Designing for who?The conflict between student

usability and learning analytics

Peter Wagstaff (Wags)

Department of Marketing

Monash University @peterwagstaff

MKF1120

Undergraduate

Marketing Theory and Practice

Compulsory

All business students

>700 students per semester

Flipped classroom

“The flipped classroom describes a reversal of traditional teaching where students gain first exposure to new material outside of class, usually via reading or lecture videos, and then class time is used to do the harder work of assimilating that knowledge through strategies such as problem-solving, discussion or debates” (Vanderbilt University, Center for Teaching)

Big data refers to using complex datasets to drive focus, direction, and decision making within a company or organization.

http://datascience.berkeley.edu/what-is-big-data/

Jessica Kirkpatrick,Director of Data Science, InstaEDU

Big data is just the ability to gather information and query it in such a way that we are able to learn things about the world that were previously inaccessible to us.

Hilary Mason,Founder, Fast Forward Labs

Using Moodle Data?

• Moodle can generate complex datasets to assist our decision-making

• New insights into our students’ learning behaviours and outcomes

• Two interesting examples:

Identifying and dealing with at-risk studentsRelationships between learning inputs and outcomes

At-risk studentsHi <NAME>,

You are receiving this email because I have noticed that you don't appear to have accessed any of the online lessons in Moodle for MKF1120 (Marketing Theory and Practice). The lessons include around one hour of video content each week, readings, and self-check questions.

Maybe there are reasons why you haven't been able to focus on your studies, or engage in the classes or online materials.

So, is there anything we can do to help? Anything we need to know about?

Are you aware that there are a number of options available to you if you feel that studying at university isn't right for you? Can I recommend that you take a look at this webpage - http://www.monash.edu/adjusting/leave-change-study-mode.html - which outlines some of the options and resources available to you, including:

Correlation between inputs & performance

Coefficientsa

Model

Unstandardized Coefficients

Standardized

Coefficients

t Sig.

Collinearity Statistics

B Std. Error Beta Tolerance VIF

1 (Constant) 12.532 1.833 6.838 .000

QuizAttemptCount 2.032 .260 .303 7.827 .000 .404 2.477

IFAAttemptCount 2.483 .220 .354 11.275 .000 .613 1.631

TotalHits .010 .002 .144 4.141 .000 .501 1.995

AttemptScore .114 .020 .201 5.688 .000 .485 2.063

TimelyScore -.049 .017 -.089 -2.867 .004 .623 1.606

a. Dependent Variable: FinalMark

The challengeWhen adding a resource to Moodle, we often have to consider this trade-off:

Student usability Learning analytics

Designing for who?

Student learning!

Why YouTube?

Fast and efficient

Device-dependent

Viewer controlsMore DATA!

Embeddable in Moodle

DAILY VIDEO VIEWS

Week: 0 1 2 3 4 5 - 6 7 8 9 10 11 12 SWOTVAC

Total views: 66,764Estimated minutes watched: 423,635

S1, 2015

Conclusions

@peterwagstaff

Student-centred design…

…that will generate useful data

P.S. We need a good learning analytics dashboard