National level data metrics framework development in Kouth Korea -Iljr Rha
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This document outlines a 3-year research plan on learning analytics at Seoul National University. In the first year, the researchers will develop a model for learning analytics by reviewing existing literature and metrics, collecting input from experts, and classifying teaching and learning activities into measurable units. They will then propose a national learning metrics framework. In the second year, the researchers will apply the model by collecting and analyzing learning data to inform application and revision. The third year involves expanding the learning analytics service based on the previous years' work.
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National level data metrics framework development in Kouth Korea -Iljr Rha
- 1. September 17, 2015 Prof. Ilju Rha, Ph. D. & Prof. Cheolil Lim, Prof. Young Hoan Cho & Mina Yoo Seoul National University, Seoul, Korea SeoulNationalUniversity
- 2. Introduction Research Question Methods Results Conclusion & Future Plan
- 3. Seoul National University *Introduction http://news.naver.com/main/read.nhn?mode=LSD&mid=sec&sid1=105&oid=138&aid=0001988444 3 economy business politics healthcare computer sciences art engineering
- 4. Seoul National University *Introduction http://news.naver.com/main/read.nhn?mode=LSD&mid=sec&sid1=102&oid=020&aid=0002554478 4 BIG DATA in EDUCATION
- 5. Seoul National University 5 *Introduction Digital Textbook
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- 11. Seoul National University 11 To studentsâ learning. help engage promote motivate encourage âŚ
- 12. Seoul National University 12 Q. What should we do ? Learning analytics!
- 13. Seoul National University 13 *Introduction of Research Seoul National University Start-up Mega Planning
- 14. Seoul National University *Introduction of Research: 3-year plan 14 1st-year Modeling of Learning Analytics plan of collecting learning data Modeling of learning data analysis Deduction of the application plan based on learning data analysis 2nd-year Application of Learning Analytics Collecting 1st-year modeling based learning data, analyzing, application, and revision Development of models for LOD based learning analytics service in the field of education 3rd-year Expansion of the service based on learning data Application of models for LOD based learning analytics service in 2nd - year Application and revision of adaptive and personalized learning prescription service
- 15. Seoul National University *Introduction of Research-1st year ď§ Research Title : A basic research on learning analytics model and plan of expansion ď§ Research Period : Sep 11, 2014 ~ Jan 31, 2015 (5 months) ď§ Institutions : Seoul National University ď§ Director : Prof. Ilju Rha, Ph.D. Dept. of Education, College of Education, Seoul National University ď§ Co-researchers : Prof. Cheolil Lim, Ph.D., Prof. Younghoan Cho, Ph.D. ď§ Assistant researchers : 6 graduate students 15
- 16. 16Verbert et al. (2012). p. 137. (Figure 3. Learner action model)
- 17. Seoul National University 17 Q. What are plans for collecting learning data? *Research Question
- 18. Seoul National University 18 *Research Methods ď§ Literature Review ď§ Case studies of learning analytics ď§ Experts advisory councils and seminars
- 19. Seoul National University 19 *Research Methods ď§ Forums with specialists ď§ Visiting schools and focus group interviews with teachers ď§ Interviews with teachers for review of the application plans and learning analytics ď§ Research group meetings
- 20. Seoul National University Derivation from learnersâ activities Conformity to the International Standard Easy communication among researchers Meaningful units of activities in the field of education 20 *Research Question - The plan of collecting learning data 1 2 3 4 What are plans for collecting learning data?
- 21. Seoul National University 21 * The plan of collecting learning data (1) ⢠The development of learning activities metrics Review of IMS learning activities metrics ⢠Utilization of applicable metadata - Composition of learnersâ activities and the data object ⢠Focus on the elements of learning design - tasks, resources, support
- 22. Seoul National University 22 * The plan of collecting learning data (2) ⢠The development of learning activities metrics â Review of the classification of teaching-learning activities ⢠Ascher(1976) ⢠Classification of teaching- learning activities in F2F environment ⢠Horton(2006) ⢠Linkage between activities and media in E-learning environment ⢠Watkinson(2005) ⢠Classification of E-learning activities into 75 elements ⢠Lim, Lim, and Kim(2008) ⢠Classification of digital text books into 49 teaching- learning activities Supplement and modification ⢠tools, basic activities, classification of multiple activities ⢠Tools : Management of learning goals ⢠Basic activities : Writing, mind mapping ⢠Multiple activities : Hands-on learning
- 23. Seoul National University 23 * The plan of collecting learning data (3) ⢠The development of learning activities metrics â Review of models of instruction and lesson plans for utilizing digital textbooks ⢠Kim et al. (2011). Classroom centered teaching-learning activities in 21st century. ⢠Rho et al. (2013). A research on models of instruction for utilizing digital textbooks. Supplement and modification ⢠Basic activities : writing, mind mapping, speaking
- 24. Seoul National University 24 * The plan of collecting learning data (4) ⢠The development of learning activities metrics â Expert reviews and modification Classification List of experts Educational Technology ď§ Prof. Insung Jung, Ph.D., International Christian University, Japan ď§ Prof. Il-Hyun Jo, Ph.D., Ehwa Womans University, Korea ď§ Prof. Yeonwook Im, Ph.D., Hanyang Cyber university, Korea Educational Psychology ď§ Prof. Jongho Shin, Ph.D., Seoul National University, Korea Computer Engineering ď§ Prof. Jang-Mook Kang, Ph.D., Korea University, Korea Education Field ď§ Principal Manjong Yang, Jeongmok Elementary School Supplement and modification ⢠Tools : Access management ⢠Basic Activities : Download of writing resources, citation of researches
- 25. Seoul National University * Process - The development of learning activities metrics ⢠The development of learning activities metrics â Classifying every learning activities for measurable units â Taxonomy for utilizing units of activities composing learning behaviors as the analyzed data The development of learning activities metrics IMS learning activities metrics Models of instructions and lesson plans for utilizing digital text books Classifying teaching- learning types in domestic and international level 25
- 26. Seoul National University 26 * Process - The development of learning activities metrics Retrieved from http://www.imsglobal.org/IMSLearningAnalyticsWP.pdf ⢠IMS Metrics profiles
- 27. Seoul National University 27 * Process - The development of learning activities metrics The Difference The Ideal Vision Needs Negotiation Mega âNational Levelâ Macro âK-12 Educationâ Micro âInstitutional and In dividual Metricsâ Policy Makers (MOE, Province, School & Support Institution) Practitioners (Teachers, Researchers, Technicians) Process Inputs Integration âNDM frameworkâ
- 28. Seoul National University 28 * Results - The development of learning activities metrics Proposed National Learning Metrics Framework
- 29. T O O L S Goal Management Scheduling Media Social Annotation Access Management Reading Lectures Writing Discussions Messaging Quiz Speaking Projects Research Assessment Mind Map Gaming C O M B I N E D Tutoring Collaboration Field StudyHomework ⢠Annotations ⢠Page/block use ⢠Media use ⢠Lookups ⢠Frameset use ⢠Scrub marks ⢠View time ⢠Weblink refs ⢠Assoc context ⢠Goal setting ⢠Subordinate goal setting ⢠Event pattern ⢠Frequency ⢠Assoc context ⢠Event patterns ⢠Event profile ⢠Time utilization A C T I V I T Y B A S I C A C T I V I T Y ⢠Media type ⢠Frameset use ⢠Scrub marks ⢠View time ⢠Usage context ⢠Connections ⢠Assoc context ⢠Message profile ⢠frequency ⢠Highlights ⢠Notes ⢠Marks ⢠Tags ⢠Assoc context ⢠Input ⢠Contents ⢠Attachments ⢠Post mark ⢠Frequency ⢠Participation ⢠Collaboration ⢠Assoc context ⢠Outbound pool ⢠Inbound pool ⢠Attachments ⢠Scores ⢠Attempts ⢠Remediations ⢠Assoc refs ⢠Questioning ⢠Answering ⢠Presentation ⢠Communication ⢠Scores ⢠Attempts ⢠Remediations ⢠Assoc refs ⢠Topics ⢠Assoc context ⢠Frequency ⢠Feedback ⢠Connections ⢠Assoc context ⢠Message profile ⢠Frequency ⢠Deliverables ⢠Structure ⢠Milestone perf ⢠Group profile ⢠Patterns ⢠Searches ⢠Patterns ⢠Citations ⢠Topics ⢠Scores ⢠Patterns(item) ⢠Time utilization ⢠Attempts ⢠Completion ⢠Drawing ⢠Frequency ⢠Participation ⢠Collaboration ⢠Progress ⢠Cognition ⢠Attempts ⢠Hints ⢠Collaboration ¡ Clicking (navigation, operation) ¡ Swiping (navigation, close up, resizing) ¡ Typing (note taking, memo, searching, communication) ¡ Pen writing (highlights, memo, using color pens) PERFORMANCECONTEXT ⢠Activity usage time on task ⢠Session time ⢠Last access ⢠Activity affinity ⢠Content affinity ⢠Task patterns ⢠Correlations ⢠Institution ⢠Course/Section ⢠Learner profile ⢠Course context ⢠Path/Sequence ⢠Usage context ⢠Grades ⢠Progress ⢠Rubrics â Course goals â Topic objects â Qualitative evaluation â Quantitative scores ⢠Patterns ⢠Correlations Learning Activity Metrics INPUT PROCESS OUTPUT ⢠Time Stamp (Log in & Logout) ⢠Duration ⢠Frequency LEVEL OF METRICS UTILIZATION ¡ Government ¡ Policy maker ¡ School district ¡ School ¡ Teacher ENGAGEMENT ⢠Assoc context ⢠Frequency ⢠Participation ⢠Collaboration 29
- 30. T O O L S Goal Management Scheduling Media Social Annotation Access Management Reading Lectures Writing Discussions Messaging Quiz Speaking Projects Research Assessment Mind Map Gaming C O M B I N E D Tutoring Collaboration Field StudyHomework ⢠Annotations ⢠Page/block use ⢠Media use ⢠Lookups ⢠Frameset use ⢠Scrub marks ⢠View time ⢠Weblink refs ⢠Assoc context ⢠Goal setting ⢠Subordinate goal setting ⢠Event pattern ⢠Frequency ⢠Assoc context ⢠Event patterns ⢠Event profile ⢠Time utilization A C T I V I T Y B A S I C A C T I V I T Y ⢠Media type ⢠Frameset use ⢠Scrub marks ⢠View time ⢠Usage context ⢠Connections ⢠Assoc context ⢠Message profile ⢠frequency ⢠Highlights ⢠Notes ⢠Marks ⢠Tags ⢠Assoc context ⢠Input ⢠Contents ⢠Attachments ⢠Post mark ⢠Frequency ⢠Participation ⢠Collaboration ⢠Assoc context ⢠Outbound pool ⢠Inbound pool ⢠Attachments ⢠Scores ⢠Attempts ⢠Remediations ⢠Assoc refs ⢠Questioning ⢠Answering ⢠Presentation ⢠Communication ⢠Scores ⢠Attempts ⢠Remediations ⢠Assoc refs ⢠Topics ⢠Assoc context ⢠Frequency ⢠Feedback ⢠Connections ⢠Assoc context ⢠Message profile ⢠Frequency ⢠Deliverables ⢠Structure ⢠Milestone perf ⢠Group profile ⢠Patterns ⢠Searches ⢠Patterns ⢠Citations ⢠Topics ⢠Scores ⢠Patterns(item) ⢠Time utilization ⢠Attempts ⢠Completion ⢠Drawing ⢠Frequency ⢠Participation ⢠Collaboration ⢠Progress ⢠Cognition ⢠Attempts ⢠Hints ⢠Collaboration ¡ Clicking (navigation, operation) ¡ Swiping (navigation, close up, resizing) ¡ Typing (note taking, memo, searching, communication) ¡ Pen writing (highlights, memo, using color pens) PERFORMANCECONTEXT ⢠Activity usage time on task ⢠Session time ⢠Last access ⢠Activity affinity ⢠Content affinity ⢠Task patterns ⢠Correlations ⢠Institution ⢠Course/Section ⢠Learner profile ⢠Course context ⢠Path/Sequence ⢠Usage context ⢠Grades ⢠Progress ⢠Rubrics â Course goals â Topic objects â Qualitative evaluation â Quantitative scores ⢠Patterns ⢠Correlations Learning Activity Metrics INPUT PROCESS OUTPUT ⢠Time Stamp (Log in & Logout) ⢠Duration ⢠Frequency LEVEL OF METRICS UTILIZATION ¡ Government ¡ Policy maker ¡ School district ¡ School ¡ Teacher ENGAGEMENT ⢠Assoc context ⢠Frequency ⢠Participation ⢠Collaboration 30
- 31. T O O L S Goal Management Scheduling Media Social Annotation Access Management Reading Lectures Writing Discussions Messaging Quiz Speaking Projects Research Assessment Mind Map Gaming C O M B I N E D Tutoring Collaboration Field StudyHomework ⢠Annotations ⢠Page/block use ⢠Media use ⢠Lookups ⢠Frameset use ⢠Scrub marks ⢠View time ⢠Weblink refs ⢠Assoc context ⢠Goal setting ⢠Subordinate goal setting ⢠Event pattern ⢠Frequency ⢠Assoc context ⢠Event patterns ⢠Event profile ⢠Time utilization A C T I V I T Y B A S I C A C T I V I T Y ⢠Media type ⢠Frameset use ⢠Scrub marks ⢠View time ⢠Usage context ⢠Connections ⢠Assoc context ⢠Message profile ⢠frequency ⢠Highlights ⢠Notes ⢠Marks ⢠Tags ⢠Assoc context ⢠Input ⢠Contents ⢠Attachments ⢠Post mark ⢠Frequency ⢠Participation ⢠Collaboration ⢠Assoc context ⢠Outbound pool ⢠Inbound pool ⢠Attachments ⢠Scores ⢠Attempts ⢠Remediations ⢠Assoc refs ⢠Questioning ⢠Answering ⢠Presentation ⢠Communication ⢠Scores ⢠Attempts ⢠Remediations ⢠Assoc refs ⢠Topics ⢠Assoc context ⢠Frequency ⢠Feedback ⢠Connections ⢠Assoc context ⢠Message profile ⢠Frequency ⢠Deliverables ⢠Structure ⢠Milestone perf ⢠Group profile ⢠Patterns ⢠Searches ⢠Patterns ⢠Citations ⢠Topics ⢠Scores ⢠Patterns(item) ⢠Time utilization ⢠Attempts ⢠Completion ⢠Drawing ⢠Frequency ⢠Participation ⢠Collaboration ⢠Progress ⢠Cognition ⢠Attempts ⢠Hints ⢠Collaboration ¡ Clicking (navigation, operation) ¡ Swiping (navigation, close up, resizing) ¡ Typing (note taking, memo, searching, communication) ¡ Pen writing (highlights, memo, using color pens) PERFORMANCECONTEXT ⢠Activity usage time on task ⢠Session time ⢠Last access ⢠Activity affinity ⢠Content affinity ⢠Task patterns ⢠Correlations ⢠Institution ⢠Course/Section ⢠Learner profile ⢠Course context ⢠Path/Sequence ⢠Usage context ⢠Grades ⢠Progress ⢠Rubrics â Course goals â Topic objects â Qualitative evaluation â Quantitative scores ⢠Patterns ⢠Correlations Learning Activity Metrics INPUT PROCESS OUTPUT ⢠Time Stamp (Log in & Logout) ⢠Duration ⢠Frequency LEVEL OF METRICS UTILIZATION ¡ Government ¡ Policy maker ¡ School district ¡ School ¡ Teacher ENGAGEMENT ⢠Assoc context ⢠Frequency ⢠Participation ⢠Collaboration 31
- 32. T O O L S Goal Management Scheduling Media Social Annotation Access Management Reading Lectures Writing Discussions Messaging Quiz Speaking Projects Research Assessment Mind Map Gaming C O M B I N E D Tutoring Collaboration Field StudyHomework ⢠Annotations ⢠Page/block use ⢠Media use ⢠Lookups ⢠Frameset use ⢠Scrub marks ⢠View time ⢠Weblink refs ⢠Assoc context ⢠Goal setting ⢠Subordinate goal setting ⢠Event pattern ⢠Frequency ⢠Assoc context ⢠Event patterns ⢠Event profile ⢠Time utilization A C T I V I T Y B A S I C A C T I V I T Y ⢠Media type ⢠Frameset use ⢠Scrub marks ⢠View time ⢠Usage context ⢠Connections ⢠Assoc context ⢠Message profile ⢠frequency ⢠Highlights ⢠Notes ⢠Marks ⢠Tags ⢠Assoc context ⢠Input ⢠Contents ⢠Attachments ⢠Post mark ⢠Frequency ⢠Participation ⢠Collaboration ⢠Assoc context ⢠Outbound pool ⢠Inbound pool ⢠Attachments ⢠Scores ⢠Attempts ⢠Remediations ⢠Assoc refs ⢠Questioning ⢠Answering ⢠Presentation ⢠Communication ⢠Scores ⢠Attempts ⢠Remediations ⢠Assoc refs ⢠Topics ⢠Assoc context ⢠Frequency ⢠Feedback ⢠Connections ⢠Assoc context ⢠Message profile ⢠Frequency ⢠Deliverables ⢠Structure ⢠Milestone perf ⢠Group profile ⢠Patterns ⢠Searches ⢠Patterns ⢠Citations ⢠Topics ⢠Scores ⢠Patterns(item) ⢠Time utilization ⢠Attempts ⢠Completion ⢠Drawing ⢠Frequency ⢠Participation ⢠Collaboration ⢠Progress ⢠Cognition ⢠Attempts ⢠Hints ⢠Collaboration ¡ Clicking (navigation, operation) ¡ Swiping (navigation, close up, resizing) ¡ Typing (note taking, memo, searching, communication) ¡ Pen writing (highlights, memo, using color pens) PERFORMANCECONTEXT ⢠Activity usage time on task ⢠Session time ⢠Last access ⢠Activity affinity ⢠Content affinity ⢠Task patterns ⢠Correlations ⢠Institution ⢠Course/Section ⢠Learner profile ⢠Course context ⢠Path/Sequence ⢠Usage context ⢠Grades ⢠Progress ⢠Rubrics â Course goals â Topic objects â Qualitative evaluation â Quantitative scores ⢠Patterns ⢠Correlations Learning Activity Metrics INPUT PROCESS OUTPUT ⢠Time Stamp (Log in & Logout) ⢠Duration ⢠Frequency LEVEL OF METRICS UTILIZATION ¡ Government ¡ Policy maker ¡ School district ¡ School ¡ Teacher ENGAGEMENT ⢠Assoc context ⢠Frequency ⢠Participation ⢠Collaboration 32
- 33. T O O L S Goal Management Scheduling Media Social Annotation Access Management Reading Lectures Writing Discussions Messaging Quiz Speaking Projects Research Assessment Mind Map Gaming C O M B I N E D Tutoring Collaboration Field StudyHomework ⢠Annotations ⢠Page/block use ⢠Media use ⢠Lookups ⢠Frameset use ⢠Scrub marks ⢠View time ⢠Weblink refs ⢠Assoc context ⢠Goal setting ⢠Subordinate goal setting ⢠Event pattern ⢠Frequency ⢠Assoc context ⢠Event patterns ⢠Event profile ⢠Time utilization A C T I V I T Y B A S I C A C T I V I T Y ⢠Media type ⢠Frameset use ⢠Scrub marks ⢠View time ⢠Usage context ⢠Connections ⢠Assoc context ⢠Message profile ⢠frequency ⢠Highlights ⢠Notes ⢠Marks ⢠Tags ⢠Assoc context ⢠Input ⢠Contents ⢠Attachments ⢠Post mark ⢠Frequency ⢠Participation ⢠Collaboration ⢠Assoc context ⢠Outbound pool ⢠Inbound pool ⢠Attachments ⢠Scores ⢠Attempts ⢠Remediations ⢠Assoc refs ⢠Questioning ⢠Answering ⢠Presentation ⢠Communication ⢠Scores ⢠Attempts ⢠Remediations ⢠Assoc refs ⢠Topics ⢠Assoc context ⢠Frequency ⢠Feedback ⢠Connections ⢠Assoc context ⢠Message profile ⢠Frequency ⢠Deliverables ⢠Structure ⢠Milestone perf ⢠Group profile ⢠Patterns ⢠Searches ⢠Patterns ⢠Citations ⢠Topics ⢠Scores ⢠Patterns(item) ⢠Time utilization ⢠Attempts ⢠Completion ⢠Drawing ⢠Frequency ⢠Participation ⢠Collaboration ⢠Progress ⢠Cognition ⢠Attempts ⢠Hints ⢠Collaboration ¡ Clicking (navigation, operation) ¡ Swiping (navigation, close up, resizing) ¡ Typing (note taking, memo, searching, communication) ¡ Pen writing (highlights, memo, using color pens) PERFORMANCECONTEXT ⢠Activity usage time on task ⢠Session time ⢠Last access ⢠Activity affinity ⢠Content affinity ⢠Task patterns ⢠Correlations ⢠Institution ⢠Course/Section ⢠Learner profile ⢠Course context ⢠Path/Sequence ⢠Usage context ⢠Grades ⢠Progress ⢠Rubrics â Course goals â Topic objects â Qualitative evaluation â Quantitative scores ⢠Patterns ⢠Correlations Learning Activity Metrics INPUT PROCESS OUTPUT ⢠Time Stamp (Log in & Logout) ⢠Duration ⢠Frequency LEVEL OF METRICS UTILIZATION ¡ Government ¡ Policy maker ¡ School district ¡ School ¡ Teacher ENGAGEMENT ⢠Assoc context ⢠Frequency ⢠Participation ⢠Collaboration Engagement Elements Sub-elements Basic events Clicking (C) C1. Navigation C2. Operation Typing (W) W1. Note taking W2. Memo W3. Searching W4. Communication Swiping (S) S1. Navigation S2. Close up S3. Resizing Pen writing (P) P1. Highlights P2. Memo P3. Using Color pens Time (T) T1. Timestamp T2. Duration T3. Interval Data input & output Login-Logout, Installation, Download, Save, Print, Record, Capture, Bookmark Elements of Engagement 33
- 34. T O O L S Goal Management Scheduling Media Social Annotation Access Management Reading Lectures Writing Discussions Messaging Quiz Speaking Projects Research Assessment Mind Map Gaming C O M B I N E D Tutoring Collaboration Field StudyHomework ⢠Annotations ⢠Page/block use ⢠Media use ⢠Lookups ⢠Frameset use ⢠Scrub marks ⢠View time ⢠Weblink refs ⢠Assoc context ⢠Goal setting ⢠Subordinate goal setting ⢠Event pattern ⢠Frequency ⢠Assoc context ⢠Event patterns ⢠Event profile ⢠Time utilization A C T I V I T Y B A S I C A C T I V I T Y ⢠Media type ⢠Frameset use ⢠Scrub marks ⢠View time ⢠Usage context ⢠Connections ⢠Assoc context ⢠Message profile ⢠frequency ⢠Highlights ⢠Notes ⢠Marks ⢠Tags ⢠Assoc context ⢠Input ⢠Contents ⢠Attachments ⢠Post mark ⢠Frequency ⢠Participation ⢠Collaboration ⢠Assoc context ⢠Outbound pool ⢠Inbound pool ⢠Attachments ⢠Scores ⢠Attempts ⢠Remediations ⢠Assoc refs ⢠Questioning ⢠Answering ⢠Presentation ⢠Communication ⢠Scores ⢠Attempts ⢠Remediations ⢠Assoc refs ⢠Topics ⢠Assoc context ⢠Frequency ⢠Feedback ⢠Connections ⢠Assoc context ⢠Message profile ⢠Frequency ⢠Deliverables ⢠Structure ⢠Milestone perf ⢠Group profile ⢠Patterns ⢠Searches ⢠Patterns ⢠Citations ⢠Topics ⢠Scores ⢠Patterns(item) ⢠Time utilization ⢠Attempts ⢠Completion ⢠Drawing ⢠Frequency ⢠Participation ⢠Collaboration ⢠Progress ⢠Cognition ⢠Attempts ⢠Hints ⢠Collaboration ¡ Clicking (navigation, operation) ¡ Swiping (navigation, close up, resizing) ¡ Typing (note taking, memo, searching, communication) ¡ Pen writing (highlights, memo, using color pens) PERFORMANCECONTEXT ⢠Activity usage time on task ⢠Session time ⢠Last access ⢠Activity affinity ⢠Content affinity ⢠Task patterns ⢠Correlations ⢠Institution ⢠Course/Section ⢠Learner profile ⢠Course context ⢠Path/Sequence ⢠Usage context ⢠Grades ⢠Progress ⢠Rubrics â Course goals â Topic objects â Qualitative evaluation â Quantitative scores ⢠Patterns ⢠Correlations Learning Activity Metrics INPUT PROCESS OUTPUT ⢠Time Stamp (Log in & Logout) ⢠Duration ⢠Frequency LEVEL OF METRICS UTILIZATION ¡ Government ¡ Policy maker ¡ School district ¡ School ¡ Teacher ENGAGEMENT ⢠Assoc context ⢠Frequency ⢠Participation ⢠Collaboration 34
- 35. Seoul National University 35 * Conclusion The proposed national data metrics ⢠Tentative attribute in theoretical level ⢠Systematic data collection for learning analytics in an aspect of educational utilization of big data ⢠Learning analytics in national level ⢠Learning activities are the basis of learning analytics ⢠Used literature reviews and needs analysis methodology ⢠Practical implementation is needed to investigate its feasibility
- 36. Seoul National University 36 * Future Plan 1st-year Modeling of Learning Analytics plan of collecting learning data Modeling of learning data analysis Deduction of the application plan based on learning data analysis 2nd-year Application of Learning Analytics Collecting 1st-year modeling based learning data, analyzing, application, and revision Development of models for LOD based learning analytics service in the field of education 3rd-year Expansion of the service based on learning data Application of models for LOD based learning analytics service in 2nd - year Application and revision of adaptive and personalized learning prescription service
- 37. Seoul National University 37 Q. What should we do? Learning analytics! Q.. What kinds of data? Q⌠How to collect data? QâŚ. How to analyze data? QâŚ.. Is it the most optimal? * Future Plan
- 39. Seoul National University Thank You! Prof. Ilju Rha, Ph.D. iljurha@snu.ac.kr Prof. Cheolil Lim, Prof. Young Hoan Cho & Mina Yoo Dept. of Education, College of Education Seoul National University