elearn centeropenaccess.uoc.edu/webapps/o2/bitstream/10609/47501/2... · 2017-10-04 · using...
TRANSCRIPT
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eLearn Center Shaping learning. Rethinking teaching
Using learning analytics to support applied research and innovation in
higher education
Julià Minguillón, Francesc Santanach, Christine Appel
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1. The UOC and the eLC
2. UOC as a laboratory
3. Learning Analytics
4. Challenges
5. The eLC datamart
6. Benefits
7. Current and future work
Index
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UOC • Fully online university, created in 1994 • +50000 students in 21 degrees, +75 masters, 3 PhDs, … • Adult learners, family and work loads, no Eme to “waste” • Internet is our physical space eLC • Think tank for applied research and innovaEon at UOC • SupporEng:
• EducaEonal model • Learning resources • Technology (classroom) • Teacher training
Using LA to support applied research and innovation in HE
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UOC as a laboratory • Dynamic:
• Under permanent evoluEon (proprietary virtual campus) • Technology-‐driven (mobile devices, social networks, …) • StandardizaEon
• MulEdisciplinary research: A&H, Social, STEM, Health • Improve teaching • TranslaEonal
• Flexible: • Plenty of data • Different levels of analysis • “Sand-‐box” environment
Using LA to support applied research and innovation in HE
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Learning Analytics • Defined by G. Siemens in 2010 as: ”the use of intelligent data, learner-‐produced data, and analysis models to discover informaEon and social connecEons for predicEng and advising people's learning”
• Rooted in previous research areas: • EducaEonal Data Mining • Intelligent Tutoring Systems
• It promotes acEon research and design-‐based research: • Observe • Measure • Analyze • Intervene
Using LA to support applied research and innovation in HE
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Institutional challenges • LA can (should!) be used to:
• Know what works and what does not: • Teachers’ and managers’ perspecEve
• Face complex issues: • Course design • Dropout
• Provide teachers with beder knowledge about learners’ needs and behavior
• Provide learners with personalized support and improved feedback
• Ask the right quesEons, obtain the right answers!
Using LA to support applied research and innovation in HE
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The eLC datamart (Learning Record Store) • Premises:
• Do not interfere with current processes and informaEon systems
• Seamlessly integrated when possible (virtual classroom) • Become a unique entry point for e-‐learning researchers,
pracEEoners and managers • Take care of related issues:
• Ethics committe • Privacy and security
• Simple, extendable data model [U(D), T, S, R, X] • “Cheap and cheerful”
Using LA to support applied research and innovation in HE
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Benefits • No need to beg for data among different units and IS • Data quality (and relevance) is assured • Three access levels:
• Raw data from the LRS • Indicators • Dashboards and reporEng
• LA is part of all internal innovaEon projects and research • Support for decision making:
• IdenEfying new trends: learners’ profiles, devices, … • From quesEons to acEons through data
• Share standardized data with other HE insEtuEons
Using LA to support applied research and innovation in HE
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Current and future work • Fully operaEonal but in conEnuous development • Not fully exploited yet:
• Raise awareness (what?): • Best pracEces, publicaEons, projects, …
• Lack of data analysis culture / interest (why?) • Training for non-‐technical users (how?)
• Gather more data, develop more indicators and dashboards • PosiEon UOC as a strong player in LA arena:
• Transferable model and technology • H2020 projects related to e-‐learning and LA • PhD and PostDoc posiEons in LA available
Using LA to support applied research and innovation in HE
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[email protected] / @jminguillona elearncenter.uoc.edu
Thank you!
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