Using Analytics

Depending on the privacy settings of each user’s Domain, students can also open-up their work to networked respondents beyond the boundaries of the classroom. In other words, assessing the outcome of a multimodal student project may depend on both course heuristics and the quality and quantity of traffic the web project receives. While assessing the layers of connectivity achieved by a student project, digital publications may also be valued according public user feedback or analytics. A digital text is a success if it attracts and maintains users. If users provide feedback about the layout, design, and/or feasibility of the digital project in the comments section of the student publication, students enter into a feedback/revision loop vital to all networked publications.

Abram, Anders. “Learning Analytics, Peer Review, and Pedagogy for Sustainable Ethical Communication.” Prezi, 2012.

  • In this Prezi Abram navigates the audience through ways he uses learning analytics in the writing classroom. He provides examples of custom-designed analytic tools and ways students use those tools for peer review, peer-to-peer assessment, and faculty assessment of student writing. Analytics, he argues, provide enhance collaborative frames in multimodal courses.

Google Analytics. Google Analytics is available through various plugins for WordPress. Weebly also allows authors to add Google Analytics to any site to “augment the stats [they] provide.”

Kickermeier-Rust, Michael D. & Dietrich Albert. “Learning Analytics to Support the Use of Virtual Worlds in the Classroom.” Human-Computer Interaction and Knowledge Discovery in Complex, Unstructured, Big Data, Lecture Notes in Computer Science 7947 (2013): 358-365.

  • Abstract: “Virtual worlds in education, intelligent tutorial systems, and learning analytics – all these are current buzz words in recent educational research. In this paper we introduce ProNIFA, a tool to support theory-grounded learning analytics developed in the context of the European project Next-Tell. Concretely we describe a log file analysis and presentation module to enable teachers making effectively use of educational scenarios in virtual worlds such as OpenSimulator or Second Life.“

Learning Analytics

Pham, Manh Cuong, Michael Derntl, Yiwi Cao, and Ralk Klamma. “Learning Analytics for Learning Blogospheres.” Advances in Web-Based Learning, Lecture Notes in Computer Science 7558 (2012): 258-267.

  • Abstract: “In blogospheres the learning process is characterized by evolving roles of bloggers and dynamic change of content. Existing approaches for learning blogospheres do not provide a comprehensive solution to dealing with these dynamics. In this paper, we propose a learning analytics approach for learning blogospheres unifying two complementary perspectives: (1) structural analysis of the blogosphere to identify learners’ social capital; and (2) content analysis to capture dynamics in blog content over time. To support both types of analysis, social network analysis methods are applied as a fundamental approach to analyzing and visualizing knowledge sharing on learning blogospheres. We exemplify the learning analytics approach using two real-world learning blogospheres: the Mediabase – a large blog collection for technology enhanced learning, and the European eTwinning Network – a lifelong learning blogsphere. Results show that both analytics perspectives in combination advocate an advanced learning analytics approach to understanding and assessing learning processes in learning blogospheres”

Shum, Simon Buckingham and Rebecca Ferguson. “Social Learning Analytics.” Educational Technology and Society 15.3 (2012): 3-26.

See also Social Learning Analytics: Five Approaches.

Weebly Detailed Traffic Stats. “Easily track how many people visited your website, which pages they visited, what search terms they used to find your site, and which websites referred traffic to your site in the statistics tab of your site's dashboard.”