A Flexible Framework for the Authoring of Reusable and Portable Learning Analytics Gadgets

Technology supported learning is nowadays often based on heterogeneous environments that encompass not only one application and also possibly involve different devices. This creates specific challenges for data analysis and thus for learning analytics. In this paper, we propose a framework to create reusable learning analytics components that are portable to different target platforms. In this approach, the logic of each analysis component is specified in a separate web-based visual environment (or "workbench") from where it is later exported to the target environments form of a gadget-based dashboard. We demonstrate this mechanism in the context of the Go-Lab portal for accessing remote laboratories in STEM learning scenarios. An example shows how such analytics gadgets can be used to support collaboration inside the classroom.

[1]  Tom A. B. Snijders,et al.  Social Network Analysis , 2011, International Encyclopedia of Statistical Science.

[2]  Denis Gillet,et al.  A social media platform in higher education , 2012, Proceedings of the 2012 IEEE Global Engineering Education Conference (EDUCON).

[3]  Heinz Ulrich Hoppe,et al.  Motivating Students or Teachers? - Challenges for a Successful Implementation of Online-Learning in Industry-Related Vocational Training , 2013, EC-TEL.

[4]  Roy B. Clariana,et al.  Using centrality of concept maps as a measure of problem space states in computer-supported collaborative problem solving , 2013 .

[5]  David Gelernter,et al.  Generative communication in Linda , 1985, TOPL.

[6]  Stefan Weinbrenner SQLSpaces - A Platform for Flexible Language-Heterogeneous Multi-Agent Systems , 2012 .

[7]  Tim Dwyer,et al.  Scalable, Versatile and Simple Constrained Graph Layout , 2009, Comput. Graph. Forum.

[8]  Doug Clow,et al.  The learning analytics cycle: closing the loop effectively , 2012, LAK.

[9]  Andrii Vozniuk,et al.  Towards an Online Lab Portal for Inquiry-Based STEM Learning at School , 2013, ICWL.

[10]  Erik Duval,et al.  Towards Responsive Open Learning Environments: The ROLE Interoperability Framework , 2011, EC-TEL.

[11]  Rebecca Ferguson,et al.  Learning analytics: drivers, developments and challenges , 2012 .

[12]  Katrien Verbert,et al.  Learning analytics as a "middle space" , 2013, LAK '13.

[13]  Hendrik Drachsler,et al.  The pulse of learning analytics understandings and expectations from the stakeholders , 2012, LAK.

[14]  Trish Stoddart,et al.  Concept maps as assessment in science inquiry learning - a report of methodology , 2000 .

[15]  Tobias Hecking,et al.  A workbench to construct and re-use network analysis workflows - Concept, implementation, and example case , 2013, 2013 IEEE/ACM International Conference on Advances in Social Networks Analysis and Mining (ASONAM 2013).

[16]  Tom Conlon,et al.  'Please Argue, I Could Be Wrong': a Reasonable Fallible Analyser for Student Concept Maps , 2004 .

[17]  George Siemens,et al.  Learning analytics: envisioning a research discipline and a domain of practice , 2012, LAK.

[18]  Denis Gillet,et al.  Personalised learning spaces and federated online labs for STEM Education at School , 2013, 2013 IEEE Global Engineering Education Conference (EDUCON).