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Within the sector of education, Learning Analytics (LA) has become an interdisciplinary field aiming to support learners and teachers in their learning process. Most standard tools available for Learning Analytics in Massive Open Online Courses (MOOCs) do not cater to the individual's conception of where Learning Analytics should provide them with...
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... A lot of development and research work is also being carried out regarding the monitoring of learners and the analysis of data in terms of learning analytics. The goal is to allow those responsible for MOOCs to identify potential for possible improvements (see Figure 8, Khalil & Ebner, 2016;Maier, Leitner & Ebner, 2019). ...
Based on the increasing demand for and promotion of Open Educational Resources (OER, see (UNESCO (2019), this chapter describes the objectives of Graz University of Technology (TU Graz) in Austria for good teaching. A description of how the impact of OER at TU Graz will be analysed and considerations around it is the central contribution. In addition, the effects, and potentials of selected OER initiatives of the university are described as examples and discussed as key potential for good teaching. For a better understanding of the role of OER at TU Graz, the national context of OER in the Austrian higher education landscape is described at the beginning of the chapter.
... At Graz University of Technology (TU Graz) the organizational unit Educational Technology has intensive experience in learning analytics and visualizations, including for our Austria-wide MOOC platform iMooX.at (Maier, Leitner & Ebner, 2019;Leitner, Maier & Ebner 2020), for the university-wide learning management system TeachCenter and through numerous international research cooperation (De Laet et al. 2018a, De Laet et al., 2018b. When students expressed the wish to get a better and easier overview of their study progress, we were happy to comply. ...
At Graz University of Technology (TU Graz, Austria), the learning management system based on Moodle (https://moodle.org/ – last accessed February 10, 2021) is called TeachCenter. Together with a campus management system – called TUGRAZonline – it is the main infrastructure for digital teaching and general study issues. As central instances for both teachers and students, various services and support for them are offered. The latest developments include the design and implementation of a study progress dashboard for students. This dashboard is intended to provide students a helpful overview of their activities: It shows their academic performance in ECTS compared to the average of their peers, their own study progress, and the official study recommendation as well as the progress in the various compulsory and optional courses. The first dashboard prototype was introduced to all computer science students in May 2020, and a university-wide rollout started in December 2020. The chapter describes design considerations and design development work, implementation, as well as the user feedback on the implementation. Finally, the authors present recommendations as guidelines for similar projects based on their experience and students’ feedback and give an outlook for future development and research.
... Therefore, we tried out different possibilities to analyze and visualize some results using widgets and a dashboard. Teachers as well as learners can take those visualizations to optimize their MOOCs or their learning behavior [16]. Fig. 4 shows an example of a Learning Analytics dashboard. ...
iMooX.at is the Austrian MOOC platform founded in 2014. This platform offers free, openly licensed online courses for all, so called Massive Open Online Course (MOOCs). It aims to offer university education in an innovative and digital way.In this article, we will briefly look at the history of the platform and its main milestones till now. Finally, a few possible development steps will be pointed out and discussed.
... But some LA implementations allows direct support of learning. For example, the LA cockpit developed for learning management system Moodle [22] shows live activities within the course frame and therefore allows to react on special patterns such as very low activities in the discussion forum or very low grades in the quizzes of an accumulation of wrong answers in a specific quiz item. ...
This paper discusses the general thesis that massive open online courses (in short MOOC), open educational resources (in short OER) and learning analytics are an impactful trio for future education, especially if combined. The contribution bases upon our practical experience as service providers and researchers in the department “Educational Technology” at Graz University of Technology (TU Graz) in Austria. The team members provide support to lecturers, teachers and researchers in these addressed fields for several years now, for example as host of the MOOC platform iMooX.at, providing only OER since 2015. Within this contribution, we will show, against some doubtful or conflicting opinions and positions, that (a) MOOCs are opening-up education; (b) learning analytics give insights and support learning, not only online learning, if implemented in MOOCs; and (c) that OER has the potential for sustainable resources, innovations and even more impact, especially if implemented in MOOCs.
... Elle est aussi définie par la norme ISO 9241-1159 comme « le degré selon lequel un produit peut être utilisé, par des utilisateurs identifiés, pour atteindre des buts définis avec efficacité, efficience et satisfaction, dans un contexte d'utilisation spécifié ». D'après les travaux menés par Maier et al., (2019) l'utilisabilité des applications est indispensable pour améliorer l'expérience des apprenants. L'utilisabilité doit être examinée et étudiée, principalement mais pas exclusivement, dans le but d'aider : ...
Les MOOC (Massive Open Online Course) ou CLOM en français (Cours en Ligne Ouvert et Massif) représentent l'une des technologies émergentes pour l'apprentissage et l'enseignement en ligne. Dans ce contexte caractérisé par sa pluralité, son hétérogénéité, sa massivité et son ouverture, les enseignants conçoivent les contenus et les activités d'apprentissage avant qu'ils ne soient dispensés aux apprenants, et ne tiennent pas ainsi compte de leurs besoins et préférences. Une conception non adaptée aux profils des apprenants peut vraisemblablement empêcher les apprenants et les enseignants d'atteindre leurs objectifs d'apprentissage et d'enseignement. En effet, une meilleure prise de conscience de la diversité des besoins d'apprentissage des apprenants par les enseignants leur donne de meilleures chances de les satisfaire et de répondre à leurs besoins.
Un des aspects de la diversité qui s'est avéré avoir des répercussions importantes sur l'enseignement et l'apprentissage est celui des styles d'apprentissage. Ces derniers constituent un ensemble de facteurs qui donnent une large orientation à l'apprentissage et rendent ainsi la même méthode d'enseignement appréciée par certains apprenants et rejetée par d'autres. Dans ce sens, les MOOC introduisent de nombreux composants qui ont un impact sur l'apprentissage, et différents types d’apprenants en apprécient différemment. Par exemple, pour apprendre certains apprenants préfèrent utiliser les forums de discussion, d'autres visionner les vidéos, et parfois même lire des pages web. Afin de prendre en compte ces préférences et face aux milliers d'apprenants qui interagissent avec ces plateformes MOOC, l'analyse des traces des apprenants offre une opportunité sans précédent pour mieux identifier leurs styles d’apprentissage.
L'objectif de cette thèse est de proposer une approche automatique, basée sur l’analyse des traces et qui utilise les algorithmes d'apprentissage automatique, pour la prédiction des styles d'apprentissage des apprenants dans une perspective d'aider les enseignants à mobiliser des stratégies d'enseignement appropriées. Les données analysées sont issues du cours edX intitulé « Statistical Learning » dispensé à l'hiver 2015 et à l'hiver 2016 par la plateforme open source Lagunita de Stanford (fondée sur la plateforme Open edX). L’approche proposée est basée sur la théorie du style d'apprentissage, le modèle de style d'apprentissage Felder-Silverman (FSLSM) a été adopté en raison de ses dimensions distinctes et indépendantes, un indice qui peut servir à décrire plus en détail les styles d'apprentissage de chaque apprenant.
Nous visons à travers ce travail de recherche à définir le modèle prédictif approprié qui puisse fournir des résultats fiables en termes d'identification des styles d'apprentissage. À l’issue des résultats obtenus, nous proposons un outil de visualisation, appelé MOOCLS (MOOC Learning Styles), destiné à aider les enseignants et les concepteurs pédagogiques à se faire une idée précise de la diversité des styles d'apprentissage des apprenants inscrits dans leurs MOOC. Les résultats d’expérimentation obtenus montrent que la compréhension des styles d'apprentissage des apprenants est une pierre angulaire pour 1) adapter les expériences pédagogiques, 2) améliorer la satisfaction des besoins éducatifs, et 3) enrichir les expériences d'apprentissage.
... Taking into account guidelines and best practices from our previous research (Maier, Leitner & Ebner, 2019), we have extended our framework to include also web analytics. Our overall goal for our LA Cockpit is to close the information gap that teachers in MOOCs have compared to real classroom learning situations and examines what can be derived from recorded activity traces in online learning environments. ...
Massive open online courses (MOOCs) provide anyone with Internet access the chance to study at university level for free. In such learning environments and due to their ubiquitous nature, learners produce vast amounts of data representing their learning process. Learning Analytics (LA) can help identifying, quantifying, and understanding these data traces. Within the implemented web-based tool, called LA Cockpit, basic metrics to capture the learners’ activity for the Austrian MOOC platform iMooX were defined. Data is aggregated in an approach of behavioral and web analysis as well as paired with state-of-the-art visualization techniques to build a LA dashboard. It should act as suitable tool to bridge the distant nature of learning in MOOCs. Together with the extendible design of the LA Cockpit, it shall act as a future proof framework to be reused and improved over time. Aimed toward administrators and educators, the dashboard contains interactive widgets letting the user explore their datasets themselves rather than presenting categories. This supports the data literacy and improves the understanding of the underlying key figures, thereby helping them generate actionable insights from the data. The web analytical feature of the LA Cockpit captures mouse activity in individual course-wide heatmaps to identify regions of learner’s interest and help separating structure and content. Activity over time is aggregated in a calendar view, making timely reoccurring patterns otherwise not deductible, now visible. Through the additional feedback from the LA Cockpit on the learners’ behavior within the courses, it will become easier to improve the teaching and learning process by tailoring the provided content to the needs of the online learning community.
... A variety of strategies to tackle this problem has emerged. We can provide students with a level of personalisation, enabling them to configure widgets presented in dashboards [54]; or with charts enhanced with textual prompts [21]. An explainable AI approach [96] would involve helping people understand what the system knows about them [6]. ...
Learning Analytics is a possibility to understand how teaching and learning in online courses might work. This presentation summarizes research studies done in the last 10 years
iMooX.at wird im Rahmen des Projekts „MooX – Die MOOC-Plattform als Service für alle österreichischen Universitäten“ (2020–2023) als nationale Plattform für Hochschulen ausgebaut. Im Beitrag werden bisherige Ergebnisse und Wirkungen des Projekts dargestellt. So wurden bereits 70 MOOCs durchgeführt (geplant waren 33). In problemzentrierten Interviews mit fünf Kursersteller:innen wurden zudem Wirkungen von MOOCs und iMooX.at als Plattform gesammelt. Kursersteller:innen bestätigen in einer Online-Befragung (n=17) im hohen Maße, dass iMooX.at zur Verbreitung von OER beiträgt und positive Wirkungen für unterschiedliche Gruppen hat.
Dieses Projekt wurde am 1. Juni 2023 im Rahmen einer Online-Veranstaltung des BMBWF präsentiert. Die Präsentationsunterlagen finden Sie hier.
