9 Matching Annotations
  1. Oct 2019
    1. Thefirst step in answeringthese questions is to reject the view of methods and digital data analysis as‘pure’technical toolsin the hands of objective agents, and subject those very tools to a more rigorous form of study:methods must become objects of inquiry.

      This reminds me of what Bodong has discussed in the Chinese paper on the difference between "analytics" and "analysis". If we can treated "analysis" as an objective, pure technical process, or maybe we cannot, "analytics" can never be objective. For any research, what is considered as evidence, how to collect evidence, and how to interpret the results, either the quantitative or qualitative, are far from objective or pure technical.

    1. may unintentionally change the system being tracked.

      I had an assumption that learning analytics mostly use data collected from online learning environment. This may not be true, but it is possible that online teaching can change people's mindset of what learning is, and how learning should occur.

    2. he use of a learning analytics tool is always aligned with assessment regimes, which are in turn grounded in epistemological assumptions and pedagogical practices.

      Assessment that is grounded in epistemological assumptions on what is knowing and how to know, and pedagogical practices (how to teach?).

  2. Sep 2019
    1. numerous studies have found individual differences in learners’engagement and achievement in MOOCs

      Is this why so many variables about students were used in the regression?

    2. learners who reported using more goal setting and strategic planningalso spent more time on assessments in a typical session; learners who reported using more task strategies devoted moretime to revisiting lectures

      Does this mean the theory was supported by the evidence here? Students' self-report strategy align with what they actually do?

    3. The assessment of frequencies and sequences of regulatory activities in learning environments provides a novelperspective on SRL that complements and potentially supersedes traditional self-report measures

      Learning analytics really can help provide a better description of students' behavior, in which couldn't be measured by survey or other self-report methods. But it seems there can be research performed on how what students actually do can be related to what they reported they were doing.

    1. understanding could be further enriched by integrating other temporal analysis methods.

      How to decide what methods or how many methods we can or should use to do a temporal analysis? The decision should be based on the research question or the norms in this field?

    2. ). A consideration of temporal order can include attention directly to which events commonly follow others (either directly or after some lag), rates of transition from one state to another, similarities in sequences, or the presence of higher level phases of activity.

      I was curious as whether if analyzing good teaching practices, can we reveal the principles that can guide novice teachers to become better at their teaching considering how to organize learning activity and when to transit?

    3. increasingly sophisticated technologies that allow for moment-by-moment tracking of our every click, utterance, gesture, and gaze

      It is so amazing how the technologies enable us to do.