on using learning analytics to track the activity of interactive mooc videos
TRANSCRIPT
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1S C I E N C E P A S S I O N T E C H N O L O G Y
u www.tugraz.at
2016-04-26Josef Wachtler, Mohammad Khalil, Behnam Taraghi, Martin Ebner
On Using Learning Analytics to Track the Activity of Interactive MOOC Videos
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22 Graz University of Technology
• Europe, Austria, Graz• http://www.tugraz.at • http://elearningblog.tugraz.at
On Using Learning Analytics to Track the Activity of Interactive MOOC Videos
2016-04-26Josef Wachtler, Mohammad Khalil, Behnam Taraghi, Martin Ebner
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33
@TuMohdKhalil @mebner@behi_at@wachjose88
The Authors
Josef Wachtler, Mohammad Khalil, Behnam Taraghi, Martin Ebner2016-04-26
On Using Learning Analytics to Track the Activity of Interactive MOOC Videos
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44 Content
1. Motivation2. Related Work3. Interactions in Learning Videos4. Evaluation5. Summary
On Using Learning Analytics to Track the Activity of Interactive MOOC Videos
2016-04-26Josef Wachtler, Mohammad Khalil, Behnam Taraghi, Martin Ebner
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55 Motivation
• interaction and communication are very important influencing factors of students' attention
• attention is considered as the most crucial resource for human learning
• it is from high importance to understand and to analyze it
• learning analytics plays a major factor in enhancing learning environments components
• reflecting and benchmarking the whole learning process
On Using Learning Analytics to Track the Activity of Interactive MOOC Videos
2016-04-26Josef Wachtler, Mohammad Khalil, Behnam Taraghi, Martin Ebner
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66 Related work
• other interactive video tools• Youtube• Zaption• EdTed• …
• real-world pendant: audience response system• has the power to enhance students‘ attention and
participation• the addition of interactivity to learning videos tries to
generate similar benefits
On Using Learning Analytics to Track the Activity of Interactive MOOC Videos
2016-04-26Josef Wachtler, Mohammad Khalil, Behnam Taraghi, Martin Ebner
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77 Interactions in Learning Videos
• web-based information system called LIVE• registered and authenticated users• different methods of interaction
• automatically asked questions and captchas• questions to the lecturer by the learners• asking text-based questions to the attendees live or at
pre-defined positions• multiple-choice questions at pre-defined positions
• different possibilities of analysis
On Using Learning Analytics to Track the Activity of Interactive MOOC Videos
2016-04-26Josef Wachtler, Mohammad Khalil, Behnam Taraghi, Martin Ebner
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88 Video interrupted by a multiple-choice question1. paused video is
overlaid by an interaction
to resume playing, it is required to respond to the interaction
2. control elements on the right side of the video
invoke interactions manually
ask a question to the teacher
Interactions in Learning Videos
2016-04-26Josef Wachtler, Mohammad Khalil, Behnam Taraghi, Martin Ebner
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99 Timeline Analysis
• number of users (green) and views (red)• exact values on mousehover
Interactions in Learning Videos
2016-04-26Josef Wachtler, Mohammad Khalil, Behnam Taraghi, Martin Ebner
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1010 Watched Parts per User
• marks each watched part with a bar• time of joining and leaving in relative and absolute
values on mousehover
Interactions in Learning Videos
2016-04-26Josef Wachtler, Mohammad Khalil, Behnam Taraghi, Martin Ebner
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1111 Evaluation
• MOOC – Maker Day for School Children
• Using Log File of LIVE
• Exploratory Analysis and Visualizations
• Examining effeciency and weak-points.
On Using Learning Analytics to Track the Activity of Interactive MOOC Videos
2016-04-26Josef Wachtler, Mohammad Khalil, Behnam Taraghi, Martin Ebner
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1212 Evaluation – Delay of ResponseOn Using Learning Analytics to Track the Activity of Interactive MOOC Videos
2016-04-26Josef Wachtler, Mohammad Khalil, Behnam Taraghi, Martin Ebner
Delay of Response
Certified students took less time than the others in answering the questions.
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1313 Evaluation – Delay of ResponseOn Using Learning Analytics to Track the Activity of Interactive MOOC Videos
2016-04-26Josef Wachtler, Mohammad Khalil, Behnam Taraghi, Martin Ebner
More timeansweringquestions
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1414 Evaluation – Delay of ResponseOn Using Learning Analytics to Track the Activity of Interactive MOOC Videos
2016-04-26Josef Wachtler, Mohammad Khalil, Behnam Taraghi, Martin Ebner
Non-certified holds more outliers
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1515 Evaluation – Timing of the QuestionsOn Using Learning Analytics to Track the Activity of Interactive MOOC Videos
2016-04-26Josef Wachtler, Mohammad Khalil, Behnam Taraghi, Martin Ebner
Timing of the Questions
We wanted to infer the relevance timing of the first question to describe the drop rate during videos.
Students drop after 15% of the videos. Most students who watch 20%, keep watching the
whole video
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1616 Evaluation – Timing of the QuestionsOn Using Learning Analytics to Track the Activity of Interactive MOOC Videos
2016-04-26Josef Wachtler, Mohammad Khalil, Behnam Taraghi, Martin Ebner
Limited drop ratio
1st Question, should be in the high-drop rate area. (0-10%)
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1717 Evaluation – Timing of the QuestionsOn Using Learning Analytics to Track the Activity of Interactive MOOC Videos
2016-04-26Josef Wachtler, Mohammad Khalil, Behnam Taraghi, Martin Ebner
Colored points depict distinct watchers count of each week video.
Grey points indicates number of views.
Week1-3 shows more views per user
Last two weeks, views=watchers
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1818 Evaluation – Total ActivityOn Using Learning Analytics to Track the Activity of Interactive MOOC Videos
2016-04-26Josef Wachtler, Mohammad Khalil, Behnam Taraghi, Martin Ebner
Total Activity of the Videos Counting no. Of plays,stops and fully watched. Activity was high in Week1,Week3 & Week5.
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1919 Evaluation – Total ActivityOn Using Learning Analytics to Track the Activity of Interactive MOOC Videos
2016-04-26Josef Wachtler, Mohammad Khalil, Behnam Taraghi, Martin Ebner
Highly active because of the topic
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2020 Summary
• an interactive video platform presenting videos of a MOOC
• an evaluation of this system to examine its performance and describe the behavior of students
• the main concept behind latching on the students' attention becomes attainable through evaluating the questions' content and the interactions timing
On Using Learning Analytics to Track the Activity of Interactive MOOC Videos
2016-04-26Josef Wachtler, Mohammad Khalil, Behnam Taraghi, Martin Ebner
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2121 Thank you for your attention!
• Josef Wachtler, [email protected]• Mohammad Khalil, [email protected]• Behnam Taraghi, [email protected]• Martin Ebner, [email protected]
Graz University of TechnologyEducational TechnologyMünzgrabenstraße 35a, 8010 Graz, Austria – Europehttp://elearningblog.tugraz.at
On Using Learning Analytics to Track the Activity of Interactive MOOC Videos
2016-04-26Josef Wachtler, Mohammad Khalil, Behnam Taraghi, Martin Ebner