Post on 22-Apr-2015
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Do Moodle analytics have a role to play in learning design, feedback and assessment?
Jonathan P. San Diego*j.p.san_diego@kcl.ac.uk
with: James Ballard**, Stylianos Hatzipanagos*, Mary Webb*, Ehsan Khan* Philip Blake*, Tom Dore*, Andreas Konstantinidis* and Ian Barrett*
*King’s College London, **University of London Computing Centre
Moodle Research Conference (Crete, Greece, 14–15 September 2012)
San Diego, J.P. & McAndrew, P. 2006
Extend conventional techniquesIs it possible to tell the difference between users
flicking through the pages in “browsing” mode
engaged in “learning” mode
114 33 90 18 45 300
300
Teacher can model different selections of teaching methods and check effect on learning experience and staff time
London Pedagogy Planner
Create Topic
Create Learning Outcome
Supports process of aligning different teaching and learning components
Supports analysis of what is needed for each Period of learning
Expected(in minutes) Resource URL
1.5 to 2.5 Page 1: Introduction and learning outcomes
http://openlearn.open.ac.uk/mod/resource/view.php?id=171493
2 to 3 Page 2: Natural climate change http://openlearn.open.ac.uk/mod/resource/view.php?id=171495
.5 to 1 First paragraph of Page 3: A 4.6 billion-year history
http://openlearn.open.ac.uk/mod/resource/view.php?id=171497
1 to 2 View PDF: chart of the temperature of the earth
http://openlearn.open.ac.uk/file.php/1526/sci_sk1_07i.pdf
.5 to 1 Second paragraph of Page 3: A 4.6 billion-year history
http://openlearn.open.ac.uk/mod/resource/view.php?id=171497
5 to 7 View PDF: Glaciers past and present (five Pages)
http://openlearn.open.ac.uk/file.php/1526/sci_sk1_05t.pdf
5 to 7 View PDF: Pollen diagrams and ancient climates (five Pages)
http://openlearn.open.ac.uk/file.php/1526/sci_sk1_06t.pdf
.5 to 1 Read exercise of Page 3: Past temperatures
http://openlearn.open.ac.uk/mod/resource/view.php?id=171497
- Page 1 (Introduction)
- Page 2 (Climate change)
- Page 3 (4.6 billion-year history)
- PDF (Chart; earth’s temperature)
- PDF (Glaciers past and present)
- PDF (Pollen diagrams and ancient)
- Unit page
In the legend: the width of the bar represents a minute
Time Resource
11437 http://openlearn.open.ac.uk/course/view.php?id=1526
14418 http://openlearn.open.ac.uk/mod/resource/view.php?id=171497
15027 http://openlearn.open.ac.uk/course/view.php?id=1526
15028 http://openlearn.open.ac.uk/mod/resource/view.php?id=171493
25304 http://openlearn.open.ac.uk/mod/resource/view.php?id=171495
28733 http://openlearn.open.ac.uk/mod/resource/view.php?id=171492
28735 http://openlearn.open.ac.uk/mod/resource/view.php?id=171497
57535 http://openlearn.open.ac.uk/mod/resource/view.php?id=171493
- Page 1 (Introduction)
- Page 2 (Climate change)
- Page 3 (4.6 billion-year history)
- PDF (Chart; earth’s temperature)
- PDF (Glaciers past and present)
- PDF (Pollen diagrams and ancient)
- Unit page
In the legend: the width of the bar represents a minute
Student 1
Student 2
Student 3
Student 4
Exploit the potential of analytics
• focusing on the study of students’ activities and its relationship with the design of course spaces in the areas of feedback and assessment
• to provide feedback to tutors about learner activities in relation to the design, structure and content of a module
• to provide feedback to students on how they use these resources.
WE KNOW that
• Learning activities/users/interactions can vary• Proper use of tools not obvious nor usage
conventional• Use of technologies need to be taught to teachers and
students by peers/colleagues However WE CAN
• Design technologies to inform learners and teachers how they use technologies
• Analyse usage and provide guidance for appropriation• Capture analytics
Moodle Logs
Activity Patterns
Connectivity Patterns
Learning Design
Learning Design
Answers and ideas please?
Do Moodle analytics have a role to play in learning design, feedback and assessment?