Analytika učení: nový přístup ke zkoumání učení (nejen) ve virtuálním prostředí

Roč.26,č.3(2016)

Abstrakt

Cílem studie je představit a popsat nově se formující výzkumnou oblast označovanou jako analytika učení (learning analytics), která se zaměřuje na využití kvantitativních metod v rámci výzkumu učení (převážně) ve virtuálním prostředí. V první části příspěvku se věnujeme historickým kořenům analytiky ve vzdělávání a mapujeme různé inspirační zdroje, ze kterých analytika učení jakožto svébytná oblast výzkumů vychází a čerpá. Dáváme analytiku učení do souvislosti s příbuznými výzkumnými oblastmi v kontextu výzkumů technologiemi podporovaného učení (technology enhanced learning). Druhá část studie se zaměřuje na samotné vymezení analytiky učení a zpřesnění pojmů. Zároveň přibližuje a srovnává některé z užívaných konceptů (úrovně analytiky ve vzdělávání, proces analytiky učení). Třetí část prezentuje hlavní výzkumné směry analytiky učení, které lze identifikovat v doposud publikovaných odborných zdrojích.


Klíčová slova:
analytika učení; e-learning; virtuální vzdělávací prostředí; metodologie
Reference

Arnold, K. E., & Pistilli, M. D. (2012). Course signals at Purdue: Using learning analytics to increase student success. In S. B. Shum, D. Gasevic, & R. Fergusson (Eds.), Proceedings of the 2nd international conference on learning analytics and knowledge (s. 267–270). New York: ACM Press.

Baker, R. S., & Inventado, P. S. (2014). Educational data mining and learning analytics. In J. A. Larusson & B. White (Eds.), Learning analytics: From research to practice (s. 61–75). New York: Springer.

Baker, R. S., & Yacef, K. (2009). The state of educational data mining in 2009: A review and future visions. Journal of Educational Data Mining, 1(1), 3–17.

Bienkowski, M., Feng, M., & Means, B. (2012). Enhancing teaching and learning through educational data mining and learning analytics: An issue brief. Dostupné z https://tech.ed.gov/wp-content/uploads/2014/03/edm-la-brief.pdf

Brooks, C., Greer, J., & Gutwin, C. (2014). The data-assisted approach to building intelligent technology-enhanced learning environments. In J. A. Larusson & B. White (Eds.), Learning analytics: From research to practice (s. 123–156). New York: Springer.

Campbell, J. P., & Oblinger, D. G. (2007). Academic analytics. Dostupné z http://net.educause.edu/ir/library/pdf/PUB6101.pdf

Clow, D. (2013). An overview of learning analytics. Teaching in Higher Education, 18(6), 683–695. https://doi.org/10.1080/13562517.2013.827653">https://doi.org/10.1080/13562517.2013.827653

Cooper, A. (2012a). What is analytics? Definitions and essential characteristics. JISC CETIS Analytics Series, 1(5), 1–10. Dostupné z http://publications.cetis.ac.uk/wp-content/uploads/2012/11/What-is-Analytics-Vol1-No-5.pdf

Cooper, A. (2012b). A brief history of analytics. JISC CETIS Analytics Series, 1(9), 1–21. Dostupné z http://publications.cetis.ac.uk/wp-content/uploads/2012/12/Analytics-Brief-History-Vol-1-No9.pdf

Dawson, S., Bakharia, A., & Heathcote, E. (2010). SNAPP: Realising the affordances of real-time SNA within networked learning environments. In L. Dirckinck-Holmfeld, V. Hodgson, C. Jones, M. de Laat, D. McConnell, & T. Ryberg (Eds.), Proceedings of the 7th international conference on networked learning (s. 125–133). Lancaster: Lancaster University.

de Laat, M., & Schreurs, B. (2013). Visualizing informal professional development networks: Building a case for learning analytics in the workplace. American Behavioral Scientist, 57(10), 1421–1438. https://doi.org/10.1177/0002764213479364">https://doi.org/10.1177/0002764213479364

De Liddo, A., Shum, S. B., Quinto, I., Bachler, M., & Cannavacciuolo, L. (2011). Discourse-centric learning analytics. In P. Long (Ed.), Proceedings of the 1st international conference on learning analytics and knowledge (s. 23–33). New York: ACM Press.

Dringus, L. P. (2012). Learning analytics considered harmful. Journal of Asynchronous Learning Networks, 16(3), 87–100.

Dyckhoff, A. L., Zielke, D., Bültmann, M., Chatti, M. A., & Schroeder, U. (2012). Design and implementation of a learning analytics toolkit for teachers. Educational Technology & Society, 15(3), 58–76.

Ferguson, R. (2012a). Learning analytics: Drivers, developments and challenges. International Journal of Technology Enhanced Learning, 4(5–6), 304–317. https://doi.org/10.1504/IJTEL.2012.051816">https://doi.org/10.1504/IJTEL.2012.051816

Ferguson, R. (2012b). The state of learning analytics in 2012: A review and future challenges. Technical report KMI-12-01. Dostupné z http://kmi.open.ac.uk/publications/techreport/kmi-12-01

Ferguson, R., & Shum, S. B. (2012). Social learning analytics: Five approaches. In S. B. Shum, D. Gasevic, & R. Ferguson (Eds.), Proceedings of the 2nd international conference on learning analytics and knowledge (s. 23–33). New York: ACM Press.

Fritz, J. (2011). Classroom walls that talk: Using online course activity data of successful students to raise self-awareness of underperforming peers. The Internet and Higher Education, 14(2), 89–97.

Garciá-Saiz, D., & Zorilla, M. (2011). E-learning web miner: A data mining application to help instructors involved in virtual courses. In M. Pechenizkiy, T. Calders, C. Conati, S., Ventura, C. Romero, & J. Stamper (Eds.), Proceedings of the 4th international conference on educational data mining (s. 323–324). Eindhoven: Eindhoven University of Technology.

Gašević, D., Zouaq, A., & Janzen, R. (2013). „Choose your classmates, your GPA is at stake!” The association of cross-class social ties and academic performance. American Behavioral Scientist, 57(10), 1460–1479. https://doi.org/10.1177/0002764213479362">https://doi.org/10.1177/0002764213479362

Goldstein, P. J., & Katz, R. N. (2005). Academic analytics: The uses of management information and technology in higher education. ECAR Research Study 8. Dostupné z http://net.educause.edu/ir/library/pdf/ers0508/rs/ers0508w.pdf

Govaerts, S., Verbert, K., Duval, E., & Pardo, A. (2012). The student activity meter for awareness and self-reflection. In J. A. Konstan (Ed.), CHI‘12 extended abstracts on human factors in computing systems (s. 869–884). New York: ACM Press.

Graf, S., Ives, C., Rahman, N., & Ferri, A. (2011). AAT: A tool for accessing and analysing students‘ behaviour data in learning systems. In P. Long (Ed.), Proceedings of the 1st international conference on learning analytics and knowledge (s. 174–179). New York: ACM Press.

Greller, W., & Drachsler, H. (2012). Translating learning into numbers: A generic framework for learning analytics. Educational Technology & Society, 15(3), 42–57.

Hecking, T., Ziebarth, S., & Hoppe, H. U. (2014). Analysis of dynamic resource access patterns in online courses. Journal of Learning Analytics, 1(3), 34–60. https://doi.org/10.18608/jla.2014.13.4">https://doi.org/10.18608/jla.2014.13.4

Chatti, M. A., Dyckhoff, A. L., Schroeder, U., & Thüs, H. (2012). A reference model for learning analytics. International Journal of Technology Enhanced Learning, 4(5–6), 318–331. https://doi.org/10.1504/IJTEL.2012.051815">https://doi.org/10.1504/IJTEL.2012.051815

Johnson, L., Adams, S., & Cummins, M. (2012). The NMC Horizon report: 2012 higher education edition. Dostupné z http://www.nmc.org/pdf/2012-horizon-report-HE.pdf

Johnson, L., Adams Becker, S., Cummins, M., Estrada, V., Freeman, A., & Hall, C. (2016). NMC Horizon report: 2016 higher education edition. Dostupné z http://cdn.nmc.org/media/2016-nmc-horizon-report-he-EN.pdf

Johnson, L., Adams Becker, S., Cummins, M., Estrada, V., Freeman, A., & Ludgate, H. (2013). NMC Horizon report: 2013 higher education edition. Dostupné z http://www.nmc.org/pdf/2013-horizon-report-HE.pdf

Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2014). NMC Horizon report: 2014 higher education edition. Dostupné z http://www.nmc.org/pdf/2014-nmc-horizon-report-he-EN.pdf

Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2015). NMC Horizon report: 2015 higher education edition. Dostupné z http://cdn.nmc.org/media/2015-nmc-horizon-report-HE-EN.pdf

Johnson, L., Smith, R., Willis, H., Levine, A., & Haywood, K. (2011). The 2011 Horizon report. Dostupné z http://www.nmc.org/pdf/2011-Horizon-Report.pdf

Juhaňák, L. (2013, září). Analytika učení a dolování dat v oblasti e-learningu. Příspěvek prezentovaný na XXI. konferenci České asociace pedagogického výzkumu, Ústí nad Labem.

Juhaňák, L. (2014, říjen). Analytika učení – o čem mluvíme a co už víme. Příspěvek prezentovaný na konferenci AEDUCA, Olomouc.

Kaushik, A. (2011). Webová analytika 2.0: kompletní průvodce analýzami návštěvnosti. Brno: Computer Press.

Kim, M., & Lee, E. (2012). A multidimensional analysis tool for visualizing online interactions. Educational Technology & Society, 15(3), 89–102.

Kužílek, J., Hlosta, M., Herrmanová, D., Zdráhal, Z., Václavek, J., & Wolff, A. (2015). OU Analyse: Analysing at-risk students at the Open University. Learning Analytics Review, no. LAK15-1. Dostupné z http://www.laceproject.eu/publications/analysing-at-risk-students-at-open-university.pdf

Lal, P. (2014). Designing online learning strategies through analytics. In F. J. García-Peñalvo & A. M. Seoane-Pardo (Eds.), Online Tutor 2.0: Methodologies and case studies for successful learning (s. 1–15). Hershey: IGI Global.

Larusson, J. A., & White, B. (2014). Learning analytics: From research to practice. New York: Springer.

Leony, D., Pardo, A., de la Fuente Valentín, L., de Castro, D. S., & Kloos, C. D. (2012). GLASS: A learning analytics visualization tool. In S. B. Shum, D. Gasevic, & R. Ferguson (Eds.), Proceedings of the 2nd international conference on learning analytics and knowledge (s. 162–163). New York: ACM press.

Long, P., & Siemens, G. (2011). Penetrating the fog: Analytics in learning and education. Educause Review, 46(5), 31–40.

Macfadyen, L. P., & Dawson, S. (2012). Numbers are not enough: Why e-learning analytics fail to inform an institutional strategic plan. Educational Technology and Society, 15(3), 149–163.

Mareš, J. (2015, září). Předpovídání úspěšnosti studentova výkonu v e-learningu: můžeme vytvořit systém včasného varování? Příspěvek prezentovaný na konferenci Information and communication technology in education, Rožnov pod Radhoštěm.

Nezvalová, D. (2003). Akční výzkum ve škole. Pedagogika, 53(3), 300–308.

Rabbany, R., Elatia, S., Takaffoli, M., & Zaïane, O. R. (2014). Collaborative learning of students in online discussion forums: A social network analysis perspective. In A. Peña-Ayala (Ed.), Educational data mining: Applications and trends (s. 441–466). Cham: Springer.

Romero, C., & Ventura, S. (2013). Data mining in education. Wiley Interdisciplinary Reviews: Data Mining and Knowledge Discovery, 3(1), 12–27. https://doi.org/10.1002/widm.1075">https://doi.org/10.1002/widm.1075

Santos, J. L., Govaerts, S., Verbert, K., & Duval, E. (2012). Goal-oriented visualizations of activity tracking: A case study with engineering students. In S. B. Shum, D. Gasevic, & R. Ferguson (Eds.), Proceedings of the 2nd international conference on learning analytics and knowledge (s. 143–152). New York: ACM Press.

Sclater, N. (2014). Code of practice for learning analytics: A literature review of the ethical and legal issues. Jisc. Dostupné z http://repository.jisc.ac.uk/5661/1/Learning_Analytics_A-_Literature_Review.pdf

Schreurs, B., & De Laat, M. (2012). Network awareness tool – learning analytics in the workplace: Detecting and analyzing informal workplace learning. In S. B. Shum, D. Gasevic, & R. Ferguson (Eds.), Proceedings of the 2nd international conference on learning analytics and knowledge (s. 59–64). New York: ACM Press.

Shum, S. B. (2012). Learning analytics. Policy brief. Dostupné z http://iite.unesco.org/pics/publications/en/files/3214711.pdf

Shum, S. B., & Ferguson, R. (2012). Social learning analytics. Educational Technology & Society, 15(3), 3–26.

Siemens, G. (2010). What are learning analytics? Dostupné z http://www.elearnspace.org/blog/2010/08/25/what-are-learning-analytics/

Siemens, G. (2012). Learning analytics: Envisioning a research discipline and a domain of practice. In S. B. Shum, D. Gasevic, & R. Ferguson (Eds.), Proceedings of the 2nd international conference on learning analytics and knowledge (s. 4–8). New York: ACM Press.

Siemens, G. (2013). Learning analytics: The emergence of a discipline. American Behavioral Scientist, 57(10), 1380–1400. https://doi.org/10.1177/0002764213498851">https://doi.org/10.1177/0002764213498851

Slade, S., & Prinsloo, P. (2013). Learning analytics ethical issues and dilemmas. American Behavioral Scientist, 57(10), 1510–1529. https://doi.org/10.1177/0002764213479366">https://doi.org/10.1177/0002764213479366

Van Barneveld, A., Arnold, K., & Campbell, J. (2012). Analytics in higher education: Establishing a common language. Dostupné z http://www.educause.edu/library/resources/analytics-higher-education-establishing-common-language

Zounek, J. (2009). E-learning jedna z podob učení v moderní společnosti. Brno: Masarykova univerzita.

Zounek, J., Juhaňák, L., Staudková, H., & Poláček, J. (2016). E-learning. Učení (se) s digitálními technologiemi. Praha: Wolters Kluwer ČR, a. s.

Metriky

0


1994

Views

766

PDF views