Proyecto eMadrid: MOOCs y Analítica del Aprendizaje

Carlos Delgado Kloos, Carlos Alario-Hoyos, Carmen Fernández-Panadero, Iria Estévez-Ayres, Pedro J. Muñoz-Merino, UC3M

Ruth Cobos, Jaime Moreno, UAMEdmundo Tovar, Rosa Cabedo, UPM

Nelson Piedra, Janneth Chicaiza, Jorge López, U. Loja

UC3M: MOOCs

UAM: MOOCs ● Pertenece al consorcio edX desde Marzo 2014

Febrero y octubre 2015Marzo 2016

UPM: MOOCs

• Alario-Hoyos, C., Pérez-Sanagustín, M., Delgado-Kloos, C., Gutiérrez-Rojas, I., Leony, D., Parada G. H.A., Designing your first MOOC from scratch: recommendations after teaching "Digital Education of the Future", eLearning papers, From the field, 37(3), 1-7, March 2014.

• Alario-Hoyos, C., Pérez-Sanagustín, M., Cormier, D., Delgado-Kloos, C., Proposal for a conceptual framework for educators to describe and design MOOCs, Journal of Universal Computer Science, 20(1), 6-23, January 2014.

• Alario-Hoyos, C., Pérez-Sanagustín, M., Delgado-Kloos, C., Are we all on the same Boat? Coordinating Stakeholders for the Design of MOOCs, Proceedings of the 9th European Conference on Technology Enhanced Learning, EC-TEL 2014, Springer, LNCS 8719, 379-384, Graz, Austria, September 2014

http://mooccanvas.com

Diseño instruccional y buenas prácticas en MOOCs y SPOCs

• 4800 contribuciones en 5 herramientas sociales• Herramienta más utilizada: foro• Reducción progresiva de la participación social• Correlación “number of contribution - scores”• Predecir “top contributors” / “leaders”

• Alario-Hoyos, C., Pérez-Sanagustín, M., Delgado-Kloos, C., Parada G. H.A., Muñoz-Organero, M., IEEE Transactions on Learning Technologies, 7(3):260-266, July-September 2014.

• Alario-Hoyos, C., Pérez-Sanagustín, M., Delgado-Kloos, C., Parada G. H.A., Muñoz-Organero, M., Rodriguez-de-las-Heras, A., Analysing the impact of built-in and external Social Tools in a MOOC on Educational Technologies, Proc. EC-TEL 2013, Springer, LNCS 8095, 5-18, Paphos, Cyprus, September 2013. Note: Best paper award.

• Alario-Hoyos, C., Muñoz-Merino, P.J., Pérez-Sanagustín, M., Delgado-Kloos, C., Parada G. H.A., Who are the top contributors in a MOOC? Relating participants' performance and contributions, Journal of Computer Assisted Learning, 32(3):232-243, June 2016.

Componente social en MOOCs

• Alario-Hoyos, C., Estévez-Ayres, I., Pérez Sanagustín, M., Leony, D., Delgado Kloos, C., MyLearningMentor: A Mobile App to Support Learners Participating in MOOCs, Journal of Universal Computer Science, 21(5):735-753, May 2015.

• Alario-Hoyos, C., Leony, D., Estévez-Ayres, I., Pérez-Sanagustín, M., Gutiérrez-Rojas, I., Delgado Kloos, C., Adaptive planner for facilitating the management of tasks in MOOCs, Proc. CAFVIR 2014, 517-522, 2014.

• Gutiérrez-Rojas, I., Alario-Hoyos, C., Pérez-Sanagustín, M., Leony, D., Delgado-Kloos, C., Scaffolding self-learning in MOOCs, Proc. EMOOCs 2014, 43-49 Lausanne, Switzerland, February 2014.

MyLearningMentor

Herramientas de apoyo al autoaprendizaje en MOOCs y SPOCs

8

LA: Detectores de información

Perfiles de aprendizaje

Efectividad, eficiencia,

interés

ComportamientosDestrezas

Emociones

1) Pedro J. Muñoz-Merino, J.A. Ruipérez Valiente, C. Delgado Kloos, “Inferring higher level learning information from low level data for the Khan Academy platform.” Proceedings of the Third International Conference on Learning Analytics and Knowledge, pp. 112–116. ACM, New York, (2013)

9

LA: Detectores: Efectividad

1) Pedro J. Muñoz-Merino, José A. Ruipérez-Valiente, Carlos Alario-Hoyos, Mar Pérez-Sanagustín, Carlos Delgado Kloos, "Precise effectiveness strategy for analyzing the effectiveness of students with educational resources and activities in MOOCs", Computers in Human Behavior, vol. 47, pp. 108–118 (2015)

LA: Detectores: Comportamiento Gamificación

User

Is it a thematic badge?

Do nothing

No

For each badge earned

Yes

Does the exercise belong to the badge

requisities?

Do nothing

No

Yes

Sum 1 to concentration counter

for that badge

Retrieve all the attempted exercises between the last

thematic badge acquired and the current badge

For each exercise

attempted

Sum 1 to thematic

badge counter

1𝑁 𝐶𝑜𝑛𝑐𝑒𝑛𝑡𝑟𝑎𝑡𝑖𝑜𝑛 𝐶𝑜𝑢𝑛𝑡𝑒𝑟𝑖𝐵𝑎𝑑𝑔𝑒 𝐶𝑜𝑢𝑛𝑡𝑒𝑟𝑖𝑁

𝑖=1

Analítica visual: ANALYSE

Analítica visual

● Open-DLAs: An Open Dashboard for Learning Analytics

(Cobos, R, Gil, Silvia, Lareo, A., Vargas, F. Open-DLAs: An Open Dashboard for Learning Analytics. L@S: Third Annual ACM Conference on Learning at Scale April 25-26, 2016, The University of Edinburgh )

Lack of data at a European level

Launched by European Commission’s Institute of Prospective Technological Studies (IPTS)

Audiences

MOOCKnowledge project

Led by Open University in the NetherlandsCollaboration: Technical University of Madrid (UPM)

Universitat Oberta de Catalunya (OUC)

Establishing a large-scale, cross-provider data collection about MOOC participantsAnalysis of Open Education impact of participants’ subpopulation, such as language learners

Standardized & multilingual survey: Pre-, Post- and Follow-up questionnaires

Policy-making by the European CommissionMOOC providers to build open online education

MOOCKnowledge project

MOOC format is characterized by the great diversity of enrolled people There is a lack of prior knowledge of participants’ background It is needed to provide a good picture of the heterogeneity of MOOC

participants

Problem analysis

Data collection Real-world data from MOOCKnowledge data collection Main research focus on sub-population of language MOOCs (LMOOC)

within MOOCKnowledge

This research, under the umbrella of MOOCKnowledge project, aims to have a deeper knowledge of the diversity of participants' profiles (and particularly of language MOOCs) by running unsupervised clustering techniques. The features that build up the profiles cover sociological, linguistic and motivational perspectives, as well as prior satisfaction of participants with MOOC format

MOOC format is characterized by the great diversity of enrolled people (heterogeneity)There is a lack of prior knowledge of participants’ backgroundIt is needed to provide a good picture of the diversity of MOOC participants

Problem analysis

Real-world data from MOOCKnowledge data collection

Main research focus on sub-population of language MOOCs (LMOOC) within MOOCKnowledge

Data collection

Use of unsupervised learning techniques applied to four reduced sets of features that shape the participant’s profilesData

mining

Clustering interpretatio

n

MOOCKnowledge project

The identification of underlying relationships in internal structure of input data could help stakeholders in their decision-making processes for (L)MOOC format

Participant's profile features = sociological + linguistic + motivational + prior satisfaction with MOOC format

16

Learning Analytics - Predicción

● ELASA: E-Learning Analytics for Student's Absenteeism

(Alvaro Andujar, Trabajo Fin de Grado. Julio 2016. Departamento de Ingeniería Informátca. Universidad Autónoma de Madrid. Tutora: Ruth Cobos)

Datos anonimizados

Indicadores

Extracción de datos anonimizados

kNN

Training

Test