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

42 4 Understanding Student-Driven Learning Processes
Group A Group B
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Definition
Group B: 534
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Introduction Definition Exploration Preparation Presentation
Fig. 4.11 Contributions throughout the phases of the inquiry project
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Group A
Group B
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Notes
Group B: 182
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Contextualized Analyse Notes Reflection
Fig. 4.12 Contributions in the preparation phase of the inquiry project
As shown in Fig. 4.11, group B contributed more to DojoIBL than group A did.
As a teacher, you can use this information to help you judge the groups’ performance.
The visualization gives you several insights. First, group B contributed more,
but both groups followed similar patterns throughout the phases, with the exception
of the preparation phase. Second, in the preparation phase, something happened that
caused group A to contribute less. You know your students, and at the end of the
inquiry, you have an idea of which group obtained better results. If group A scored
lower, one of the explanations could be in the preparation phase. Poor preparation
might have affected their final result.
To look into what happened in the preparation phase, you can use the second
visualization (Fig. 4.12), which shows each group’s contributions to the various
activities. As you can see, group B contributed more, particularly in the contextual
and the reflection activities.
In this example two visualizations help you understand in which parts of the
process students put their effort. The information is quantitative, but throughout the
course of a long inquiry project, aggregating this type of information can improve
your ability to evaluate your students’ performance.