When Learning Analytics Meets
MOOCs -a Review on iMooX
Case Studies
Educational Technology
Mohammad Khalil & Martin Ebner
Innovations for Community Services Conference29 - June - 2016
Innovations for Community Services (I4CS)
Mohammad Khalil
Hello! Who am I?
Our Research Department
Our Department
Educational TechnologyGraz, Austria
OER
MOOCs
Learning AnalyticsPersonalized Learning
Big Data
Adaptive Learning
Educational Data Mining
Technology Enhanced Learning
Lifelong Learning
Did not exist before 15 years!
● Facebook● Twitter● Whatsapp● YouTube● Uber● Dropbox● Flickr● Android
….
Osborne 1, 1981Weighed 10.7 kg
Wikipedia
1980 SeikoTV Watch
Screenshot
Technology Track
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Educational
Technology
https://c2.staticflickr.com/2/1097/1296105722_057a1ab727_b.jpg
Can you put them in one class?
MOOCs
Open
Online
Popular MOOC Providers
http
://im
oox.
at
Make Learning Interesting, Funny,
sociable and Manageable
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Dropout
Big Data Analytics
mouse clicks, quizzes, forums, activities, time on task, video events…
Google Fit, Nike Tracking
“Learning Analytics is about tracking students’ left traces
- Erik Duval
Learning Analytics help us in identifying patterns of data, from students
To improve learning, teaching and learning environments
MOOCs
LearningAnalytics
How to implement Learning Analytics
Khalil, M., & Ebner, M. (2016). What Massive Open Online Course (MOOC) Stakeholders Can Learn from Learning Analytics?. Learning, Design, and Technology, Springer International Publishing. (pp. 1-30).
Dropout is not the only case
1
What people read and write Reflect patterns
2
Lackner, E., Ebner, M., & Khalil, M. (2015). MOOCs as granular systems: design patterns to foster participant activity. eLearning Papers, 42, 28-37.
Lackner, E., Khalil, M. & Ebner, M. “How to foster forum discussions within MOOCs. A case study”. International Journal of Academic Research in Education (IJARE). (In Press).
Lackner, E., Khalil, M. & Ebner, M. “How to foster forum discussions within MOOCs. A case study”. International Journal of Academic Research in Education (IJARE). (In Press).
Dropout is a legend! But with categorization… the story is
different
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3
Khalil, M., & Ebner, M. (2016). What Massive Open Online Course (MOOC) Stakeholders Can Learn from Learning Analytics?. Learning, Design, and Technology, Springer International Publishing. (pp. 1-30).
Students learn what they want
4
Wachtler, J., Khalil, M., Taraghi, B., & Ebner, M. (2016). On using learning analytics to track the activity of interactive MOOC videos. Proceedings of the LAK 2016 Workshop on Smart Environments and Analytics in Video-Based Learning (pp.8–17) Edinburgh, Scotland.
Video lectures are not enough for better
performance
5
Khalil, M., & Ebner, M. (2016). What Massive Open Online Course (MOOC) Stakeholders Can Learn from Learning Analytics?. Learning, Design, and Technology, Springer International Publishing. (pp. 1-30).
MOOCs & Learning Analytics
Challenges
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Personally Identifiable Information
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Privacy Security TransparencyOwnership Accuracy
https://www.flickr.com/photos/hindrik/15407419138/in/pool-kreta-crete-kriti/
Final Thoughts
MOOCs
MOOCs +
Learning Analytics
Thanks!
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