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

Recommendations

Info

70 6 Explore your Online Course: Visualization of Resource Use and the Learning...Fig. 6.23 Activity Flow for Submission 1Fig. 6.24 Activity Flow for Submission 2Submission 2 is reached from the Submission 1 and from Course News (as we seein Fig. 6.24). Similar to the first assignment, students check Course News beforetaking the second assignment. After the second assignment, students travel towardassignments 3, 4 and 5. Unlike the pattern shown in the first assignment, Fig. 6.24
6.5 Serving 71Fig. 6.25 Activity flow for Submission 3shows multiple assignments were submitted and that students travel to and fromSubmission 3. Unlike the first assignment, which was initiated prior to the second orthe third assignment, there is a pattern of students coming back to the secondassignment after the third assignment.For assignment 3, we see a multidirectional pattern similar to that seen inassignment 2 (Fig. 6.25).Figure 6.25 shows that students visited assignment 4 before and after assignment3. From assignment 3, students also visited Self Test: Coding. Self tests are quizitems that students can use to test themselves. This visualization shows the relationshipbetween assignment and quiz.We see a similar pattern in Fig. 6.26 for assignment 4, which students visited afterassignments 2 and 3. After completing assignment 4, students visited assignment5 and Self Test: Coding, the latter to check their understanding of assignment 3, inaddition to progressing to assignment 5.The next section looks more deeply into how students perform in the Moodlecourse, but before leaving this section, you may want to ask yourself how you wouldanswer three questions:1. Since there are vast accesses before the exam and on the day of the offline course,what resources should be added or revised to improve the pattern of learning?2. Is the pattern of learning objects visits corresponding to the course design?3. What types of support should be given in the offline course to promote frequentvisits to the online materials?
Page 1 and 2:
SPRINGER BRIEFS IN BUSINESSPROCESS
Page 3 and 4:
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 and 58: 5.5 Serving 49Fig. 5.3 Students’
Page 59 and 60: Chapter 6Explore your Online Course
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: 6.5 Serving 69Activities per Day (B
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
show all

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

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?