Analyse de l’apprentissage

Résumé

L’analyse de l’apprentissage (en anglais, learning analytics que l'on traduit également par « analytique de l’apprentissage » ou « analyse de l’éducation ») est la discipline consacrée à la mesure, la collecte, l’analyse et la présentation de rapports basés sur des données des apprenants en contexte d’apprentissage dans le but de comprendre et d’optimiser l’apprentissage et le contexte. Type de données recueillies Les traces d’utilisation de services et outils en ligne, particulièrement les environnements d’apprentissage tel Moodle, constituent la source première de données d’apprentissage. Ces renseignements incluent le nombre et la durée des sessions de travail, la liste des contenus consultés et les résultats de tests. Il est également possible de relever les traces de l’utilisation d’applications comme des outils de bureautique ou des manuels électroniques. Plusieurs dispositifs pour collecter des données physiques peuvent également être utilisés :

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Source officielle

https://fr.wikipedia.org/wiki/Analyse_de_l%E2%80%99apprentissage

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Un MOOC (acronyme formé des initiales de massive open online course, en français cours en ligne ouvert à tous ou CLOT ou encore cours en ligne ouvert massivement ou CLOM

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Applying Learning Analytics to a Primary School Classroom: Benefits and Barriers

Maria Jesus Rodriguez Triana

There are numerous proposals and solutions that aim to apply Learning Analytics (LA) in authentic scenarios. Many of them have been applied successfully in learning contexts where adults are involved. However, when we try to transfer such proposals to underage students, the application may not be straightforward. This paper reports on a case where a LA approach, which had been already applied to a university context with success, was applied to a primary school classroom. The case shows how the main barriers that had to be faced in the new educational context were legal and ethical issues related to identity and data ownership. The case also serves to illustrate the potential benefit that an apparently simple LA approach can bring to these educational contexts.

2015

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Monitoring Collaborative Learning Activities: Exploring the Differential Value of Collaborative Flow Patterns for Learning Analytics

Maria Jesus Rodriguez Triana

Collaborative learning flow patterns (CLFPs) encode solutions to recurrent pedagogical problems, which have been successfully applied to the design of learning experiences. However, the pedagogical knowledge encoded in these patterns has seldom been exploited in learning analytics (LA). This paper analyzes four of the most common CLFPs to extract the intrinsic constraints that lead to a successful collaborative learning activity, and use them to enhance existing LA solutions. To understand the added value of applying such codified knowledge in LA, we present evidence from five authentic case studies in which such constraints aided university teachers in monitoring complex collaborative scripts. The results not only illustrate quantitatively such added value but also unearth qualitative benefits, such as raising practitioners awareness about how the current state of activities may affect future phases of the script.

2018

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Towards teacher-led design inquiry of learning

Maria Jesus Rodriguez Triana

This paper proposes “teacher-led design inquiry of learning” as a new model of educational practice and professional development. This model combines four existing models. It integrates teacher inquiry into student learning, learning design, and learning analytics, and aims to capture the essence of the synergy of these three fields. Furthermore, we identify how learning analytics and the integrated model inform each other and could help integrating learning analytics into teachers’ practice. The last claim is demonstrated through an illustrative scenario. We envision that the integration of the four models could help teachers align both the improvement of their practices and the orchestration of their classrooms. Future empirical investigation is envisaged using a design based research framework and participatory design approach to engage teachers with the integrated model in a professional development process. We envisage that the integrated model will promote quality enhancement in education at a personal and collective level, and will be used to design better learning analytics, learning design and learning enactment tools. The main limitation of the integrated model is that it requires organizational changes, and allocation of resources, in order to allow it to significantly impact practice.

2014

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