Abstract

This paper presents an exploratory analysis of the experience of educational innovation in the configuration of a social learning network in a subject for the Education degree course at the University of Santiago de Compostela (Spain). This innovation is based on the premise of student-centered teaching (independent learning, self-regulated, authentic and breaking boundaries between formal and informal areas) enriched with collaborative activities. The study aims to analyze the intensity and relevance of the student´s contributions in this collaborative framework. We used learning analytics tools with two types of techniques: social network analysis (SNA) and information extraction, to measure the intensity, centrality and relevance of collaboration among students. The results obtained allow us to confirm: 1) The consistency and coherence between the pedagogical approach and the option of using a social network in university education; 2) A dense network with a high level of interaction, a moderate degree of centrality and a low centralization index (structure moves away from star), with a group with the capacity to influence the rest (degree of betweenness); 3) High level of relevance to the content analyzed; 4) The usefulness of learning analytics techniques to guide teacher decision-making.

Abstract

Current technologies used in e-learning  processes require the logging of all activities performed. These data can be used in the assessment of students, instructors and the processes themselves. However, although this wealth of data exists, it is still difficult for those who teach (and interested stakeholders) to verify a hypothesis, extract conclusions, or make decisions based on the facts or situations that are discovered. This paper introduces an educational data analysis model based on visual analytics, learning analytics and academic analytics and using a software tool that allows performing confirmatory and exploratory data analysis through interaction with the information gathered from a typical Learning Management System. The main goal is to enable the discovery of knowledge on the specific learning process that, in turn, will permit its improvement.