Design and Implementation of Learning Analytics System for Teachers and Learners Based on the Specified LMS

The adoption of learning analytics (LA) in complex educational systems is woven into sociocultural and technical challenges that have induced distrust in data and difficulties in scaling LA. This paper presents a study that investigated areas of distrust and threats to trustworthy LA through a series of consultations with teaching staff and students at a large UK university. Surveys and focus groups were conducted to explore participant expectations of LA. The observed distrust is broadly attributed to three areas: the subjective nature of numbers, the fear of power diminution, and approaches to design and implementation of LA. The paper highlights areas to maintain existing trust with policy procedures and areas to cultivate trust by engaging with tensions arising from the social process of LA.

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Design and Implementation of an Activity-Based Introductory Computer Science Course (CS1) with Periodic Reflections Validated by Learning Analytics

2018 IEEE Frontiers in Education Conference (FIE) ◽

10.1109/fie.2018.8659196 ◽

2018 ◽

Cited By ~ 1

Author(s):

Mohsen Dorodchi ◽

Aileen Benedict ◽

Devansh Desai ◽

Mohammad Javad Mahzoon ◽

Stephen MacNeil ◽

...

Keyword(s):

Computer Science ◽

Learning Analytics ◽

Design And Implementation ◽

Introductory Computer Science

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Unpacking the ‘Learning' in Student-Facing Analytics

International Journal of Adult Vocational Education and Technology ◽

10.4018/ijavet.2019010101 ◽

2019 ◽

Vol 10 (1) ◽

pp. 1-12

Author(s):

Joy Galaige ◽

Geraldine Torrisi-Steele

Keyword(s):

University Students ◽

Knowledge Base ◽

Learning Analytics ◽

Zone Of Proximal Development ◽

Early Research ◽

Learning Processes ◽

Proximal Development ◽

Learning And Teaching ◽

Effective Learning ◽

Design And Implementation

Founded on the need to help university students develop a greater academic metacognitive capacity, student-facing learning analytics are considered useful tools for making students overtly aware of their own learning processes, helping students to develop control over their learning, and subsequently supporting more effective learning. However, early research on the effectiveness of student-facing analytics is giving mixed results and is casting some doubt over the usefulness of student-facing learning analytics. One factor contributing to doubt over the value of student-facing learning analytics is that their design and implementation remains firmly rooted in the technical domain, with virtually no grounding in the knowledge base of learning and teaching. If the growing investment of resources into the development of student-facing learning analytics systems is to be fruitful, then there is an obvious, urgent need to re-position student-facing learning analytics within learning and teaching frameworks. With this in mind, we use Schraw & Dennison's model of metacognition and Vygotsky's zone of proximal development to unpack the ‘learning' in student-facing analytics and work towards an understanding of student-facing analytics that is more conducive to supporting metacognition and effective learning.

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Extraction, Processing and Visualization of Peer Assessment Data in Moodle

Applied Sciences ◽

10.3390/app10010163 ◽

2019 ◽

Vol 10 (1) ◽

pp. 163 ◽

Cited By ~ 2

Author(s):

Julián Chaparro-Peláez ◽

Santiago Iglesias-Pradas ◽

Francisco J. Rodríguez-Sedano ◽

Emiliano Acquila-Natale

Keyword(s):

Data Analysis ◽

Learning Analytics ◽

Peer Assessment ◽

Small Scale ◽

Assessment Practices ◽

Assessment Data ◽

Software Applications ◽

Design And Implementation ◽

Initial Validation ◽

Emerging Trends

Situated in the intersection of two emerging trends, online self- and peer assessment modes and learning analytics, this study explores the current landscape of software applications to support peer assessment activities and their necessary requirements to complete the learning analytics cycle upon the information collected from those applications. More particularly, the study focuses on the specific case of Moodle Workshops, and proposes the design and implementation of an application, the Moodle Workshop Data EXtractor (MWDEX) to overcome the data analysis and visualization shortcomings of the Moodle Workshop module. This research paper details the architecture design, configuration, and use of the application, and proposes an initial validation of the tool based on the current peer assessment practices of a group of learning analytics experts. The results of the small-scale survey suggest that the use of software tools to support peer assessment is not so extended as it would initially seem, but also highlight the potential of MWDEX to take full advantage of Moodle Workshops.

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AAC Considerations for Individuals With Angelman Syndrome

Perspectives on Augmentative and Alternative Communication ◽

10.1044/aac24.3.106 ◽

2015 ◽

Vol 24 (3) ◽

pp. 106-113 ◽

Cited By ~ 1

Author(s):

Stephen N. Calculator

Keyword(s):

Angelman Syndrome ◽

Augmentative And Alternative Communication ◽

High Tech ◽

Alternative Communication ◽

Design And Implementation

Purpose To provide an overview of communication characteristics exhibited by individuals with Angelman Syndrome (AS) and special considerations associated with the design and implementation of augmentative and alternative communication (AAC) programs. Method Results of recent studies exploring individuals' uses of AAC are reviewed, with particular emphasis on factors related to individuals' acceptance and successful uses of AAC systems. Results Not applicable Conclusion Despite their inconsistent access to practices previously found to foster individuals' acceptance of AAC systems, individuals with AS demonstrate the ability to use AAC systems, including high-tech AAC devices, successfully.

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