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Towards understanding the potential of teaching analytics within educational communities

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dc.contributor.author Michos, Konstantinos
dc.contributor.author Hernández Leo, Davinia
dc.date.accessioned 2017-05-19T17:54:22Z
dc.date.available 2017-05-19T17:54:22Z
dc.date.issued 2016
dc.identifier.citation Michos K, Hernández-Leo D. Towards understanding the potential of teaching analytics within educational communities. In: Vatrapu R, Kickmeier-Rust M, Ginon B, Bull S. IWTA 2016 International Workshop on Teaching Analytics. Proceedings of the Fourth International Workshop on Teaching Analytics, in conjunction with EC-TEL 2016; 2016 Sept 16; Lyon, France. [place unknown]: CEUR Workshop Proceedings, 2016. p. 1-8.
dc.identifier.issn 1613-0073
dc.identifier.uri http://hdl.handle.net/10230/32137
dc.description Comunicació presentada a: IWTA 2016 International Workshop on Teaching Analytics, celebrat dins EC-TEL 2016, el 16 de setembre de 2016 a Lyon, França.
dc.description.abstract The use of learning analytics in ICT-rich learning environments assists teachers to (re)design their learning scenarios. Teacher inquiry is a process of intentional and systematic research of teachers into their students´ learning. When teachers work in small groups or communities and present results of their practice more interpretations are generated around the use and meaning of this data. In this workshop paper we present preliminary research about four dimensions of learning analytics (engagement, assessment, progression, satisfaction), and their visualization as teaching analytics, that are hypothesized to be relevant to help teachers in the (re)design of their learning scenarios. Moreover, we evaluate teachers’ acceptance of exchanging these types of analytics within their teaching community. A workshop for blended MOOCs design (N=20 participants) showed that although all the analytics dimensions were valuable, assessment data was the most useful dimension for (re)designing while data about the engagement of students was the less useful. Educational practitioners also showed interest in knowing a combination of specific data (e.g. achievements related with the satisfaction of students). Last, most participants expressed their willingness to share visual learning analytics related to their designs with their colleagues. The role of contextual information to interpret the learning analytics was recognized as important.
dc.description.sponsorship This research is partly funded by RecerCaixa and the Spanish Ministry of Economy and Competitiveness under RESET (TIN2014-53199-C3-3-R) and the Maria de Maeztu Units of Excellence Programme (MDM-2015-0502). Authors want to thank Laia Albo for the global organization of the UCATX workshop and all the professors and researchers who participated.
dc.format.mimetype application/pdf
dc.language.iso eng
dc.publisher CEUR Workshop Proceedings
dc.relation.ispartof Vatrapu R, Kickmeier-Rust M, Ginon B, Bull S. IWTA 2016 International Workshop on Teaching Analytics. Proceedings of the Fourth International Workshop on Teaching Analytics, in conjunction with EC-TEL 2016; 2016 Sept 16; Lyon, France. [place unknown]: CEUR Workshop Proceedings, 2016. p. 1-8.
dc.rights © 2016 for the individual papers by the papers' authors. Copying permitted for private and academic purposes.
dc.title Towards understanding the potential of teaching analytics within educational communities
dc.type info:eu-repo/semantics/conferenceObject
dc.subject.keyword Teaching analytics
dc.subject.keyword Learning analytics
dc.subject.keyword Communities of educators
dc.subject.keyword Teacher inquiry
dc.subject.keyword Professional learning communities
dc.subject.keyword Learning design
dc.relation.projectID info:eu-repo/grantAgreement/ES/1PE/TIN2014-53199-C3-3-R
dc.rights.accessRights info:eu-repo/semantics/openAccess
dc.type.version info:eu-repo/semantics/publishedVersion


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