ data deletion policy
Khalil, M. & Ebner, M. (2015). Learning Analytics: Principles and Constraints. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2015. pp. 1326-1336. Chesapeake, VA: AACE
LA constraints
Who owns students data, Students or institutions?
Data Protection and Copyright Laws limit the use of LA apps
Inaccurate analysis results?
Achieving Confidentiality, Integrity and Availability
Potentials for society
http://www.flickr.com/photos/ell-r-brown/3912248265
lifelong learning
Knowledge society
Access to education
cost reducement
Quality improvement
Summary
„Learning Analytics for MOOCs tells us that the DropOut rate is not so high as
proposed, …“
„… learners participating for about 4 weeks intensively the whole day … “
Summary
„… with considerable different effort and commitment.“
Summary
Graz University of Technology
EDUCATIONAL TECHNOLOGY
Graz University of TechnologyMartin Ebner
http://[email protected]
http://elearningblog.tugraz.at
mebner
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