(SpringerBriefs in Business Process Management) Learning Analytics Cookbook_ How to Support Learning Processes Through Data Analytics and Visualizatio

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Fig. 4.10 A structure view of the phases of inquiry-based learning
they are interested in. However, in this example, we assume the students do not have
a lot of practice in inquiry learning and that you have created the structure from
beginning to end.
As Fig. 4.10 shows, the definition phase starts by asking students to define the
inquiry’s topic, concepts, and research questions. For this course, the second step is
not useful so we exclude it from the definition phase. At the end of the first phase,
students should come up with a prediction about what they want to learn and
organize the research structure. In this activity, the students discuss whether the
rest of the phases and activities are suitable for their investigation of the use of humor
and irony in satirical magazines.
Once the structure is ready, the students start working on the topic, following the
structure. In this example we have two groups, group A and group B.
Your role as a teacher is to provide guidance on the students’ performance and the
work they are doing. In this example, we monitor the students’ activity using
quantitative performance indicators, which give us information about the contributions
the two groups make during the phases of the inquiry and during the activities
in each phase. We use two visualizations to represent this information, one that
shows the number of the students’ interactions during the project phases, and the
other that shows the amount of activities under a certain phase.