Toward a New Approach to the Evaluation of a Digital Curriculum Using Learning Analytics

Rangel, Virginia Snodgrass; Bell, Elizabeth R.; Monroy, Carlos Rodríguez; Whitaker, Julia

doi:10.1080/15391523.2015.999639

Cited by 23 publications

(14 citation statements)

References 35 publications

(35 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This concern aligns with a well-known general discussion related to the use of technology in education: whether the use of technology in education is guided by pedagogical and didactical priorities (Greller & Drachsler, 2012;Marzouk et al, 2016). There is a perceived gap between LA and pedagogy (Rangel, Bell, Monroy, & Reid Whitaker, 2015;Bakharia et al, 2016;. Gašević, Dawson, and Siemens (2015) urge us, for instance, not to forget that learning analytics are about learning.…”

Section: Actionable Insight Translates Into Changing Student Behavioursupporting

confidence: 56%

What Constitutes an ‘Actionable Insight’ in Learning Analytics?

Jørnø

Gynther

2018

Learning Analytics

View full text Add to dashboard Cite

The possibilities of Learning Analytics as a tool for empowering teachers and educators have created a steep interest in how to provide so-called actionable insights. However, the literature offers little in the way of defining or discussing what the term "actionable insight" means. This selective literature review provides a look into the use of the term in current literature. The review points to a dominant perspective in the literature that assumes the perspective of a rational actor, where actionable insights are treated as insights mined from data and subsequently acted upon. It also finds evidence of other perspectives and discusses the need for clarification of the term in order to establish a more precise and fruitful use of the term. Notes for Practice• At the time of this review, we only found a single source in the literature that discusses the definition of "actionable insights." All other sources task the reader to infer the meaning of the concept from its use.• This paper provides a selective overview of learning analytics literature that sheds light on the use of the concept and its equivalents.• We identify a widely used perspective taken in learning analytics, which we dub "data-informed decision-making." This perspective is characterized by an insistence of the perspective of a rational actor and the use of learning analytics for the institutional goal of increasing retention.• We contend that "actionable insights" should be interpreted as data that allows a corrective procedure, or feedback loop, to be established for a set of actions.• We argue that the field of learning analytics would benefit from greater attention to the role of perspective and action capabilities in determining what "actionable insights" are.• The implications of these findings are that the perspective of data-informed decision-making is challenged, and with it, the idea that the presence of data alone provides the basis for determining insights. Instead, it charges any learning analytics researcher to map out the workflow of actions, the end goals of the actors involved, and the relevant couplings between them.

show abstract

Section: Actionable Insight Translates Into Changing Student Behavioursupporting

confidence: 56%

What Constitutes an ‘Actionable Insight’ in Learning Analytics?

Jørnø

Gynther

2018

Learning Analytics

View full text Add to dashboard Cite

show abstract

“…The system allowed for spatial data about positions of the users in the class, and their activity levels. [85] used classroom observations to report on the teachers and students' classroom behaviour, although the methods do not clearly describe in detail what was observed and how it was reported. [81] collected f2f data to measure teaching presence according to the community of inquiry framework.…”

Section: Data Collection Methods and Analysismentioning

confidence: 99%

“…Understanding and improving the learning environments: Reviewed studies discovered that course material access without lapses, LMS access time, active learning days and teachers' monitoring influence learning results [1,7,8,44,45,65]. Whereas, worked-out solutions and engagements create adverse effects on students' achievements [41,66,85]. In the context of feedback provision, personalised feedback have a small to medium positive effect on the learning outcome [71].…”

Section: Understand Student's Behaviours and Profilesmentioning

confidence: 99%

Learning Analytics for Blended Learning: A Systematic Review of Theory, Methodology, and Ethical Considerations

Bergdahl

Nouri

Karunaratne

et al. 2020

iJAI

View full text Add to dashboard Cite

<p>Learning Analytics (LA) approaches in Blended Learning (BL) research is becoming an established field. In the light of previous critiqued toward LA for not being grounded in theory, the General Data Protection and a renewed focus on individuals’ integrity, this review aims to explore the use of theories, the methodological and analytic approaches in educational settings, along with surveying ethical and legal considerations. The review also maps and explores the outcomes and discusses the pitfalls and potentials currently seen in the field. Journal articles and conference papers were identified through systematic search across relevant databases. 70 papers met the inclusion criteria: they applied LA within a BL setting, were peer-reviewed, full-papers, and if they were in English. The results reveal that the use of theoretical and methodological approaches was disperse, we identified approaches of BL not included in categories of BL in existing BL literature and suggest these may be referred to as hybrid blended learning, that ethical considerations and legal requirements have often been overlooked. We highlight critical issues that contribute to raise awareness and inform alignment for future research to ameliorate diffuse applications within the field of LA.</p>

show abstract

“…The emergence of e-learning platforms has led to the development of more unobtrusive, objective and reliable methods for gathering data, using the logging capabilities afforded by these platforms (Cocea and Weibelzahl, 2011). Different data sources can be instrumented and monitored, including learners' clickstreams (Siemens, 2013), eyes movements (Copeland et al, 2015), participation (Xing et al, 2015), and/or assessments (Fidalgo-Blanco et al, 2015;Snodgrass-Rangel et al, 2015). During the data analysis process, the captured data undergo different transformations, in order to be finally translated into understandable and exploitable human knowledge.…”

Section: Monitoring E-learningmentioning

confidence: 99%

Leveraging learners' activity logs for course reading analytics using session-based indicators

Sadallah

Encelle

Maredj

et al. 2020

IJTEL

View full text Add to dashboard Cite

A challenge that course authors face when reviewing their contents is to detect how to improve their courses in order to meet the expectations of their learners. In this paper, we propose an analytical approach that exploits learners' logs of reading to provide authors with insightful data about the consumption of their courses. We first model reading activity using the concept of reading-session and propose a new and efficient session identification. We then elaborate a list of indicators computed using learners' reading sessions that allow to represent their behaviour and to infer their needs. We evaluate our proposals with course authors and learners using logs from a major e-learning platform. Interesting results were found. This demonstrates the effectiveness of the approach in identifying aspects and parts of a course that may prevent it from being easily read and understood, and for guiding the authors through the analysis and review tasks.

show abstract

Toward a New Approach to the Evaluation of a Digital Curriculum Using Learning Analytics

Cited by 23 publications

References 35 publications

What Constitutes an ‘Actionable Insight’ in Learning Analytics?

What Constitutes an ‘Actionable Insight’ in Learning Analytics?

Learning Analytics for Blended Learning: A Systematic Review of Theory, Methodology, and Ethical Considerations

Leveraging learners' activity logs for course reading analytics using session-based indicators

Contact Info

Product

Resources

About