Death by a thousand clicks: making sense of learner data and sense-making strategies in MOOCs

MOOCs generate huge amounts of data. The provision of digital learning at scale to a global learner base provides access to a variety of data sets ranging from learner digital activities to learner contributions. This paper sets out the methodological case for adopting particular sense-making strategies and a variety of techniques to aid with data reduction, analysis and presentation with respect to interrogating MOOC data to support specific learning design or redesign objectives. The findings from the initial implementation of these strategies are provided based on a series of MOOCs delivered in the area of Irish Language and Culture by Dublin City University via the FutureLearn platform. Furthermore, it illustrates how the use of a mix of both qualitative and quantitative approaches can provide both rich and measured insights to give MOOC learners an active and vocal voice within the learning design process.

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