Post on 16-Apr-2017
DelftTU
Encouraging Metacognition & Self-Regulation in MOOCs through Increased Learner Feedback-Dan Davis · Guanliang Chen · Ioana Jivet · Claudia Hauff · Geert-Jan Houben
Learning Analytics for Learners Workshop · LAK 2016
Learning Analytics @ TU Delft-Using & advancing user modeling techniques in the context of open online education at scale in developing a learner modeling-focused approach to learning analytics
Research Question-Can a comparison to previously successful*
learners serve as a helpful form of feedback
to increase MOOC learners’ engagement
and success?
Related Work-The Search Dashboard (Bateman 2012)
...treats searching like a learnable skill
Learning Tracker Widget:Design Rationale-· Treat learning like a learnable skill
· Equip learners with cognitive toolkit
· Practicable information
· Compare to previous successful* learners
· Non-judgemental
Learning Tracker Widget:Demonstration-· Ran in DelftX Drinking Water MOOC
· Currently running in 2 more MOOCs
· Link
Learning Tracker
Average graduate You
Time on theplatform
Time watchingvideos
Fraction of timespent watchingvideos while onthe platform
Videos watched
Quiz answerssubmitted
Timeliness ofquiz answersubmission
Preliminary Findings-· 2 of 6 metrics lead to significant differences
Preliminary Findings-· increases in some engagement metrics
Preliminary Findings-· higher final grades earned
QUESTIONS-· identifying SRL via log traces
· defining “successful” learners
· data & general literacy
· which metrics should be fed back?
· compare to whom?