Do Moodle analytics have a role to play in learning design, feedback and assessment?

Do Moodle analytics have a role to play in learning design, feedback and assessment?

Jonathan P. San Diego*[email protected]

with: James Ballard**, Stylianos Hatzipanagos*, Mary Webb*, Ehsan Khan* Philip Blake*, Tom Dore*, Andreas Konstantinidis* and Ian Barrett*

*King’s College London, **University of London Computing Centre

Moodle Research Conference (Crete, Greece, 14–15 September 2012)

San Diego, J.P. & McAndrew, P. 2006

Extend conventional techniquesIs it possible to tell the difference between users

flicking through the pages in “browsing” mode

engaged in “learning” mode

114 33 90 18 45 300

300

Teacher can model different selections of teaching methods and check effect on learning experience and staff time

London Pedagogy Planner

Create Topic

Create Learning Outcome

Supports process of aligning different teaching and learning components

Supports analysis of what is needed for each Period of learning

Expected(in minutes) Resource URL

1.5 to 2.5 Page 1: Introduction and learning outcomes

http://openlearn.open.ac.uk/mod/resource/view.php?id=171493

2 to 3 Page 2: Natural climate change http://openlearn.open.ac.uk/mod/resource/view.php?id=171495

.5 to 1 First paragraph of Page 3: A 4.6 billion-year history


1 to 2 View PDF: chart of the temperature of the earth

http://openlearn.open.ac.uk/file.php/1526/sci_sk1_07i.pdf

.5 to 1 Second paragraph of Page 3: A 4.6 billion-year history


5 to 7 View PDF: Glaciers past and present (five Pages)

http://openlearn.open.ac.uk/file.php/1526/sci_sk1_05t.pdf

5 to 7 View PDF: Pollen diagrams and ancient climates (five Pages)


.5 to 1 Read exercise of Page 3: Past temperatures


















- Page 1 (Introduction)

- Page 2 (Climate change)

- Page 3 (4.6 billion-year history)

- PDF (Chart; earth’s temperature)

- PDF (Glaciers past and present)

- PDF (Pollen diagrams and ancient)

- Unit page

In the legend: the width of the bar represents a minute

Time Resource

11437 http://openlearn.open.ac.uk/course/view.php?id=1526

14418 http://openlearn.open.ac.uk/mod/resource/view.php?id=171497

15027 http://openlearn.open.ac.uk/course/view.php?id=1526






- Page 1 (Introduction)

- Page 2 (Climate change)

- Page 3 (4.6 billion-year history)

- PDF (Chart; earth’s temperature)

- PDF (Glaciers past and present)

- PDF (Pollen diagrams and ancient)

- Unit page

In the legend: the width of the bar represents a minute

Student 1

Student 2

Student 3

Student 4

Exploit the potential of analytics

• focusing on the study of students’ activities and its relationship with the design of course spaces in the areas of feedback and assessment

• to provide feedback to tutors about learner activities in relation to the design, structure and content of a module

• to provide feedback to students on how they use these resources.

WE KNOW that

• Learning activities/users/interactions can vary• Proper use of tools not obvious nor usage

conventional• Use of technologies need to be taught to teachers and

students by peers/colleagues However WE CAN

• Design technologies to inform learners and teachers how they use technologies

• Analyse usage and provide guidance for appropriation• Capture analytics

Moodle Logs

Activity Patterns

Connectivity Patterns

Learning Design

Learning Design

Answers and ideas please?

Do Moodle analytics have a role to play in learning design, feedback and assessment?

Education

Do Moodle analytics have a role to play in learning design, feedback and assessment?