Abstract
This chapter deals with the sensemaking activity in learning analytics. It provides a detailed description of the data-assisted approach to building intelligent technology-enhanced learning systems, which focuses on helping instructional experts discover insight into the teaching and learning process, and leverages that insight as instructional interventions. To accomplish this, three different scenarios and associated case studies are provided: the use of information visualization in online discussion forums, the use of clustering for lecture capture viewership, and the ability to customize indexes in lecture capture playback. As each case study is described, the sensemaking process is contextualized to the different instructional experts that are involved.
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Notes
- 1.
In particular see the Intelligent Tutoring Systems (ITS) and Artificial Intelligence in Education (AIED) conference series, as well as the Journal of User Modeling and User-Adapted Interaction (UMUAI).
- 2.
Portions of this section appear in Brooks et al. (2011a).
- 3.
A threshold of at least 5 min of viewing was arbitrarily chosen to remove behaviours that were deemed to be tool experimentation over tool use for learning. As the time period for this course was in the second semester of the academic year, the 1 week of data over midterm break was excluded from analysis.
- 4.
The choice of the number of clusters (i.e. the value of k) to make affects outcomes greatly. This was an initial investigation to determine if unsupervised machine learning approaches can be used for clustering of subjective responses to data. Given the results shown here it is reasonable to continue exploration with an aim to find ideal values for k.
- 5.
Portions of this section appear in Brooks and Amundson (2009).
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Brooks, C., Greer, J., Gutwin, C. (2014). The Data-Assisted Approach to Building Intelligent Technology-Enhanced Learning Environments. In: Larusson, J., White, B. (eds) Learning Analytics. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-3305-7_7
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