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Overcoming the MOOC Data Deluge with Learning Analytic Dashboards

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Book cover Learning Analytics: Fundaments, Applications, and Trends

Part of the book series: Studies in Systems, Decision and Control ((SSDC,volume 94))

Abstract

With the proliferation of MOOCs and the large amount of data collected, a lot of questions have been asked about their value and effectiveness. One of the key issues emerging is the difficulty in the sense—making from the data available. The use of analytic dashboards has been suggested to provide quick insights and distil the large volume of learner interaction data generated. These dashboards hold the promise of providing a contextualized view of data and facilitating useful research exploration. However, little has been done in defining how these dashboards should be created, often resulting in a proliferation of systems for each new research agenda. We present our experience of building MOOC dashboards for two different platforms, namely Coursera and FutureLearn, motivated by a set of design goals with input from a diverse set of stakeholders. We demonstrate the features of the system and how it has served to make data accessible and useable. We report on problems faced, drawing on analyses of think-aloud sessions conducted with real educators, which have informed our dashboard process.

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Notes

  1. 1.

    Please refer to the note at the end of the chapter with links to the respective websites.

Abbreviations

HCI:

Human computer interation

HTML:

Hypertext markup language

JSON:

JavaScript object notation

MOOC:

Massive open online course

SUS:

System usability scale

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Author information

Authors and Affiliations

  1. School of Education, UNSW Australia, Kensington, NSW, Australia

    Lorenzo Vigentini

  2. Portfolio of the Pro-Vice Chancellor Education, UNSW Australia, Kensington, NSW, Australia

    Lorenzo Vigentini, Andrew Clayphan, Xia Zhang & Mahsa Chitsaz

Authors
  1. Lorenzo Vigentini
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  2. Andrew Clayphan
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  3. Xia Zhang
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  4. Mahsa Chitsaz
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Corresponding author

Correspondence to Lorenzo Vigentini .

Editor information

Editors and Affiliations

  1. Instituto Politécnico Nacional, WOLNM & Escuela Superior de Ingeniería,Mecánica y Eléctrica, Zacatenco, México DF, Mexico

    Alejandro Peña-Ayala

Appendix

Appendix

Please note that some of the products at the time of publication may not be available as some companies have already been acquired/merged by September 2016.

Coursera

http://coursera.com

Dashzen

https://www.dashzen.com/

Drillable

https://www.salient.com/drillable-dashboards/

Ducksboard

https://ducksboard.com/

FutureLearn

http://futurelearn.com

Infocaptor

http://www.infocaptor.com/

Klipfolio

https://www.klipfolio.com/

Leftronic

https://www.leftronic.com/

Logi

http://www.logianalytics.com/expertise/dashboards-and-reports/

Qlik

http://www.qlik.com/us/

Shiny Dashboard

https://rstudio.github.io/shinydashboard/

SISENSE

https://www.sisense.com

Tableau

https://tableau.com

The Dash

https://www.domo.com/solution/beyond-business-dashboards

Ubiq

http://ubiq.co/

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Vigentini, L., Clayphan, A., Zhang, X., Chitsaz, M. (2017). Overcoming the MOOC Data Deluge with Learning Analytic Dashboards. In: Peña-Ayala, A. (eds) Learning Analytics: Fundaments, Applications, and Trends. Studies in Systems, Decision and Control, vol 94. Springer, Cham. https://doi.org/10.1007/978-3-319-52977-6_6

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  • DOI: https://doi.org/10.1007/978-3-319-52977-6_6

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