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

Can you tell if they’re learning? Using a pedagogical framework to measure pedagogical activity
Can you tell if they’re learning? Using a pedagogical framework to measure pedagogical activity
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.
web-based learning, pedagogical frameworks, learning analytics, language analysis, MOOC, discussion forums
O'Riordan, Tim
d6ba191a-e432-41f8-b3da-176d28355579
Millard, David
4f19bca5-80dc-4533-a101-89a5a0e3b372
Schulz, John
a587472f-dde4-42fb-bc32-08d208d7fdf7
O'Riordan, Tim
d6ba191a-e432-41f8-b3da-176d28355579
Millard, David
4f19bca5-80dc-4533-a101-89a5a0e3b372
Schulz, John
a587472f-dde4-42fb-bc32-08d208d7fdf7

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

Record type: Conference or Workshop Item (Paper)

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.

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Accepted/In Press date: 20 March 2015
Published date: 20 July 2015
Venue - Dates: ICALT 2015: 15th IEEE International Conference on Advanced Learning Technologies, Hualien, Taiwan, 2015-07-06 - 2015-07-09
Keywords: web-based learning, pedagogical frameworks, learning analytics, language analysis, MOOC, discussion forums
Organisations: Web & Internet Science

Identifiers

Local EPrints ID: 376609
URI: http://eprints.soton.ac.uk/id/eprint/376609
PURE UUID: 012eeafb-1f59-4efd-8684-be70c5d9a060
ORCID for Tim O'Riordan: ORCID iD orcid.org/0000-0003-4905-7430
ORCID for David Millard: ORCID iD orcid.org/0000-0002-7512-2710

Catalogue record

Date deposited: 30 Apr 2015 15:19
Last modified: 15 Mar 2024 02:59

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Contributors

Author: Tim O'Riordan ORCID iD
Author: David Millard ORCID iD
Author: John Schulz

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