The current EduOpen dashboard is not capable of monitoring performances and trends over the medium to long term both for the students as for the instructors; summarising and synthesising the adequate information; allowing implementation of any sort of predictive actions and functions (learning prediction). The article aims to expose the process of innovation and redefinition of a learning analytics dashboard in the EduOpen MOOC platform in order to define a model to design it accurately in terms of productivity for all users (teachers and students above all). From the literature analysis, main MOOC platform comparisons and the insights from the round tables a time spent variable is identified as at the basis of the entire user experience in online training paths. A concrete experimentation, through the design of a learning timeline and a constructive feedback system of an upcoming course in the EduOpen catalogue, is designed and explained relaying on the hypothesis of the existence of a correlation between the “time spent” (time value) and the final performance of the student.
THE DESIGN OF A LEARNING ANALYTICS DASHBOARD: EDUOPEN MOOC PLATFORM REDEFINITION PROCEDURES
Dipace, A.;
2019-01-01
Abstract
The current EduOpen dashboard is not capable of monitoring performances and trends over the medium to long term both for the students as for the instructors; summarising and synthesising the adequate information; allowing implementation of any sort of predictive actions and functions (learning prediction). The article aims to expose the process of innovation and redefinition of a learning analytics dashboard in the EduOpen MOOC platform in order to define a model to design it accurately in terms of productivity for all users (teachers and students above all). From the literature analysis, main MOOC platform comparisons and the insights from the round tables a time spent variable is identified as at the basis of the entire user experience in online training paths. A concrete experimentation, through the design of a learning timeline and a constructive feedback system of an upcoming course in the EduOpen catalogue, is designed and explained relaying on the hypothesis of the existence of a correlation between the “time spent” (time value) and the final performance of the student.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
