“EdX Insights” Metrics from a Socio-Constructivist Pedagogical Perspective

  1. Ines Gil-Jaurena 1
  2. Daniel Dominguez Figaredo 1
  3. Anuchai Theeraroungchaisri 2
  4. Tsuneo Yamada 3
  1. 1 National Distance Education University (UNED), Spain
  2. 2 Chulalongkorn University, Thailand
  3. 3 The Open University of Japan, Japan
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Revista:
EDEN Conference Proceedings

ISSN: 2707-2819

Año de publicación: 2018

Volumen: 0

Número: 1

Páginas: 53-60

Tipo: Artículo

GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: EDEN Conference Proceedings

Resumen

Understanding learning analytics from a socio-constructivist pedagogical perspective impliesthe design and use of learning analytics to inform decision-making, so teachers, as relevantstakeholders, can create richer educational experiences. We focus on the learning analyticsmodule facilitated by OpenEdX and implemented, in an early stage yet, by two MOOCproviders: Thai MOOC and UNED MOOC. Using the Community of Inquiry model, weexplore the type of data that EdX Insights provides for analysing each of the presences includedin the model. Finally, we conclude with a pedagogical discussion about learning analytics.