2. Hello!
Let’s start with a story…
An online course on how to use Excel
With online delivery of exercises
Delivering the exercises on time is a requisite for
attending the final face-to-face exam
3. The story develops…
A few days before the exam, I receive an email:
I have been following the course, reading the materials
carefully and delivering my exercises. The last two
exercises have been really difficult, and I have been
trying different solutions and seeking help from some
friends.
In the end I managed to complete them and tried to
upload them last night. But the website kept showing me
errors and I have been unable to upload them. Can I send
them via email and still be eligible for the exam?
5. A slow look at the Moodle log
Course opens: February 21st
2013/02/27-18:35:43 - NameOmitted - Course View – Main
***
28 hits in 30 minutes
Chapter 1, Chapter 2, forums, exercise delivery tools, etc.
***
March 7th
2013/03/07-18:35:43 - NameOmitted - Course View - Main
2013/03/07-18:37:45 - NameOmitted - Resource View – Exercise 1
2013/03/07-19:01:19 - NameOmitted - Assignment View - Exercise 1
2013/03/07-19:01:38 - NameOmitted - Assignment View - Exercise 1
2013/03/07-19:01:43 - NameOmitted - Course View – Main
This is a typical pattern:
- Study the exercise (he does not open the course materials)
- Complete it (24 minutes)
- Submission (two steps, Moodle does not differentiate)
6. A slow look at the Moodle log
March 10th – The exercise is corrected and an email is sent
2013/03/11-08:55:43 - NameOmitted - Course View - Main
2013/03/11-08:55:51 - NameOmitted - email_list view_all_mail
2013/03/11-08:55:55 - NameOmitted - email_list view_110652
2013/03/11-09:01:19 - NameOmitted - Assignment View – Exercise 1
May 19th – Instructor sends mass email notifying exam dates
May 21st – First student log in in two months
2013/05/21-22:27:06 - NameOmitted - Course View – Main
2013/05/21-22:27:11 - NameOmitted - email_list view_all_mail
2013/05/21-22:27:13 - NameOmitted - email_list view_123657
Another typical pattern:
- Log in
- Read mail
- Check grade & comments (from link in email)
12. What we can do with Web Analytics
Web Analytics for Dummies
How are my keywords working?
Which are my landing pages?
Where are my customers coming from?
Which days/hours have more traffic?
13. What we can do with Web Analytics
Web Analytics for Pros
Which ads are generating more traffic?
Which ads are generating more revenue?
From which pages are my users departing?
And the really advanced stuff:
Cycles
Dead ends
Losses of revenue
Dead pages
17. And now it’s 2014
LA was an obscure term in 2007
Today:
Learning Analytics is featured in H2020-ICT-20 as a key
learning technology
Most TEL conferences include a track on LA
And some summer schools, a lecture…
Special issues on LA in major TEL journals
20. No, really, what happened?
2006-2010 steady increase of “Learning Analytics”
In 2009, “Big Data” explodes
In 2010, GALA starts
In 2010, MOOCs happen
Learning Analytics become a “Big Data” problem.
21. What we can do with Learning Analytics
Learning Analytics for dummies
Most accessed contents
Least accessed contents
Time spent in each resource
Average grades in quizzes
Easy/hard questions on quizzes
Students that drop out
Trends and timelines
22. What we can do with Learning Analytics
Learning Analytics for pros
Changes in usual patterns (potential issues)
Study of the impact of changes (see Facebook)
Local / Regional / National data aggregation
Big data problems (if your population is large enough
And the really advanced stuff:
Predict student dropout
Predict grades
Automatic adaptation
23. Dimensions of Learning Analytics
The what we measure dimension
Activity on a virtual campus (e- or b-learning)
Usage patterns by a spefic students
Usage patterns by groups of students
Detailed assessment (per question, per answer)
Forum participation
Time spent on each resource
Access frequency
24. Dimensions of Learning Analytics
The why we measure dimension
Assessment of learning effectiveness
Assessment of the learning process
Assessment for learning
Assessment of the e-learning platform
And of course…
Predictive assessment
Usability
Validation
25. Dimensions of Learning Analytics
The where we measure dimension (or scope)
Individual analytics
Classroom analytics
School / Institution analytics
Regional analytics
National / International analytics
30. Game Analytics
Game Analytics for Dummies
Time spent on each level
Barriers and game issues
Dead scenes
Usability Assessment
Game Analytics for Pros
Monetization
45. Stuff we can do
Generic traces
Mouse clicks (left/right/middle)
Mouse movement (free movement, drag)
Key presses (up / down / press)
46. Stuff we can do
Engine-specific traces (for eAdventure game engine)
Actions performed
Speech bubbles
Answers in multiple choice questions
Scene transitions
Changes in variable values
57. What you can do
Figure out how to use generic traces in your games
Figure out new traces specific to your games
Try to standardize and share
GLEANER or your own approach
There is standard stuff to exchange data (e.g. xAPI)