Michos M, Hernández-Leo D, Jiménez M. How educators value data analytics about their MOOCs. CEUR Proceedings, EMOOCs2017 Policy Track.
We develop a large number of software tools and hosting infrastructures to support the research developed at the Department. We will be detailing in this section the different tools available. You can take a look for the moment at the offer available within the UPF Knowledge Portal, the innovations created in the context of EU projects in the Innovation Radar and the software sections of some of our research groups:
|
Artificial Intelligence |
Nonlinear Time Series Analysis |
Web Research |
Music Technology |
|
Interactive Technologies |
Barcelona MedTech |
Natural Language Processing |
Nonlinear Time Series Analysis |
|
UbicaLab |
Wireless Networking |
Educational Technologies |
Michos M, Hernández-Leo D, Jiménez M. How educators value data analytics about their MOOCs. CEUR Proceedings, EMOOCs2017 Policy Track.
Michos, K., Hernández-Leo, D., Jiménez, M., (2017) How educators value data analytics about their MOOCs, CEUR Proceedings of Work in Progress Papers of the Experience and Research Tracks and Position Papers of the Policy Track at EMOOCs 2017 co-located with the EMOOCs 2017 Conference (Vol-1841), Madrid, Spain, 77-82.
A range of data analytics is provided to educators about the profile, behavior and satisfaction of students participating in a Massive Open Online Course (MOOC). However, limited research has been conducted on how this informs the redesign of next MOOC editions. This work-in-progress paper presents a study of 4 MOOC educators from Universitat Pompeu Fabra regarding 3 MOOCs offered on the FutureLearn platform. The objective was to evaluate the usefulness and understandability of different types of data analytics of the courses they have offered with respect to specific monitoring goals. Preliminary results show that educators perceived the same information sources and data visualizations differently, satisfaction surveys and comments in the forum were among the most useful information but it was difficult to associate data analytics with the monitoring goals. Further studies for the alignment of educators´ monitoring needs for redesign purposes and the development of appropriate support tools are suggested.
Additional material: