Learning Analytics

We had been doing a lot of learning analytics without knowing it. We mostly do data analytics on students traces, and trace-based approaches to dashboard building.

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  ECBridge: Education-Curation Bridge

  Data Visualization Learning Analytics Technology-Enhanced Learning

  EC Bridge aims to create software linking platforms dedicated to the world of education and cultural mediation, to offer cultural institutions support for new educational experiences linking schools, museums, and families. In this project we are implicated in the scenarios in the design of trace-based dashboard for learners, curators, and students.

  Details

  Partners: Mazedia, Maskott, LS2N, Ifé ENS-Lyon, Cité des Télécoms, Musée gallo-romain de Fourvière
  Funding: FUI 23
  Beginning: 2017-09-01
  End: 2019-12-31
  
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  eFIL: e-Feedback for interactive Lecture

  Data Visualization Learning Analytics Reflective Systems Technology-Enhanced Learning

  The project aims at experimenting in lab / classroom the usage of a handwritten note-taking tablet application, that also allows the creation of pedagogical activities (quiz, whiteboards). We want to study the impact of technology instrumentation on active learning methods, and the usage of activity traces for analysis and production of synchronous and post-hoc activity visualisation dashboards, mainly targeted at teachers.

  Details

  Partners: LS2N, IntuiDoc, LP3C
  Funding: Cominlabs Labex
  Beginning: 2017-10-01
  End: 2019-12-31
  Website: https://efil.cominlabs.u-bretagneloire.fr/fr
  
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  HUBBLE: HUman oBservatory Based on anaLysis of E-learning traces

  Learning Analytics

  The objective of this Learning Analytics project is to create a national observatory for the construction and sharing of data analysis processes of traces left in e-learning environments. In this project the LS2N has essentially worked with interns on the traces of the Open Classrooms MOOCs platform to predict the success or failure of students.

  Details

  Partners: LIG, LS2N, LIUM, LIRIS, IFé, STEF, LabSTICC, Open Classrooms
  Funding: French National Research Agency (ANR)
  Beginning: 2014-10-01
  End: 2018-12-31
  
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  Meta-éducation

  Learning Analytics Trace-based Activity Analysis

  A project hosted in Lyon at LIRIS on traces and learning environments. We worked on conceptual graph building activity, designing dashboard for teachers to appreciate students behavioral and cognitive engagement.

  Details

  Partners: LIRIS, ERDENET, IRI Centre Pompidou, ITOP
  Funding: Investissement d'avenir - E-éducation
  Beginning: 2014-02-01
  End: 2017-12-31
  

  Related publications

  • Rubiela Carrillo, Yannick Prié, Leslie Guillaume, Elise Lavoué. (2018) Suivre l’engagement des apprenants dans l’activité de construction de cartes mentales in Sciences et Technologies de l’Information et de la Communication pour l’Éducation et la Formation (STICEF). 25(1). Show abstract Notre travail a pour objectif d’aider les enseignants à suivre l’engagement de leurs apprenants pendant des activités de construction de cartes mentales. Les cartes mentales sont utilisées pour aider les apprenants à organiser les contenus étudiés en classe. Étant donnée la complexité des cartes, les enseignants ont besoin d’outils qui assistent la compréhension des cartes produites et de leur processus de construction. Nous avons défini avec des enseignants un ensemble d’indicateurs d’engagement, reposant sur les traces d’interaction des apprenants. Ces indicateurs ont été implémentés dans un tableau de bord à destination des enseignants. Cet article présente la première version du tableau de bord implémenté, sa conception, son implémentation, et les résultats d’une évaluation sur les aspects d’utilisabilité et utilité.
  • Rubiela Carrillo, Clément Renaud, Yannick Prié, Élise Lavoué. (2017) Dashboard for monitoring student engagement in mind mapping activities in IEEE 17th International Conference on Advanced Learning Technologies (ICALT), Jul 2017, pp. 433-437, Timisoara, Romania. doi Show abstract Our work aims at helping teachers to monitor learners' engagement during mind mapping activities. The use of mind maps helps students to elaborate cognitive learning strategies like creating and organizing contents. To assess the quality of these mind maps, teachers need tools to understand students' choices and strategies when constructing their mind maps. We have defined in collaboration with teachers a set of indicators based on learners' interaction traces. Those indicators have been implemented and integrated in a dashboard dedicated to teachers. In this paper, we introduce a first version of the dashboard: its design, implementation, and the results of its evaluation conducted during interviews with real teachers.
  • Rubiela Carrillo Rozo, Clément Renaud, Yannick Prié and Elise Lavoué. (2017) Tableau de bord pour le suivi de l'engagement des apprenants lors de la construction de cartes mentales in 8ème Conférence sur les Environnements Informatiques pour l'Apprentissage Humain (EIAH 2017), Jun 2017, Strasbourg, France. pp.113-124, 2017. Show abstract Les cartes mentales permettent aux apprenants de mettre en place des stratégies cognitives d'apprentissage telles que l'élaboration et l'organisation des contenus étudiés en classe. Étant donné leur complexité, les enseignants ont besoin d'outils pour les aider à comprendre les cartes mentales produites et leurs processus de construction. Notre objectif est de permettre aux enseignants de suivre l'engagement des apprenants lors de ce type d'activité. Nous avons défini avec des enseignants des indicateurs basés sur les traces d'interaction des élèves permettant de suivre et d'expliquer les modalités et les choix de construction des cartes mentales. Ces indicateurs ont été implémentés dans un tableau de bord à l'usage des enseignants, que nous avons commencé à évaluer au cours d'une série d'entretiens. Nous présentons dans ce papier le prototype du tableau de bord ainsi que les premiers résultats de cette évaluation.
  • Rubiela Carrillo, Élise Lavoué, Yannick Prié. (2016) Towards Qualitative Insights for Visualizing Student Engagement in Web-based Learning Environments in Proceedings of the 25th International Conference Companion on World Wide Web, pp. 893-898 Show abstract Learning Sciences argue that student engagement is composed of behavioral, motivational and cognitive dimensions. Many proposals in Learning Analytics have provided teachers with quantitative indicators focusing only on students' behaviors, such as the number and the duration of their actions with the learning environment. In this paper, we propose visual representations of cognitive indicators to add explanatory elements to behavioral indicators. We describe our general architecture for collecting and aggregating data used to build the proposed visualizations. We illustrate the use of these indicators in various pedagogical scenarios oriented towards supporting teachers in students' actions and performances understanding.

  Additional comments

  PhD thesis of Rubiela Carillo
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  Reading Analytics

  Learning Analytics Trace-based Activity Analysis

  Reading analytics are Learning Analytics focusing on learners' content consumption traces, for authors to gain insights on the way they can improve their courses. We mainly worked on the traces of OpenClassrooms Mooc courses, had some results on reading sessions detection, and built a dashboard for teachers.

  Details

  Partners: LS2N, LIRIS, CERIST
  Funding: CERIST, Alger
  Beginning: 2012-10-01
  End:
  

  Related publications

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  • Madjid Sadallah, Benoît Encelle, Azze-Eddine Maredj, Yannick Prié. (2015) Towards Reading Session-based indicators in Educational Reading Analytics in 10th European Conference on Technology Enhanced Learning, Toledo, Spain, sept. 2015, Lecture Notes in Computer Science, vol 9307. pp. 297-310 [AR:15%] doi Show abstract It is a challenging task to identify eLearning courses parts that have to be revised to best suit learners’ requirements. Reading being one of the most salient learning activities, one way of doing so is to study how learners consume courses. We intend to support course authors (e.g. teachers) during courses revision by providing them with reading indicators. We use the concept of reading session to denote a learner’s active reading period, and we provide several associated reading indicators. In our server-side approach, reading sessions and indicators are calculated using web server logs. We evaluate the relevance of our proposals using logs from a major French eLearning platform. Results are promising: calculated reading sessions are theoretically more precise than other best applicable approaches, and course authors consider suggested indicators to be appropriate to courses revision. Using reading sessions and associated indicators could facilitate authors’ work of course reengineering.
  • Madjid Sadallah, Benoît Encelle, Azze-Eddine Maredj, Yannick Prié. (2013) A Framework for Usage-based Document Reengineering in Proceedings of the 2013 ACM symposium on Document engineering DocEng '13, pp. 99-102, 2013. doi Show abstract This ongoing work investigates usage-based document reengineering as a means to support authors in modifying their documents. Document usages (i.e. usage feedbacks) cover readers' explicit annotations and their reading traces. We first describe a conceptual framework with various levels of assistance for document reengineering: indications on reading, problem detection, reconception suggestions and automatic reconception propositions, taking our example in e-learning document management. We then present a technical framework for usage-based document reengineering and its associated models for documents, annotations and traces representation.

  Related software

  Additional comments

  This project mainly consists in Madjid Sadallah’s PhD thesis.

  Additional illustrations

  

Select another theme:    Accessibility Affordances Data Visualization Digital Instruments Document Engineering Experience analysis and modelling Hypervideos Immersive Analytics Interpretation Systems Knowledge Engineering Learning Analytics Patient Experience Progressive analytics Reflective Systems Technology-Enhanced Learning Trace-based Activity Analysis Trace-based Systems VR and Psychotherapy Video Annotations Virtual Reality