Kivimäki , V , Pesonen , J , Romanoff , J , Remes , H & Ihantola , P 2019 , ' Curricular Concept Maps as Structured Learning Diaries : Collecting Data on Self-Regulated Learning and Conceptual Thinking for Learning Analytics Applications ' , Journal of learning analytics , vol. 6 , no. 3 , pp. 106–121 . https://doi.org/10.18608/jla.2019.63.13
Title: | Curricular Concept Maps as Structured Learning Diaries : Collecting Data on Self-Regulated Learning and Conceptual Thinking for Learning Analytics Applications |
Author: | Kivimäki, Ville; Pesonen, Joonas; Romanoff, Jani; Remes, Heikki; Ihantola, Petri |
Contributor organization: | Faculty of Educational Sciences Department of Education Mind and Matter Maker@STEAM |
Date: | 2019-12-13 |
Language: | eng |
Number of pages: | 16 |
Belongs to series: | Journal of learning analytics |
ISSN: | 1929-7750 |
DOI: | https://doi.org/10.18608/jla.2019.63.13 |
URI: | http://hdl.handle.net/10138/310938 |
Abstract: | The collection and selection of the data used in learning analytics applications deserve more attention. Optimally, selection of data should be guided by pedagogical purposes instead of data availability. Using design science research methodology, we designed an artifact to collect time-series data on students’ self-regulated learning and conceptual thinking. Our artifact combines curriculum data, concept mapping, and structured learning diaries. We evaluated the artifact in a case study, verifying that it provides relevant data, requires a limited amount of effort from students, and works in different educational contexts. Combined with learning analytics applications and interventions, our artifact provides possibilities to add value for students, teachers, and academic leaders. The collection and selection of the data used in learning analytics applications deserve more attention. Optimally, selection of data should be guided by pedagogical purposes instead of data availability. Using design science research methodology, we designed an artifact to collect time-series data on students’ self-regulated learning and conceptual thinking. Our artifact combines curriculum data, concept mapping, and structured learning diaries. We evaluated the artifact in a case study, verifying that it provides relevant data, requires a limited amount of effort from students, and works in different educational contexts. Combined with learning analytics applications and interventions, our artifact provides possibilities to add value for students, teachers, and academic leaders. |
Subject: |
516 Educational sciences
oppimisanalytiikka learning analytics |
Peer reviewed: | Yes |
Rights: | cc_by_nc_nd |
Usage restriction: | openAccess |
Self-archived version: | publishedVersion |
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