Seminar on learning analytics at SURF in Utrecht, 7 March 2013.

1. THE STUDENT ACTIVITY
METER.
Seminar on Tools for Learning Analytics
7 March 2013, SURF, Utrecht.
Sten Govaerts
(KULeuven, Belgium/EPFL, Switzerland)

2. KULeuven team:
Human-Computer Interaction
• technology enhanced learning
• music
• research
http://hci.cs.kuleuven.be/
EPFL team:
REACT - Real-time Coordination &
Distributed Interaction Systems Group
• technology enhanced learning
• social media
• transportation
http://react.epfl.ch/

3. PROBLEM
http://www.ypfp.org/classroom
3

4. PROBLEM
http://www.ypfp.org/classroom
3

5. OBJECTIVES
• self-monitoring for learners
http://free-extras.com/images/obama_hope_progress-2848.htm
4

6. OBJECTIVES
• self-monitoring for learners
• awareness for teachers
http://free-extras.com/images/obama_hope_progress-2848.htm
4

7. OBJECTIVES
• self-monitoring for learners
• awareness for teachers
• time tracking
http://free-extras.com/images/obama_hope_progress-2848.htm
4

8. OBJECTIVES
• self-monitoring for learners
• awareness for teachers
• time tracking
• learning
resource use and
recommendations http://free-extras.com/images/obama_hope_progress-2848.htm
4

9. STUDENT ACTIVITY METER
5

10. STUDENT ACTIVITY METER
6

11. STUDENT ACTIVITY METER
7

12. METHODOLOGY.
• design-basedresearch [Obrenović 2011]: design a tool, give
students & teachers and evaluate
• iterative process of design & evaluation
• paper mockups
• usability studies
• surveys on usefulness
http://funnytogo.com/pictures/evolution/timeline.htm
8

13. iter. evaluation goal methodology demo-graphics data
usability, satisfaction, task-based interview
12 CS students timetracking
I. preliminary with think-aloud, SUS
at KULeuven via Twitter
usefulness & MSDT
assessing teacher online survey with 19 teachers &
II. needs, use & Likert items, yes/no TA’s with Moodle logs
usefulness and open questions CGIAR courses
assessing teacher
online survey with 12 participants
needs, expert
III. Likert items, yes/no from LAK Moodle logs
feedback, use &
and open questions MOOC
usefulness
structured face-to-face 11 teachers & VM with
use, usefulness &
IV. interview with tasks & TA’s at Carlos III extensive
satisfaction
open questions Uni. Madrid tool tracking
9

14. CONCLUSION
• SAM is perceived useful and contributes to better
awareness.
10

15. CONCLUSION
• SAM is perceived useful and contributes to better
awareness.
• SAM enables:
10

16. CONCLUSION
• SAM is perceived useful and contributes to better
awareness.
• SAM enables:
• to detect potential students doing well and at risk
10

17. CONCLUSION
• SAM is perceived useful and contributes to better
awareness.
• SAM enables:
• to detect potential students doing well and at risk
• a better course overview
10

18. CONCLUSION
• SAM is perceived useful and contributes to better
awareness.
• SAM enables:
• to detect potential students doing well and at risk
• a better course overview
• understanding student time spending
10

19. CONCLUSION
• SAM is perceived useful and contributes to better
awareness.
• SAM enables:
• to detect potential students doing well and at risk
• a better course overview
• understanding student time spending
• to find a wide variety of new insights
10

20. CONCLUSION
• SAM is perceived useful and contributes to better
awareness.
• SAM enables:
• to detect potential students doing well and at risk
• a better course overview
• understanding student time spending
• to find a wide variety of new insights
• almost all want to continue using SAM
10

21. 2
slides will appear on http://www.slideshare.net/stengovaerts
contact: sten.govaerts@gmail.com
slides will appear on http://www.slideshare.net/stengovaerts 11