One of the critical issues emerging from the scientific debate about MOOCs is related to what approach to learning analytics (LA) to adopt. Within the context of MOOCs, in fact, the issues araising from the floor concern the main purposes and challenges underlying tracking and data analysis as well as tools and methodology that best serve the “teaching by data” purpose. This paper seeks to relate our experience of trying to adapt and extend LA debate and tools to the Federica system, since the Federica Web Learning portal of the University Federico II, (http://www.federica.unina.it/) is now launching MOOC courses, complete with timeframe and assignments.

Learning Analytics, the thorny issue of data gathering for MOOCs

Rosanna De Rosa
Writing – Review & Editing
;
MERCIAI, ILARIA
Writing – Original Draft Preparation
2014

Abstract

One of the critical issues emerging from the scientific debate about MOOCs is related to what approach to learning analytics (LA) to adopt. Within the context of MOOCs, in fact, the issues araising from the floor concern the main purposes and challenges underlying tracking and data analysis as well as tools and methodology that best serve the “teaching by data” purpose. This paper seeks to relate our experience of trying to adapt and extend LA debate and tools to the Federica system, since the Federica Web Learning portal of the University Federico II, (http://www.federica.unina.it/) is now launching MOOC courses, complete with timeframe and assignments.
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11588/737641
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