Forging new pathways of research and innovation in open and distance learning

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The Role of Learning Design and Learning Analytics in MOOCs Francis Brouns, Olga Firssova Figure 1. Part of an exemplary representation of a learner dashboard in EMMA Learner dashboards realized in EMMA are not integrated in the instructional design, other than providing a general course overview. If such integration took place, learners’ decisions what lesson to follow could be influenced by overviews of behaviour of others as can be seen in learning networks when learners determine the most successful learning route by looking at routes taken by others (Tattersall et al., 2008). Similarly, overviews of tasks that attracted others or were avoided by them could have helped learners to make conscious choices. For teachers aggregated views are presented to give teachers a quick overview on learning activities accessed and assignments submitted. Time on task is often considered to be a measure of learning and the teacher learning analytics dashboard provides an indication of time spent and number of interactions in each of the lessons (see Figure 2 for an example of a teacher dashboard). Figure 2. Exemplary representation of the teacher dashboard in EMMA Contrary to EMMA, ECO sMOOCs adhere to a pedagogical framework of social, seamless inclusive MOOCs based on constructivist and connectivist principles. The pedagogical approach supports independent learning and is learner-centred. Through interaction with others and with content learners re-appropriate and recreate content, produce their own content, establish interconnections and interpersonal relationships, get and receive feedback, experience different perspectives and engage in the dialogue with others, which fosters real individual knowledge acquisition but also a shared construction of knowledge in a social context. To this purpose, the metrics in learning analytics are connected to the goals of the learning activities. Learners are expected to stand still and understand the purpose of the learning activities, the characteristics of what the course designer or teacher expected in relation to their participation in the proposed activities, and how learning analytics provided serve as a 334 Reaching from the roots – 9 th EDEN Research Workshop Proceedings, 2016, Oldenburg ISBN 978-615-5511-12-7
The Role of Learning Design and Learning Analytics in MOOCs Francis Brouns, Olga Firssova representation of this. Thus, learners are encouraged to set personal goals for their participation and to use the analytics to help monitor these. One of the key attractions of learning analytics in ECO is the possibility to support the learner in actively reflecting on and taking action to manage their learning process. However, the implementation of suitable learning analytics is quite complex. The pedagogical approach is flexible, but can also be implemented in many various ways. Therefore there is not a fixed course structure and every course could be designed differently. Furthermore, ECO aggregates multiple MOOC platforms and each of these platforms provides different mechanisms to implement the pedagogical approach, complicating learning analytics even further. Solutions need to be found to inform the learning analytics not only of course structure but also of course and pedagogical design. Research indicates that MOOCs have different categories of learners, ranging from those who browse a little to those intending to do the complete course aiming for a full certificate. These categories of learners differ in their level of engagement with the course materials and learning activities to meet their personal learning goal. Learning analytics should take that into account and support the learning goal of that particular category. Acknowledgements Part of the work reported here has been carried out in the context of the EU CIP funded projects ECO (grant agreement n° 621127) and EMMA (grant agreement n° 621030) and we would like to thank all partners involved for their contributions in the projects. References 1. Brouns, F., Teixeira, A., Morgado, L., Fano, S., Fueyo, A., & Jansen, D. (Eds.). (in press). Designing massive open online learning processes: the sMOOC pedagogical framework: Springer Verlag. 2. Brouns, F., Zorrilla Pantaleón, M. E., Esperanza Álvarez Saiz, E., Solana González, P., Cobo Ortega, Á., Rocío Rocha Blanco, E., Viñuales, J. (2015). D2.5 Learning analytics requirements and metrics report. ECO project deliverable. Retrieved from http://hdl.handle.net/1820/6032 3. Clow, D. (2013). MOOCs and the funnel of participation. Paper presented at the Third International Conference on Learning Analytics and Knowledge, Leuven, Belgium. 4. Evans, S., & Myrick, J. G. (2015). How MOOC instructors view the pedagogy and purposes of massive open online courses. Distance Education, 36(3), 295-311. doi: 10.1080/01587919.2015.1081736 5. Ferguson, R., & Shum, S. B. (2012). Social learning analytics: Five approaches. Paper presented at the 2 nd International Conference on Learning Analytics and Knowledge, Vancouver, British Columbia, Canada. Reaching from the roots – 9 th EDEN Research Workshop Proceedings, 2016, Oldenburg 335 ISBN 978-615-5511-12-7
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9 th EDEN Research Workshop Forging
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Introduction Distance education is
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TABLE OF CONTENTS ADVANCED DISTANCE
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LEARNING ANALYTICS Scaling Learning
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Forging new pathways of research an
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Towards a Framework for Virtual Int
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Towards Designing an Oxford Experie
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Emergent Evaluation: An Initial Exp
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A MOOC with a Difference: Creating
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Use of MOOCs in Traditional Classro
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Head Start Online: A MOOC for those
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Carrots and Sticks: Workload and Pe
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Online Learning in Community Colleg
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The Usability Evaluation of UniCamp
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Connecting in the Online Environmen
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Contextualising Learner Experience:
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Investigating the Effectiveness of
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WhatsApp: “Going where the Conver
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A Study of the Use of Ubiquitous Mo
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Differentiated Technology-Based Int
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Using Digital Technologies for Incl
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Video in Higher Education: Examinin
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Policy Review of Open Badges for Op
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Open Educational Resources (OER): G
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Monitoring Progress on Open Educati
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A Programmatic Approach to Blended
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Teaching Science through Technology
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Contributions to Teaching Practice
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The Irish Online Learning Landscape
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The State of Distance Education in
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Scaling Learning Analytics: The Pra
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Integration of Learning Analytics i
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Learning Reprioritised: Supporting
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Forging new pathways of research and innovation in open and distance learning

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