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When Learning Analytics

Meets MOOCs
Martin Ebner, Mohammad Khalil
O3Rh"p://o3r.eu
L3Th"p://l3t.eu
ITuGh"p://itug.eu
This ...
http://www.facebook.com/
martin.ebner
http://www.martinebner.at
https://twitter.com/#!/
mebner
http://
elearningblog.
tugr...
is a xMOOC platform for courses
with an explicit open license (Creative
Commons).
http://imoox.at
http://imoox.at
https://youtu.be/DljC8FPpE1s
Austrian National Price of Adult
Education 2015
How to Implement Learning Analytics
Khalil, M, Ebner, M. (2016) What CAN Massive Open Online Course (MOOC)
Stakeholders Learn from Learning Analytics? accepte...
Khalil, M, Ebner, M. (2016) What CAN Massive Open Online Course (MOOC)
Stakeholders Learn from Learning Analytics? accepte...
Khalil, M, Ebner, M. (2016) What CAN Massive Open Online Course (MOOC)
Stakeholders Learn from Learning Analytics? accepte...
5 crucial statements
What can we learn from Learning Analytics?
Thesis 1
High Dropout Rate on MOOCs is a
legend
GOL
•  1012 Registrants
•  479 Active Students (47.3%)
•  217 complete course (21,5%)
•  177 got certification (17,5%)
LIN...
Khalil, M., Ebner, M. (2015) A STEM MOOC for School Children - What Does
Learning Analytics Tell us? In: Proceedings of 20...
Thesis 2
MOOCs means participatory education
(at least in the first four weeks)
~ 23,000 reads in GOL Forums
~ The highest on 21-Oct
~ Average of 170 read per day
~ Median of 47 read per day
~ 1623 Max ...
Khalil, M, Ebner, M. (2016) What CAN Massive Open Online Course (MOOC)
Stakeholders Learn from Learning Analytics? accepte...
Thesis 3
Higher effort is good but not a good
predictor for success
Khalil, M, Ebner, M. (2016) What CAN Massive Open Online Course (MOOC)
Stakeholders Learn from Learning Analytics? accepte...
Khalil, M, Ebner, M. (2016) What CAN Massive Open Online Course (MOOC)
Stakeholders Learn from Learning Analytics? accepte...
Thesis 4
Learning Analytics tells us how learning
in classrooms happens
Students
(n=459)
Khalil, M, Kastl, C., Ebner, M. (2016) Portraying MOOCs Learners: a Clustering
Experience Using Learning ...
Students
(n=459)
Khalil, M, Kastl, C., Ebner, M. (2016) Portraying MOOCs Learners: a Clustering
Experience Using Learning ...
Learning happens all time
Thesis 5
Lackner, E., Ebner, M., Khalil, M. (2016) How to foster forum discussions within
MOOCs. A case study, in review
Lackner, E., Ebner, M., Khalil, M. (2016) How to foster forum discussions within
MOOCs. A case study, in review
http://www.flickr.com/photos/o5com/5489061293
MOOC & Learning Analytics

challenges?

Kopp, M., Ebner, M., Dorfer-Novak, A. (2014) Introducing MOOCs to Middle
European Universities – is it worth it to accept ...
Khalil, M. & Ebner, M. (2015). Learning Analytics: Principles and Constraints. In
Proceedings of World Conference on Educa...
Khalil, M. & Ebner, M. (2015). Learning Analytics: Principles and Constraints. In
Proceedings of World Conference on Educa...
Khalil, M. & Ebner, M. (2015). Learning Analytics: Principles and Constraints. In
Proceedings of World Conference on Educa...
Potentials for 

society
http://www.flickr.com/photos/ell-r-brown/3912248265
lifelong

learning

Knowledge
society
Access ...
Summary
„Learning Analytics for MOOCs tells us that
the DropOut rate is not so high as
proposed, …“
„… learners participating for about 4
weeks intensively the whole day … “
Summary
„… with considerable different effort and
commitment.“
Summary
http://emoocs2016.eu
Visit us in Graz!

(22- 24. February)
Graz University of Technology
EDUCATIONAL TECHNOLOGY
Graz University of Technology
Martin Ebner
http://elearning.tugraz.at...
When Learning Analytics Meets MOOCs
When Learning Analytics Meets MOOCs
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When Learning Analytics Meets MOOCs

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When Learning Analytics Meets MOOCs

  1. 1. When Learning Analytics
 Meets MOOCs Martin Ebner, Mohammad Khalil O3Rh"p://o3r.eu L3Th"p://l3t.eu ITuGh"p://itug.eu This work is licensed under a 
 Creative Commons Attribution 
 4.0 International License.
  2. 2. http://www.facebook.com/ martin.ebner http://www.martinebner.at https://twitter.com/#!/ mebner http:// elearningblog. tugraz.at https:// www.researchgate.net/ profile/Martin_Ebner2
  3. 3. is a xMOOC platform for courses with an explicit open license (Creative Commons).
  4. 4. http://imoox.at
  5. 5. http://imoox.at https://youtu.be/DljC8FPpE1s
  6. 6. Austrian National Price of Adult Education 2015
  7. 7. How to Implement Learning Analytics
  8. 8. Khalil, M, Ebner, M. (2016) What CAN Massive Open Online Course (MOOC) Stakeholders Learn from Learning Analytics? accepted, in print
  9. 9. Khalil, M, Ebner, M. (2016) What CAN Massive Open Online Course (MOOC) Stakeholders Learn from Learning Analytics? accepted, in print
  10. 10. Khalil, M, Ebner, M. (2016) What CAN Massive Open Online Course (MOOC) Stakeholders Learn from Learning Analytics? accepted, in print
  11. 11. 5 crucial statements What can we learn from Learning Analytics?
  12. 12. Thesis 1 High Dropout Rate on MOOCs is a legend
  13. 13. GOL •  1012 Registrants •  479 Active Students (47.3%) •  217 complete course (21,5%) •  177 got certification (17,5%) LIN •  618 Registrants •  461 Active Students (74.5%) •  131 compete course (21,2%) •  99 got certification (16%) Lackner, E., Ebner, M., Khalil, M. (2015) MOOCs as granular systems: design patterns to foster participant activity, eLearning Papers, 42 (2015), pp. 28-37
  14. 14. Khalil, M., Ebner, M. (2015) A STEM MOOC for School Children - What Does Learning Analytics Tell us? In: Proceedings of 2015 International Conference on Interactive Collaborative Learning (ICL), Florence, Italy, pp. 1-7
  15. 15. Thesis 2 MOOCs means participatory education (at least in the first four weeks)
  16. 16. ~ 23,000 reads in GOL Forums ~ The highest on 21-Oct ~ Average of 170 read per day ~ Median of 47 read per day ~ 1623 Max reads on 21-Oct Week 1 Starts Week 2 Starts Week 3 Starts Course ended
  17. 17. Khalil, M, Ebner, M. (2016) What CAN Massive Open Online Course (MOOC) Stakeholders Learn from Learning Analytics? accepted, in print
  18. 18. Thesis 3 Higher effort is good but not a good predictor for success
  19. 19. Khalil, M, Ebner, M. (2016) What CAN Massive Open Online Course (MOOC) Stakeholders Learn from Learning Analytics? accepted, in print
  20. 20. Khalil, M, Ebner, M. (2016) What CAN Massive Open Online Course (MOOC) Stakeholders Learn from Learning Analytics? accepted, in print
  21. 21. Thesis 4 Learning Analytics tells us how learning in classrooms happens
  22. 22. Students (n=459) Khalil, M, Kastl, C., Ebner, M. (2016) Portraying MOOCs Learners: a Clustering Experience Using Learning Analytics, accepted, in print 1 (n=95) 2 (n=154) 3 (n=206) 4 (n=4)
  23. 23. Students (n=459) Khalil, M, Kastl, C., Ebner, M. (2016) Portraying MOOCs Learners: a Clustering Experience Using Learning Analytics, accepted, in print
  24. 24. Learning happens all time Thesis 5
  25. 25. Lackner, E., Ebner, M., Khalil, M. (2016) How to foster forum discussions within MOOCs. A case study, in review
  26. 26. Lackner, E., Ebner, M., Khalil, M. (2016) How to foster forum discussions within MOOCs. A case study, in review
  27. 27. http://www.flickr.com/photos/o5com/5489061293 MOOC & Learning Analytics
 challenges?

  28. 28. Kopp, M., Ebner, M., Dorfer-Novak, A. (2014) Introducing MOOCs to Middle European Universities – is it worth it to accept the challenge?, International Journal for Innovation and Quality in Learning, Vol. 2/3, pp. 46-52
  29. 29. Khalil, M. & Ebner, M. (2015). Learning Analytics: Principles and Constraints. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2015. pp. 1326-1336. Chesapeake, VA: AACE LA constraints
  30. 30. Khalil, M. & Ebner, M. (2015). Learning Analytics: Principles and Constraints. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2015. pp. 1326-1336. Chesapeake, VA: AACE LA constraints Revealing Personal Information Morality to view students’ data Collecting and Analyzing data Transparency Students’ data deletion policy
  31. 31. Khalil, M. & Ebner, M. (2015). Learning Analytics: Principles and Constraints. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2015. pp. 1326-1336. Chesapeake, VA: AACE LA constraints Who owns students data, Students or institutions? Data Protection and Copyright Laws limit the use of LA apps Inaccurate analysis results? Achieving Confidentiality, Integrity and Availability
  32. 32. Potentials for 
 society http://www.flickr.com/photos/ell-r-brown/3912248265 lifelong
 learning
 Knowledge society Access to education cost reducement
Quality
 improvement
  33. 33. Summary „Learning Analytics for MOOCs tells us that the DropOut rate is not so high as proposed, …“
  34. 34. „… learners participating for about 4 weeks intensively the whole day … “ Summary
  35. 35. „… with considerable different effort and commitment.“ Summary
  36. 36. http://emoocs2016.eu Visit us in Graz!
 (22- 24. February)
  37. 37. Graz University of Technology EDUCATIONAL TECHNOLOGY Graz University of Technology Martin Ebner http://elearning.tugraz.at martin.ebner@tugraz.at http://elearningblog.tugraz.at mebner Slides available at: This work is licensed under a 
 Creative Commons Attribution 
 4.0 International License.

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