Embed Size (px)
DESCRIPTION
The Value of Learning Analytics to Networked Learning on a Personal Learning Environment
Citation preview
The Value of Learning Analytics to Networked Learning on a Personal Learning Environment
Rita Kop - Hélène Fournier – Hanan SitliaInstitute for Information TechnologyLearning and Collaborative Technologies
GroupPLE ProjectMoncton, New-Brunswick, Canada
1st International Conference on Learning Analytics
and Knowledge, February 27-March 1, 2011
Banff, Alberta, Canada
What to expect
Changing learning environment
Changing learning environment
ConclusionsConclusions
Challenges in
Challenges in capturing data
capturing data
Changing Research
Changing Research
and Analysis methods
and Analysis methods
Analytics on a
Analytics on a
Massive Open Online Course
Massive Open Online Course
The changing learning environment
http://bit.ly/gmNndn
The Web in 2010
http://www.flowtown.com/blog/have-we-reached-a-world-of-infinite-information?display=wide
Researching PLENK2010: Challenges in connectivist learning
• Aggregating• Remixing• Repurposing• Feed forward
profesorbaker.wordpress.com
(Downes, 2011)
Learning on a Massive Open Online Course
Challenges in capturing Big Data
meatmeter.blogspot.com
•New research and analysis methods required?•Ethical issues
abovethelaw.com
Research Approach
Qualitative methods Virtual ethnography consisting
of :• Observations on learning
environment• Observations outside the
learning environment using course tag
• Active participation by facilitator
• Action research by participants
• Qualitative questions on three surveys
• Focus group
Quantitative methods:• Data mining of the learning environment• Data mining outside the learning environment using course tag• Surveys
Analysis of data
Qualitative data• Standard
discourse analysis: sorting data into themes
• Nvivo
Quantitative data:• Learner analytics and visualization• statistical analysis of surveys
Why learning analytics?
• Learning about learning?
• Networking data analysis adds dimension to traditional research methods?
• Vizualizing = clarifying?
• Linking data to enhance learning?
• Subject on the course
http://bit.ly/gsiqF7
Barabási (2003)
Who were the PLENK participants?
Participants’ age
Participants’ residence
Participants’ professional background
http://bit.ly/gDEVKT
PLENK Analysis:What did participants
do?
PLENK participation rates
Postings by participants across six weeks of PLENK
Facilitator posts in PLENK
PLENK Analysis: Interactions on the Moodle
PLENK Analysis: Interactions on the Moodle
The complex network a facilitator's post generated
Relationships between topics in a discussion in week 1
SNAPP and Netdraw
PLENK Analysis: identifying themes
PLENK Analysis: use of Twitter
Analytics: student blogging experience
‘You will be noticed only if you tweet.’
Comparison: CritLit – PLENK:Moodle introductions 42 – 197 blog visitors 170 – 566blog visits 550 – 1478Residence 29 – 69
http://helistudies.edublogs.org/2010/11/18/plenk-in-the-whole-world-almost/
PLENK Analysis: use of Twitter
Twitter connections between PLENK participants
PLENK Analysis: use of Twitter
#tags related to Twitter posts in the PLENK Daily - six weeks duration
Conclusions – What did we learn? • Analytics are helpful in learning something
new about learning• Networking data adds a new dimension to
traditional research methods• Vizualizing = clarifying • Other analysis methods are still required to
capture depth about the data• Ethics implications• Linking data could be used to enhance
learning
