scholarly journals Process Model for Differentiated Instruction using Learning Analytics

2018 ◽  
Vol 30 (2) ◽  
Author(s):  
Ronald George Leppan ◽  
Reinhardt A Botha ◽  
Johan F Van Niekerk
Keyword(s):  
Online Learning ◽  
Differentiated Instruction ◽  
Learning Analytics ◽  
Process Model ◽  
Learning Objects ◽  
Process Models ◽  
Learning Design ◽  
Proposed Model ◽  
Ethical Learning ◽  
Learner Profile

Higher education institutions seem to have a haphazard approach to harnessing the ubiquitous data that learners generate on online educational platforms, despite promising opportunities offered by this data. Several learning analytics process models have been proposed to optimise the learning environment based on this learner data. The model proposed in this paper addresses deficiencies in existing learning analytics models that frequently emphasises only the technical aspects of data collection, analysis and intervention, yet remain silent on ethical issues inherent in collecting and analysing student data and pedagogy-based approaches to the interventions. The proposed model describes how differentiated instruction can be provided based on a dynamic learner profile built through an ethical learning analytics process. Differentiated instruction optimises online learning through recommending learning objects tailored towards the learner attributes stored in a learner profile. The proposed model provides a systematic and comprehensive abstraction of a differentiated learning design process informed by learning analytics. The model emerged by synthesising steps of a tried-and-tested web analytics process with educational theory, an ethical learning analytics code of practice, principles of adaptive education systems and a layered abstraction of online learning design.

Process Model for an Empiracally Grounded Reference Model Construction

2011 ◽  
pp. 77-97 ◽  
Author(s):  
Frederik Ahlemann ◽  
Heike Gastl
Keyword(s):  
Literature Review ◽  
Process Model ◽  
Epistemological Beliefs ◽  
Reference Model ◽  
Real Life ◽  
Process Models ◽  
Research Projects ◽  
Ongoing Research ◽  
Reference Models ◽  
Proposed Model

This chapter stresses the importance of integrating empirical evidence in the construction process of reference models. With reference to the authors’ underly-ing epistemological beliefs, requirements for an empirically grounded process model are derived. Based on a literature review of existing process models and experience gained from three research projects, an advanced process model is proposed in order to provide concrete instructions that show how these require-ments can be met. Real-life examples from completed and ongoing research pro-jects are continuously integrated so as to contribute to the practicability of the proposed model for the reader.

scholarly journals Learning Analytics: Learning to Think and Make Decisions

2019 ◽  
Vol 16 ◽  
Author(s):  
Airina Volungevičienė ◽  
Josep Maria Duart ◽  
Justina Naujokaitienė ◽  
Giedrė Tamoliūnė ◽  
Rita Misiulienė
Keyword(s):  
Online Learning ◽  
Real Time ◽  
Learning Analytics ◽  
Online Teaching ◽  
Teacher Inquiry ◽  
Learning Design ◽  
Teaching Process ◽  
Research Results ◽  
Learning And Teaching ◽  
Specific Analysis

The research aims at a specific analysis of how learning analytics as a metacognitive tool can be used as a method by teachers as reflective professionals and how it can help teachers learn to think and come down to decisions about learning design and curriculum, learning and teaching process, and its success. Not only does it build on previous research results by interpreting the description of learning analytics as a metacognitive tool for teachers as reflective professionals, but also lays out new prospects for investigation into the process of learning analytics application in open and online learning and teaching. The research leads to the use of learning analytics data for the implementation of teacher inquiry cycle and reflections on open and online teaching, eventually aiming at an improvement of curriculum and learning design. The results of the research demonstrate how learning analytics method can support teachers as reflective professionals, to help understand different learning habits of their students, recognize learners’ behavior, assess their thinking capacities, willingness to engage in the course and, based on the information, make real time adjustments to their course curriculum.

scholarly journals Assessing Student Engagement in Online Programmes: Using Learning Design and Learning Analytics

2019 ◽  
Vol 8 (6) ◽  
pp. 171 ◽  
Author(s):  
Maria Toro-Troconis ◽  
Jesse Alexander ◽  
Manuel Frutos-Perez
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Student Performance ◽  
Cognitive Skills ◽  
Learning Analytics ◽  
Linear Regression Analysis ◽  
Learning Design ◽  
Online Forums ◽  
Postgraduate Students ◽  
Weak Evidence

This paper presents the learning design framework used in the design of the Online MA in Photography at Falmouth University. It discusses the importance of evaluating the success of online learning programmes by analysing learning analytics and student feedback within the overall pedagogic context and design of the programme. Linear regression analysis was used to analyse the engagement of three cohorts of students that completed four modules of the Online MA Photography (n=33) with over 80,000 entries in the dataset. The research explored student engagement with online content that promoted low-order cognitive skills (i.e. watching videos, reading materials and listening to podcasts) as well as high-order cognitive skills (i.e. participating in online forums and webinars). The results suggest there is weak evidence of an association between average overall mark in all modules and the level of engagement with self-directed content (P = 0.0187). There is also weak evidence of an association between average overall mark in all modules and the level of engagement in collaborative activities (P < 0.0528). Three major themes emerged from the focus group 1) weekly forums and webinars, 2) self-directed learning materials and 3) learning design and support. Online learning was acceptable and convenient to postgraduate students. These findings are discussed further in the paper as potential predictors of student performance in online programmes.

A Study of Power Spectral Density Models of Earthquake Ground Motion

2011 ◽  
Vol 90-93 ◽  
pp. 1503-1510
Author(s):  
Fu Jun Liu ◽  
Yu Hua Zhu ◽  
Xiao Hui Ma
Keyword(s):  
Random Process ◽  
Ground Motion ◽  
Process Model ◽  
Least Square Method ◽  
Least Square ◽  
Process Models ◽  
Earthquake Ground Motion ◽  
Power Spectral ◽  
Proposed Model ◽  
Power Spectral Densities

In this paper, a modified random process model of earthquake ground motion based on the model proposed by JinPing Ou is presented. The parameters in the model except the factor S0 are determined by using the least square method and the power spectral densities of 361 earthquake records. Then the method for determining the parameter S0 is proposed. The good performance of the proposed model in this paper in modeling the earthquake ground motion on firm ground is demonstrated by comparing it with other random process models.

scholarly journals A Multilevel Framework and Method for Learning Analytics Integrated Learning Design

2020 ◽  
Vol 7 (3) ◽  
pp. 98-117
Author(s):  
Nancy Law ◽  
Leming Liang
Keyword(s):  
Professional Learning ◽  
Learning Analytics ◽  
Design Patterns ◽  
Process Model ◽  
Learning Task ◽  
Learning Design ◽  
Tight Coupling ◽  
Task Sequence ◽  
Design Process Model ◽  
Improving Student Learning

Efforts to realize the potential of learning analytics (LA) to contribute to improving student learning and learning design have brought important advances. A review of successful cases of learning analytics applications reveals that 1) there is a tight coupling between the learning outcome (LO) goals, task sequence design, and the learning analytics and feedback in each case, and 2) the learning analytics to be deployed and the feedback to be provided to learners and/or teachers are integral to the learning design (LD) rather than constructed after the LD is completed. Learning design frameworks in the literature have focused on generic learning task taxonomies and are unable to scaffold LA-integrated LD practice. This paper proposes a multilevel framework for LA-integrated LD, which provides a hierarchically nested multilevel structure for the design of LD and LA elements based on 60 STEM curriculum units collected from authentic classrooms. The framework includes a design process model in the form of a Learning Design Triangle and the concept of Learning Analytics integrated Curriculum Component Design Patterns (LA-CCDP). Operationalization of the framework is illustrated using one STEM curriculum unit. This framework can be adopted for professional learning and technology development to support LA-integrated LD practices.

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.

Politikvermittlung an der Schnittstelle von Unterhaltung und Information : Political communication at the interface of entertainment and information

SPIEL ◽  
2019 ◽  
Vol 4 (1) ◽  
pp. 121-145
Author(s):  
Larissa Leonhard ◽  
Anne Bartsch ◽  
Frank M. Schneider
Keyword(s):  
Information Processing ◽  
Political Participation ◽  
Knowledge Acquisition ◽  
Political Communication ◽  
Information Seeking ◽  
Process Model ◽  
Political Information ◽  
Process Models ◽  
Dual Process ◽  
Dual Process Model

This article presents an extended dual-process model of entertainment effects on political information processing and engagement. We suggest that entertainment consumption can either be driven by hedonic, escapist motivations that are associated with a superficial mode of information processing, or by eudaimonic, truth-seeking motivations that prompt more elaborate forms of information processing. This framework offers substantial extensions to existing dual-process models of entertainment by conceptualizing the effects of entertainment on active and reflective forms of information seeking, knowledge acquisition and political participation.

Calculation of Effective Ground Depth of Cut by Means of Grinding Process Model

2011 ◽  
Vol 496 ◽  
pp. 7-12 ◽  
Author(s):  
Takazo Yamada ◽  
Michael N. Morgan ◽  
Hwa Soo Lee ◽  
Kohichi Miura
Keyword(s):  
Process Model ◽  
Ground Surface ◽  
Depth Of Cut ◽  
Grinding Wheel ◽  
Grinding Process ◽  
Wheel Wear ◽  
Elastic Deformations ◽  
Proposed Model ◽  
Effective Depth ◽  
Grinding Machine

In order to obtain the effective depth of cut on the ground surface, a new grinding process model taking into account thermal expansions of the grinding wheel and the workpiece, elastic deformations of the grinding machine, the grinding wheel and the workpiece and the wheel wear was proposed. Using proposed model, the effective depth of cut was calculated using measured results of the applied depth of cut and the normal grinding force.

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