Learning Analytics constitutes a key tool for supporting Learning Design and teacherled
inquiry into student learning (TISL). In this article we demonstrate how a Social Learning
Analytics (SLA) toolkit can combine Social Network Analysis (SNA) and content analysis for
supporting a global and formal teacher inquiry. This toolkit does not only support teachers in
improving the organization of the learning process but also generates important input to improve
the students’ reflection on their own learning. Our examples show how combinations of different
levels of analysis can provide deep insight in the learning process. We report a case study that
exemplifies the main features of our approach and the kind of outcomes that can be obtained.
Commenting and rating processes on videos are analysed based on user traces from a social
learning platform. Finally, we point out implications on the Learning Design for networked
learning environments in general.
%0 Journal Article
%1 haya2015analysing
%A Haya, Pablo
%A Daems, Oliver
%A Malzahn, Nils
%A Castellanos, Jorge
%A Hoppe, Heinz
%D 2015
%J British Journal of Educational Technology
%K ERC-CSL analytics bjet-si-2015 design inquiry learning teacher
%N 2
%P 300–316
%T Analysing Content and Patterns of Interaction for Improving the Learning Design of Networked Learning Environments
%V 46
%X Learning Analytics constitutes a key tool for supporting Learning Design and teacherled
inquiry into student learning (TISL). In this article we demonstrate how a Social Learning
Analytics (SLA) toolkit can combine Social Network Analysis (SNA) and content analysis for
supporting a global and formal teacher inquiry. This toolkit does not only support teachers in
improving the organization of the learning process but also generates important input to improve
the students’ reflection on their own learning. Our examples show how combinations of different
levels of analysis can provide deep insight in the learning process. We report a case study that
exemplifies the main features of our approach and the kind of outcomes that can be obtained.
Commenting and rating processes on videos are analysed based on user traces from a social
learning platform. Finally, we point out implications on the Learning Design for networked
learning environments in general.
@article{haya2015analysing,
abstract = {Learning Analytics constitutes a key tool for supporting Learning Design and teacherled
inquiry into student learning (TISL). In this article we demonstrate how a Social Learning
Analytics (SLA) toolkit can combine Social Network Analysis (SNA) and content analysis for
supporting a global and formal teacher inquiry. This toolkit does not only support teachers in
improving the organization of the learning process but also generates important input to improve
the students’ reflection on their own learning. Our examples show how combinations of different
levels of analysis can provide deep insight in the learning process. We report a case study that
exemplifies the main features of our approach and the kind of outcomes that can be obtained.
Commenting and rating processes on videos are analysed based on user traces from a social
learning platform. Finally, we point out implications on the Learning Design for networked
learning environments in general.},
added-at = {2015-02-08T13:27:32.000+0100},
author = {Haya, Pablo and Daems, Oliver and Malzahn, Nils and Castellanos, Jorge and Hoppe, Heinz},
biburl = {https://www.bibsonomy.org/bibtex/278db7c163b197c3adfe80c3e6f73faf6/yish},
interhash = {31f823c20f983f5479b0f00628e91592},
intrahash = {78db7c163b197c3adfe80c3e6f73faf6},
journal = {British Journal of Educational Technology},
keywords = {ERC-CSL analytics bjet-si-2015 design inquiry learning teacher},
number = 2,
pages = {300–316},
timestamp = {2015-10-10T15:27:54.000+0200},
title = {Analysing Content and Patterns of Interaction for Improving the Learning Design of Networked Learning Environments},
volume = 46,
year = 2015
}