The focus for activity 9 is Dyckhoff et al.(2013), Supporting action research with learning analytics. In particular the information provided in Table 1 and Table 4 of the paper.
I have created a table which shows how I understand the questions can be considered in relation to being data or pedagogy driven. Some were tricky – and I have considered some as data driven but to support future pedagogy.
|Data Driven||Pedagogy Driven|
|· When and how long are student accessing specific learning offerings (during a day)?
· How often do students use a learning environment (per week)?
· Are there specific learning offerings that are NOT used at all?
· By which properties can students be grouped?
· Are students using specific learning materials (eg lecture recordings) in addition or alternatively to attendance?
· How many (%) learning modules are students viewing?
· Is the performance in e-tests somehow related to exam grades?
|· How do students like/rate/value specific learning offerings?
· How difficult/easy is it to use the learning offering?
· Why do students appreciate the learning offering?
· Do native speakers have fewer problems with learning offerings than non-native speakers?
· How is the acceptance of specific learning offerings differing according to user properties (eg previous knowledge)?
· Will the access of specific learning offerings increase if lectures and exercises on the same topic are scheduled during the same week?
· Which didactical activities facilitate continuous learning? (pedagogical and data)
· How do learning offerings have to be provided and combined to with support to increase usage?
· How do those low achieving students profit by continuous learning with e-test compared to those who have not yet used the e-test?
Dyckhoff, A.L., Lukarov, V., Muslim, A., Chatti, M.A. and Schroeder, U. (2013) ‘Supporting action research with learning analytics’ in Proceedings of the Third International Conference on Learning Analytics and Knowledge (LAK13), New York, ACM, pp. 220–29; also available online at http://dl.acm.org.libezproxy.open.ac.uk/ citation.cfm?id=2460340 (accessed 11 July 2016).