Can you tell if they’re learning? Using a pedagogical framework to measure pedagogical activity


O'Riordan, Tim, Millard, David and Schulz, John (2015) Can you tell if they’re learning? Using a pedagogical framework to measure pedagogical activity At ICALT 2015: 15th IEEE International Conference on Advanced Learning Technologies, Taiwan, Province of China. 06 - 09 Jul 2015. 3 pp.

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Description/Abstract

The proliferation of Web-based learning objects makes finding and evaluating online resources problematic. While established Learning Analytics methods use Web interaction to evaluate learner engagement, there is uncertainty regarding the appropriateness of these measures. In this paper we propose a method for evaluating pedagogical activity in Web-based comments using a pedagogical framework, and present a preliminary study that assigns a Pedagogical Value (PV) to comments. This has value as it categorises discussion in terms of pedagogical activity rather than Web interaction. Results show that PV is distinct from typical interactional measures; there are negative or insignificant correlations with established
Learning Analytics methods, but strong correlations with relevant linguistic indicators of learning, suggesting that the use of pedagogical frameworks may produce more accurate indicators than interaction analysis, and that linguistic rather than interaction analysis has the potential to automatically identify learning behaviour.

Item Type: Conference or Workshop Item (Paper)
Venue - Dates: ICALT 2015: 15th IEEE International Conference on Advanced Learning Technologies, Taiwan, Province of China, 2015-07-06 - 2015-07-09
Related URLs:
Keywords: web-based learning, pedagogical frameworks, learning analytics, language analysis, MOOC, discussion forums
Subjects: L Education > LC Special aspects of education > LC5201 Education extension. Adult education. Continuing education
Q Science > QA Mathematics > QA75 Electronic computers. Computer science
Organisations: Web & Internet Science
ePrint ID: 376609
Date :
Date Event
20 March 2015Accepted/In Press
20 July 2015Published
Date Deposited: 30 Apr 2015 15:19
Last Modified: 22 Feb 2017 09:27
Further Information:Google Scholar
URI: http://eprints.soton.ac.uk/id/eprint/376609

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