Engaging Learning Analytics in MOOCs: the good, the bad, and the ugly

Engaging Learning Analytics in MOOCs:

the good, the bad, and the ugly

Mohammad Khalil, Behnam Taraghi and Martin EbnerEducational Technology

hello!

I amMohammad

Khalil

You can find me:

@TuMohdKhalil Mohdkhalil.wordpress.com mohammad.khalil@tugraz.at

PhD Candidate

Where is our research Department located...

our department

Educational TechnologyTUGraz, Austria

OER

MOOCs

Learning AnalyticsPersonalized Learning

Big Data

Adaptive Learning

Educational Data Mining

Technology Enhanced Learning

Lifelong Learning

1.MOOCsThe new generation of Distance Learning

MOOCs ?

Image from: http://cdn2.hubspot.net/hub/685689/file-3231367982-jpg/blog-files/massiveopenonline_620x400.jpg?t=1462361738877

To Summarize:You can attend courses

from prestigious universitiesfor free

2. Learning AnalyticsIt is a data analytics...but in educational systems

like...MOOCs

“Collecting traces that learners leave behind and using

those traces to improve learning.

-Erik Duval

Learning Analytics

Data Collection

Mouse Clicks

Quizzes

Activity & Engagement

Forums

Assignments

Video LEcturesLogins

Learning Analytics

Analysis & Interpretation

Lackner, E., Khalil, M., Ebner, M. “How to foster forum discussions within MOOCs: A case study”, IJARE (in review).

Khalil, M., Ebner, M. (2016). “What Massive Open Online Course (MOOC) Stakeholders Can Learn from Learning Analytics?”. Learning, Design & Technology. Springer International Publishing.

How does it look like?

Source: BME Solutions Ltd

iMooX Learning Analytics (iLAP)

Is it only great like this?

The GoodX 9

The BadX 6

The UglyX 4

Learning Analytics of MOOCs ...

The GOOD

▸Prediction (... students at risk, performance...)

▸Recommendation (... suggest course, article...)

▸Visualization (... dashboards, plots...)

▸Entertainment (... Gamification elements...)

9

The GOOD

▸Benchmarking (... evaluate courses, difficulties...)

▸Personalization (... customize courses, notes...)

▸Enhance Engagement (... interventions for subpopulations...)

▸Communicate Information (... statistical analysis to different stakeholders…)

▸Cost Saving (... allocate resources effectively...)

9

The Bad

▸Security○Students Database security configuration is overlooked.○Achieve confidentiality, integrity, and availability.

▸Privacy○MOOC datasets may hold sensitive information.○Considered as a threat and constraint.

▸Ownership○Who owns the collected data?

6

The Bad

▸Consent○Declaration on data collection○Processed data usage, sell to third parties or research?

▸Transparency○Transparent of research or data usage

▸Storage○Storing big data can be costly and complex○European Directive 95/46/EC says personal data needs to

be stored no longer than necessary.

6

The Ugly▸False Positives

○ Decisions based on small subset of data.○ Forums activity as an example!

▸Fallacy Analytics○ Analytics could fail! ○ Wrong predictions, interventions, visualizations...

▸Bias○ Bias towards certain hypothesis leads to biased LA

▸Distill meaningful data○Pay efforts for ineffective results

4

Conclusion

▸Learning Analytics imply high potential in MOOCs.

▸Code of practice is required to carry out the optimum outcomes.

Thanks!

anyquestions

?

@TuMohdKhalil Mohdkhalil.wordpress.com mohammad.khalil@tugraz.at

Educational Technology

Presentation available on: http://elearningblog.tugraz.at & http://mohdkhalil.wordpress.com