Que voulezvous DKS Au Château Avril 2012 Google Analytics pages Analytics Knowledge Continuum Five Steps of Analytics Web Analytics Objectives Collective Applications Model ID: 782388
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Slide1
Learning analytics
C’est quoi ?
Que voulez-vous ?
DKS – Au Château – Avril 2012
Slide2Google Analytics - pages
Slide3Analytics ?
Knowledge
Continuum
Five Steps of
Analytics
Web Analytics Objectives Collective Applications Model Processes of Learning Analytics (Elias). Data Capture Define goalsMeasure SelectCapture SelectCapture Information Report Measure Aggregate AggregateReport Knowledge Predict Measure Process Predict Wisdom Act RefineUse ShareDisplay UseRefineShare
Comparison
of
Analytics
frameworks
and
models
(Tanya Elias, 2011
Slide4Processus
Tanya Elias
Slide5Learning Analytics
George Siemens and Phil Long
Slide6Les composants du domaine
Drachsler
and
Greller
Slide7Le sepentelet
de mer –
Le retour des ITS
Bienkowski
et. al. 2012
Slide8Le modèle du CSCL
Soller
, Amy, Alejandra Martinez, Patrick
Jermann
, and Martin
Muehlenbrock
(2005). From Mirroring to Guiding: A Review of State of the Art Technology for Supporting Collaborative Learning
Slide9Techniques et données
Types de
données
:social network analytics — interpersonal relationships define social platforms discourse analytics — language is a primary tool for knowledge negotiation and construction
content analytics
— user-generated content is one of the defining characteristics of Web 2.0
disposition analytics — intrinsic motivation to learn is a defining feature of online social media, and lies at the heart of engaged learning, and innovation context analytics — mobile computing is transforming access to both people and content. Ferguson and Buckingham Shum (2012)'s Social Learning AnalyticsLa procédure (roughly)Creating data for mining (optional) either automatically or manually by the users Collecting data from many sources, e.g. log files or web contents Aggregating, clustering, etc. All sorts of relational analysis Visualization of results (and raw data aggregations)
Slide10Les outils
Peu !
LMS,
workflow systems (LAMS)Web analytics (Google Analytics etc.)Outils data mining (difficiles !)
Widgets
de type
experience sampling et dashboardsSystèmes CSCLBricolages wiki etc.
Slide11StatMediaWiki
Slide12Conclusion d’un papier EdMedia 12
Systems that structure learning activities and contents in one way or another
usually include some kind of analytics. In addition, structured environments provide per definition more structured information to the participants.
Asking the user is an easy strategy that can provide good information with respect to learner’s own perceptions of their learning, their contributions and their interactions.Student productions are key indicators for learning.Modern web technology allows
inserting widgets
into various online environments. Widgets can “talk” to other services and therefore can be used to create aggregating dashboards, e.g. for the teacher.
Analytics are meant to be used by both learners and teachers.Analytics can provide various levels of assistance and insight: From simple mirroring tools, to metacognitive tools to guiding systems (Soller et al., 2005).
Slide13Conclusion d’un papier EdMedia 12
1)
Productions
tomorrow: (1) light-weight productions/portfolio system that also includes in a simple task management system and a rubrics-based grading tool. (2) A tool like StatMediaWiki
that provides visualizations for content evolution.
in
the future: (1) A e-Framework-like service-oriented architecture based on PLEs (2) Web API-based content and collaboration analytics for writing and discussion environments such as wikis, CMS and Forums. 2) Interactionstomorrow: Collaboration diagrams for wikis that work across individual pages, categories of pages and groups of participants. Collaboration diagrams for forums, e.g. tools that behave like SNAPP but work across topics.in the future: Collaboration diagrams that work across systems. This may require the use of some standardized digital identity like OpenId and will raise privacy issues. 3) Reflectionstomorrow: Portable widgets like EnquiryBuilder with an (optional) server-side component that could be run by the teacher or his organization.in the future: Reflection tools and analytics should be integrated in e-portfolio systems and personal learning environments. Many learning institutions define institutional competence catalogues that could be linked to students’ reflective activities. In addition, the learner should be able to add his own goals.4) Management and regulationtomorrow:
A
monitoring
dashboard for the
system
described in point 1.
in
the future: (1)
A LAMS-like monitoring tool that works across environments. (2) Q/A help-desk like forums that provide a state of problems addressed and solved.
Slide14Que voulez-vous savoir ?
Discuss
to
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