scholarly journals Informing learning design through analytics: Applying network graph analysis

2018 ◽  
Vol 34 (2) ◽  
Author(s):  
Dirk Ifenthaler ◽  
David Gibson ◽  
Eva Dobozy
Keyword(s):  
Learning Environments ◽  
Learning Analytics ◽  
Graph Analysis ◽  
Learning Design ◽  
Digital Learning ◽  
Time Data ◽  
Network Graph ◽  
Dynamic Learning ◽  
The Impact

Learning design has traditionally been thought of as an activity occurring prior to the presentation of a learning experience or a description of that activity. With the advent of near real-time data and new opportunities of representing the decisions and actions of learners in digital learning environments, learning designers can now apply dynamic learning analytics information on the fly in order to evaluate learner characteristics, examine learning designs, analyse the effectiveness of learning materials and tasks, adjust difficulty levels, and measure the impact of interventions and feedback. In a case study with 3550 users, the navigation sequence and network graph analysis demonstrate a potential application of learning analytics design. Implications based on the case study show that integration of analytics data into the design of learning environments is a promising approach.

scholarly journals Modelling Teacher Practices to Apply Learning Analytics as a Metacognitive Tool in Learning to Enhance Student Success

2020 ◽  
pp. 113-123
Author(s):  
Rasa Greenspon ◽  
Margarita Teresevičienė ◽  
Justina Naujokaitienė
Keyword(s):  
Student Success ◽  
Learning Environments ◽  
Learning Analytics ◽  
Teaching And Learning ◽  
Teacher Practices ◽  
Educational Technologies ◽  
Learning Design ◽  
Process Learning ◽  
Contemporary Context

In the contemporary context, adoption of educational technologies has become inevitable. In virtual learning environments, teachers are not only exploring new ways of teaching, e.g. blended or online, but also incorporating various tools and strategies in order to facilitate the learning/teaching process. Learning analytics has received a lot of attention as it offers a support to teachers in monitoring students’ performance and making decisions regarding pedagogical approaches and techniques that would enhance learning and fulfil students’ realtime needs. In this research, a case study of university online or blended learning courses investigates the usage of learning analytics as a metacognitive tool to analyse how teaching and learning as well as learning design may be improved in order to enhance student success.

scholarly journals Student Online Activity in Blended Learning: A Learning Analytics Perspective of Professional Teacher Education Studies in Finland

SAGE Open ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 215824402110566
Author(s):  
Arto O. Salonen ◽  
Annukka Tapani ◽  
Sami Suhonen
Keyword(s):  
Teacher Education ◽  
Distance Learning ◽  
Blended Learning ◽  
Learning Environments ◽  
Learning Analytics ◽  
Digital Learning ◽  
Online Activity ◽  
Professional Teacher ◽  
Digital Learning Environments ◽  
The Impact

Distance learning is rapidly gaining ground globally. In this case study, we focused on professional (vocational) teacher education (PTE) student online activity in a blended learning context. We applied learning analytics (LA) to identify students’ ( n = 19) online study patterns. Our key interest was in determining when and what kinds of online activity and behavior PTE students engage in during their studies. We applied quantitative content analysis to analyze the students’ behavior. Moodle’s event log enabled us to identify active hours and days, variation in use of learning materials, the impact of interventions, and stumbling blocks to student learning in the study unit. Based on our data, educator availability is an essential factor for good student engagement in digital learning environments. Interaction forums are important for PTE students effective learning. Monday and Tuesday afternoons are the most effective times for educators to be available for PTE students. There is a clear need for contact learning in professional teacher education, even when operating in digital learning environments. It plays an essential role in keeping students’ activity alive. It could be beneficial to plan a post-process for students who do not graduate as planned, including regular group meetings for supporting studies, receiving guidance, and meeting peers. PTE students’ behavior in a distance learning environment in the context of blended learning follows Zipf’s law, which models the occurrence of distinct objects in particular sorts of collections.

scholarly journals Motivating for Reading through Transmedia Storytelling: A Case Study with Students from a Middle School in the Médio Tejo Region

2021 ◽  
Vol 22 ◽  
pp. e23680
Author(s):  
Ana Paula Faria-Ferreira ◽  
Patrícia Alexandra Faria Ferreira ◽  
Célio Gonçalo Marques
Keyword(s):  
Learning Environments ◽  
Information And Communication Technologies ◽  
Pedagogical Practices ◽  
Mobile Technologies ◽  
Immersive Learning ◽  
Transmedia Storytelling ◽  
The Creation ◽  
Level Of Motivation ◽  
The Impact

The evolution of information and communication technologies has changed the way we relate to each other and how we build our knowledge. This creates challenges for education systems, as school must provide all students with the educational experiences that will enable them to develop the skills reflected in the profile of the 21st-century student on com  pletion of compulsory schooling. It is up to teachers to find new ways of teaching, making the most of the resources and digital tools made available by mobile technologies. Technology can make a significant contribution to increasing students' motivation because it is closer to what they like and use in their daily lives. And this introduction of technology into the classroom can promote student-oriented teaching, which contributes to the development of skills such as autonomy, critical thinking and self-esteem. One of the areas that can contribute to this paradigm shift is the creation of experiences in immersive learning environments such as Transmedia Storytelling. Immersive learning environments can favour the creation and implementation of projects that promote reading skills in schools. This is the focus of this article. The aim of this study is to evaluate the impact of transmedia storytelling on the level of motivation of students and on the improvement of pedagogical practices implemented by the teachers involved. This case study was carried out in the subject of Portuguese in three 7th-grade classes of a school from the Médio Tejo region. The results obtained suggest a high level of motivation of students and teachers. The latter recognise that pedagogical routes using Transmedia Storytelling contribute to the motivation, autonomy and improvement of students' learning.

scholarly journals Understanding Learner Behaviour in Online Courses through Learning Analytics

2021 ◽  
pp. 381-390
Author(s):  
D. Thammi Raju ◽  
G. R. K. Murthy ◽  
S. B. Khade ◽  
B. Padmaja ◽  
B. S. Yashavanth ◽  
...  
Keyword(s):  
Online Learning ◽  
Learning Analytics ◽  
Online Courses ◽  
Learning Experience ◽  
Training Needs ◽  
Online Course ◽  
Quality Of Education ◽  
Time Data

Building an effective online course requires an understanding of learning analytics. The study assumes significance in the COVID 19 pandemic situation as there is a sudden surge in online courses. Analysis of the online course using the data generated from the Moodle Learning Management System (LMS), Google Forms and Google Analytics was carried out to understand the tenants of an effective online course. About 515 learners participated in the initial pre-training needs & expectations’ survey and 472 learners gave feedback at the end, apart from the real-time data generated from LMS and Google Analytics during the course period. This case study analysed online learning behaviour and the supporting learning environment and suggest critical factors to be at the centre stage in the design and development of online courses; leads to the improved online learning experience and thus the quality of education. User needs, quality of resources and effectiveness of online courses are equally important in taking further online courses.

scholarly journals Google Traffic sebagai Masukan Kebijakan Transportasi Perkotaan (Studi Kasus: Kota Bandar Lampung)

2020 ◽  
Vol 22 (3) ◽  
pp. 409-417
Author(s):  
Muhammad Zainal Ibad ◽  
Rahayu Sulistyorini ◽  
Chania Rahmah
Keyword(s):  
Urban Areas ◽  
Urban Transportation ◽  
Transportation Policy ◽  
Time Data ◽  
Global Positioning ◽  
Transportation Policies ◽  
Movement System ◽  
Using Data ◽  
The Impact

Congestion in urban areas is vulnerable because of the impact of the growth of activities and an increasingly specialized and complex economy. For this reason, it is necessary to formulate a good urban transportation policy to accommodate increased urban transportation needs. Google Traffic is a feature found on Google Maps to see the level of congestion in an area. Google Traffic can detect an area with red, yellow or green indications through the principle of Real Time Data using data from the Global Positioning System (GPS). This study wanted to see how the use of the Google Traffic Feature as input to urban transportation policies by looking at existing urban transportation policies, analyzing the movement system model on Google Traffic, and analyzing the development of Google Traffic model policies, which would be useful for the development of Urban Transportation Policies, especially Bandar Lampung City as a case study.

Supporting Mobile Access to VLE Resources through MobiGlam

2012 ◽  
pp. 315-332
Author(s):  
Fatma Meawad ◽  
Geneen Stubbs
Keyword(s):  
Learning Environments ◽  
Mobile Devices ◽  
Virtual Learning Environments ◽  
Added Value ◽  
Learning Activity ◽  
Mobile Access ◽  
Generic Framework ◽  
The University ◽  
The Impact

MobiGlam is a generic framework of interoperability with existing virtual learning environments (VLEs) that provides a compact and easy to use implementation of learning activity on Java enabled mobile devices. A case study was conducted at the University of Glamorgan, UK where MobiGlam was seamlessly integrated with the university’s VLE to support the delivery of computer courses at the foundation level. Such integration showed an added value to the participants and in many cases, it improved their use of the VLE. This chapter reports on the deployment, the evaluation, and the results of this case study. The results are analysed from two views: the impact on the participants’ use of the VLE and the framework’s overall usability.

From Face-to-Face to Digital Learning

2021 ◽  
pp. 114-125
Author(s):  
Dionisia Tzavara ◽  
Dimitrios Koufopoulos
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Environments ◽  
Instructional Delivery ◽  
Learning Design ◽  
Digital Learning ◽  
Teaching Experiences ◽  
Learning And Teaching ◽  
Face To Face ◽  
Theoretical Considerations

As a result of the COVID-19 pandemic, universities worldwide were forced to close their campuses and move instructional delivery to a digital mode. Many argued that this massive emergency digitalisation of instructional delivery was a major move of higher education toward online learning. However, this view overlooks considerations of pedagogy and of online learning design and delivery. Online learning is not just about uploading content to an online space or about moving all lectures online, and there is a whole theory behind designing online learning environments and delivering online learning. This chapter will discuss key theoretical considerations behind online learning design and delivery in relation to the digitalisation of higher education during COVID-19 with a view to make recommendations that will help universities design fulfilling and effective online learning and teaching experiences for their students and faculty.

scholarly journals Aligning learning design and learning analytics through instructor involvement: a MOOC case study

2019 ◽  
Vol 27 (5-6) ◽  
pp. 685-698 ◽  
Author(s):  
Erkan Er ◽  
Eduardo Gómez-Sánchez ◽  
Yannis Dimitriadis ◽  
Miguel L. Bote-Lorenzo ◽  
Juan I. Asensio-Pérez ◽  
...  
Keyword(s):  
Learning Analytics ◽  
Learning Design

Some Insights into the Impact of ICTs on Learning Agency and Seamless Learning

2011 ◽  
pp. 64-75
Author(s):  
Hitendra Pillay ◽  
John A. Clarke ◽  
Peter G. Taylor
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Cultural Background ◽  
Dynamic Learning ◽  
Learning Capacity ◽  
Innovation Transfer ◽  
Seamless Learning ◽  
Diverse Learning ◽  
Learning Competencies ◽  
The Impact

The learning capacity of individuals is becoming recognised as the most valued commodity in a knowledge and information society and this has fostered an increased attention on the innovation, transfer, and management of knowledge. To explain these processes, it is necessary to move beyond what has traditionally been conceived of as a learning environment and to develop alternative models that acknowledge and accommodate the learning competencies required to successfully engage with a contingent and dynamic learning culture, the changing nature of knowledge, and the influence of the cultural background of learners. Such models need to explain the lifelong and continuous nature of learning as learners move seamlessly among a range of diverse learning environments. This chapter proposes the concept of learning agency which incorporates the intelligence inherent in learning environments as a mechanism to explain seamless learning within and across environments, particularly those that are rich in technology.

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