Dinosauren der mistede hovedet. Et bidrag til et fremwork der benytter learning analytics i læringsdesign

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Abstract

This paper presents an approach to the meaningful use of learning analytics as a tool for teachers to improve the robustness of their learning designs. The approach is based on examining how participants act within a Massive Open Online Course (MOOC) format through learning analytics. We show that a teacher/designer can gain knowledge about his or her intended, implemented and attained learning design; about how MOOC participants act in response to these and about how students are able to develop ‘study efficiency’ when participating in a MOOC. The learning analytics approach makes it possible to follow certain MOOC students and their study behaviour (e.g. the participants who pass the MOOC by earning enough achievement badges) and to examine the role of the moderator in MOOCs, showing that scaffolding plays a central role in studying and learning processes in an educational format such as a MOOC.
Bidragets oversatte titelDinosauren der mistede hovedet.: Et bidrag til et fremwork der benytter learning analytics i læringsdesign
OriginalsprogEngelsk
TidsskriftLæring og Medier
Vol/bind21
Udgave nummer1
Antal sider21
ISSN1903-248X
StatusUdgivet - 21 maj 2018

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