An architecture for extending the learning analytics support in the Khan Academy framework

2013 ◽  
Author(s):  
José A. Ruipérez-Valiente ◽  
Pedro J. Muñoz-Merino ◽  
Carlos Delgado Kloos
Keyword(s):  
Learning Analytics ◽  
Khan Academy

scholarly journals ALAS-KA: A learning analytics extension for better understanding the learning process in the Khan Academy platform

2015 ◽  
Vol 47 ◽  
pp. 139-148 ◽  
Author(s):  
José A. Ruipérez-Valiente ◽  
Pedro J. Muñoz-Merino ◽  
Derick Leony ◽  
Carlos Delgado Kloos
Keyword(s):  
Learning Process ◽  
Learning Analytics ◽  
Khan Academy

Assessment Activities in Massive Open On-Line Courses

2020 ◽  
pp. 611-638
Author(s):  
Pedro J. Muñoz-Merino ◽  
José A. Ruipérez-Valiente ◽  
Juan Luis Sanz Moreno ◽  
Carlos Delgado Kloos
Keyword(s):  
Educational Technology ◽  
Learning Analytics ◽  
Authoring Tool ◽  
Different Types ◽  
On Line ◽  
The Creation ◽  
Khan Academy ◽  
Assessment Activities

This chapter analyzes the different implications of the new MOOC paradigm in assessment activities, emphasizing the differences with respect to other non MOOC educational technology environments and giving an insight about the redesign of assessment activities for MOOCs. The chapter also compares the different assessment activities that are available in some of the most used MOOC platforms at present. In addition, the process of design of MOOC assessment activities is analyzed. Specific examples are given about how to design and create different types of assessment activities. The Genghis authoring tool as a solution for the creation of some types of exercises in the Khan Academy platform is presented. Finally, there is an analysis of the learning analytics features related to assessment activities that are present in MOOCs. Moreover, some guidelines are provided about how to interpret and take advantage of this information.

Assessment Activities in Massive Open On-Line Courses

2015 ◽  
pp. 165-192 ◽  
Author(s):  
Pedro J. Muñoz-Merino ◽  
José A. Ruipérez-Valiente ◽  
Juan Luis Sanz Moreno ◽  
Carlos Delgado Kloos
Keyword(s):  
Educational Technology ◽  
Learning Analytics ◽  
Authoring Tool ◽  
Different Types ◽  
On Line ◽  
The Creation ◽  
Khan Academy ◽  
Assessment Activities

This chapter analyzes the different implications of the new MOOC paradigm in assessment activities, emphasizing the differences with respect to other non MOOC educational technology environments and giving an insight about the redesign of assessment activities for MOOCs. The chapter also compares the different assessment activities that are available in some of the most used MOOC platforms at present. In addition, the process of design of MOOC assessment activities is analyzed. Specific examples are given about how to design and create different types of assessment activities. The Genghis authoring tool as a solution for the creation of some types of exercises in the Khan Academy platform is presented. Finally, there is an analysis of the learning analytics features related to assessment activities that are present in MOOCs. Moreover, some guidelines are provided about how to interpret and take advantage of this information.

Learning Analytics Considered Harmful

2012 ◽  
Vol 16 (3) ◽  
Author(s):  
Laurie P Dringus
Keyword(s):  
Big Data ◽  
Online Learning ◽  
Learning Analytics ◽  
Online Courses ◽  
Research Community ◽  
Current Status ◽  
Online Course ◽  
Full Potential

This essay is written to present a prospective stance on how learning analytics, as a core evaluative approach, must help instructors uncover the important trends and evidence of quality learner data in the online course. A critique is presented of strategic and tactical issues of learning analytics. The approach to the critique is taken through the lens of questioning the current status of applying learning analytics to online courses. The goal of the discussion is twofold: (1) to inform online learning practitioners (e.g., instructors and administrators) of the potential of learning analytics in online courses and (2) to broaden discussion in the research community about the advancement of learning analytics in online learning. In recognizing the full potential of formalizing big data in online coures, the community must address this issue also in the context of the potentially "harmful" application of learning analytics.

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