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

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50 5 Learning Analytics in a Primary School: Lea’s Box Recipetransparent to students. Students can access their and their peers’ achievements inintuitive and suitable ways. The teacher can select the suitable types of charts, frombar smiley faces to radar plots.Lea’s Box provides many more features, analyses, and reports, all of which aredocumented and accessible through the platform that you can try out.
Chapter 6Explore your Online Course: Visualizationof Resource Use and the Learning ProcessAbstract Suppose you developed a blended learning concept, also known as“flipped classroom”, where your students can access content and continue learningat home, in addition to learning in a classroom. Now you just finished this course forthe first time using the Moodle platform, and you would like to revise how it wentand what aspects could still be improved. You are especially interested in when thestudents learned, how often they learned, whether they used all the providedresources, and how well they performed. This recipe offers an example how ateacher can gain insights into students’ behavior in an online platform during thecourse. Using a tool for visualizing learning activities assists teachers to get a betteroverview of typical patterns in students’ learning and performance. This can help tofurther improve the course content and your teaching methods.Keywords LEMO2 CourseExplorer · Moodle course analytics · Visualization6.1 AppetizerSuppose you developed a blended learning concept (e.g., an inverted classroom) foryour course and used the Moodle platform to manage the course online in addition toyour regular offline/face-to-face class. Now you would like to see how the overallcourse went so you can improve the course design. Did students adapt well to theidea of a blended classroom? Did they use all the extra learning material youprovided? When did they learn the most? Did they prepare for the face-to-faceclasses, or did they postpone active learning until the final examination? Weresome resources heavily used and some that were rarely used? Did students use thequizzes you provided each week to check their knowledge level? Did students’performance improve over the course period? Did students use the Moodle onlineforum for collaboration or just as another source of information? These and morequestions may arise based on the design of the course.The learning analytics dashboard “LEMO2 CourseExplorer” provides multipleoptions for answering your questions and gives you an overview of how students© The Author(s) 2020R. Jaakonmäki et al., Learning Analytics Cookbook, SpringerBriefs in BusinessProcess Management, https://doi.org/10.1007/978-3-030-43377-2_651
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SPRINGER BRIEFS IN BUSINESSPROCESS
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More information about this series
Page 5 and 6:
Roope JaakonmäkiDepartment of Info
Page 7 and 8: viPrefacecould be implemented using
Page 9 and 10: ContentsPart I Understanding Learni
Page 11 and 12: Contentsxi7.3.3 The Proxy . . .....
Page 13 and 14: Chapter 1Introduction to the Learni
Page 15 and 16: 1.2 The Learning Analytics Toolbox
Page 17 and 18: Chapter 2Learning Analytics Kitchen
Page 19 and 20: 2.2 Stakeholders: Contributors and
Page 21 and 22: 2.4 Data: Educational Datasets and
Page 23 and 24: References 132.6 Internal Limitatio
Page 25 and 26: Chapter 3Responsible Cooking with L
Page 27 and 28: 3.2 Big Data in the Responsible Lea
Page 29 and 30: 3.3 General Ethical and Privacy Gui
Page 31 and 32: 3.4 Ethical Frameworks in Learning
Page 37 and 38: 3.6 Important Legal Regulations 273
Page 39 and 40: References 29Debatin, B., Lovejoy,
Page 41 and 42: Part IISelected Learning Analytics
Page 43 and 44: 34 4 Understanding Student-Driven L
Page 53 and 54: Chapter 5Learning Analytics in a Pr
Page 55 and 56: 5.5 Serving 47either through the si
Page 57: 5.5 Serving 49Fig. 5.3 Students’
Page 61 and 62: 6.3 Preparation 53chapters, having
Page 63 and 64: 6.4 Cooking 55Fig. 6.3 LEMO2 Course
Page 65 and 66: 6.4 Cooking 57as name, type, number
Page 67 and 68: 6.4 Cooking 59Fig. 6.9 Test perform
Page 69 and 70: 6.5 Serving 616.5.1 How Do Students
Page 71 and 72: 6.5 Serving 63Now we can trace back
Page 73 and 74: 6.5 Serving 65Fig. 6.17 Number of a
Page 75 and 76: 6.5 Serving 67Fig. 6.20 Activity di
Page 77 and 78: 6.5 Serving 69Activities per Day (B
Page 79 and 80: 6.5 Serving 71Fig. 6.25 Activity fl
Page 81 and 82: 6.5 Serving 73Test Performance per
Page 83 and 84: Chapter 7Understanding Students’
Page 85 and 86: 7.3 Preparation 777.3 PreparationTh
Page 87 and 88: 7.3 Preparation 79when the user lea
Page 89 and 90: 7.5 Serving 81• Step 3- Let stude
Page 91 and 92: 7.5 Serving 83Fig. 7.3 Teacher’s
Page 93 and 94: 7.5 Serving 85Filled in fieldsterms
Page 95 and 96: 7.5 Serving 87scientific/academic p
Page 97 and 98: GlossaryAnalytics Describes the sub
Page 99: Glossary 91Meta-data Data that desc
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(SpringerBriefs in Business Process Management) Learning Analytics Cookbook_ How to Support Learning Processes Through Data Analytics and Visualizatio

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