Hi Brian, > After thinking it over, I guess I'm asking what exactly would the > 'learning analytics' measure besides comparative view counts and > popular sections of the recordings? To show true 'learning' > analytics, wouldn't there have to be comparisons to student work & > progress in their respective courses? (i.e. how are the recordings > helping students learn, and how do they assist w/ an instructor's > teaching goals.)
Right, this is the first step in a bigger process. We share the vision presented by the SOLAR folks [1] that analytics has to become cross-tool; we need to include lcms, clicker, video conferencing, adaptive testing, etc. etc. data in order to build something really meaningful for instructors. Especially because Matterhorn doesn't have assessment information which is often used as for learning outcomes. Right now we're looking to just sow the kernels of an analytics component within Matterhorn, and grow it from there. At the same time, we're undergoing research to try and uncover some of the correlations that might exist in viewing habits with self-reported learning goals & outcomes. We're also investigating building a set of more broad APIs in order to tie Matterhorn data in with out LCMS data (Blackboard) in order to build a system to predict student activity. Here's and early paper on some of the investigations [2]. Comments always welcome. > Also, I wonder whether there are any ideas out there in how > Matterhorn recordings can be integrated with an instructor's online > assignments, which could then also be captured through analytics. > This might be helpful in bringing to light just how course recordings > are used alongside course work. (Also wonder if an the Annotations > feature might overlap this, actually - > http://opencast.jira.com/wiki/display/MH/Annotation). We've got a prototype of integration with Blackboard going (UNL was doing some of this too). That would probably be our route. I know others (Cape Town in particular) are doing integration with Sakai as well. I hope we'll show off our LCMS integration in the fall. With respect to annotations I have to admit I have some very specific feelings on the topic. Based on a prototype we piloted with lecture capture I don't believe timeline annotations will be used by students. Instead, a more free flowing note taking method is something they want. We halted our investigations here, but the last survey we ran showed students were really interested in having built in note taking facilities, and a second pilot showed that these notes tended to be quite rich in semantics. I think note-taking, as opposed to annotations, would be an excellent predictor of student outcomes. Building the right tool here will take alot of solid engineering though. Regards, Chris [1] http://www.solaresearch.org/ [2] http://www.cs.usask.ca/~cab938/TheWhoWhatWhenandWhyofLectureCapture.pdf -- Christopher Brooks, BSc, MSc ARIES Laboratory, University of Saskatchewan Web: http://www.cs.usask.ca/~cab938 Phone: 1.306.966.1442 Mail: Advanced Research in Intelligent Educational Systems Laboratory Department of Computer Science University of Saskatchewan 176 Thorvaldson Building 110 Science Place Saskatoon, SK S7N 5C9 _______________________________________________ Community mailing list [email protected] http://lists.opencastproject.org/mailman/listinfo/community To unsubscribe please email [email protected] _______________________________________________
