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    Por favor, use este identificador para citar o enlazar este ítem:http://uvadoc.uva.es/handle/10324/38631

    Título
    Aligning learning design and learning analytics through instructor involvement: a MOOC case study
    Autor
    Er, ErkanAutoridad UVA Orcid
    Gómez Sánchez, EduardoAutoridad UVA Orcid
    Dimitriadis Damoulis, IoannisAutoridad UVA Orcid
    Bote Lorenzo, Miguel LuisAutoridad UVA Orcid
    Asensio Pérez, Juan IgnacioAutoridad UVA Orcid
    Álvarez Álvarez, SusanaAutoridad UVA Orcid
    Año del Documento
    2019
    Editorial
    Taylor & Francis
    Descripción
    Producción Científica
    Documento Fuente
    Interactive Learning Environments Volume 27, 2019 - Issue 5-6: The new potentials for Intelligent Tutoring with learning analytics
    Resumen
    This paper presents the findings of a mixed-methods research that explored the potentials emerging from aligning learning design (LD) and learning analytics (LA) during the design of a predictive analytics solution and from involving the instructors in the design process. The context was a past massive open online course, where the learner data and the instructors were accessible for posterior analysis and additional data collection. Through a close collaboration with the instructors, the details of the prediction task were identified, such as the target variable to predict and the practical constraints to consider. Two predictive models were built: LD-specific model (with features based on the LD and pedagogical intentions), and a generic model (with cumulative features, not informed by the LD). Although the LD-specific predictive model did not outperform the generic one, some LD-driven features were powerful. The quantity and the power of such features were associated with the degree to which the students acted as guided by the LD and pedagogical intentions. The leading instructor’s opinion about the importance of the learning activities in the LD was compared with the results of the feature importance analysis. This comparison helped identify the problems in the LD. The implications for improving the LD are discussed.
    Palabras Clave
    MOOC
    Learning design
    ISSN
    1049-4820
    Revisión por pares
    SI
    DOI
    10.1080/10494820.2019.1610455
    Patrocinador
    Ministerio de Ciencia e Innovación (Proyect grants TIN2017-85179-C3-2-R and TIN2014-53199-C3-2-R)
    Junta de Castilla y León (programa de apoyo a proyectos de investigación - Ref. Project VA257P18)
    European Commission under project grant 588438-EPP-1-2017-1-EL-EPPKA2-KA
    European Union’s Horizon 2020 under the Marie Sklodowska-Curie grant agreement 793317
    Patrocinador
    info:eu-repo/grantAgreement/EC/H2020/793317
    Version del Editor
    https://www.tandfonline.com/doi/abs/10.1080/10494820.2019.1610455?journalCode=nile20
    Propietario de los Derechos
    © 2019 Taylor & Francis
    Idioma
    eng
    URI
    http://uvadoc.uva.es/handle/10324/38631
    Tipo de versión
    info:eu-repo/semantics/acceptedVersion
    Derechos
    openAccess
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