Facilitator questions gathered during presentations | |
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# | Question |
W1 | What are the range of software tools that can be used to support LA? |
W2 | Why is learning analytics interoperability (LAI) important? |
W3 | Who are the stakeholders of LA systems? |
W4 | What kinds of issues have been identified as critical important to be solved? |
W5 | What are the dimensions of LAI? |
W6 | How can requirements of LAI be accurately determined? |
W7 | What are the benefits of LA? |
W8 | What are the benefits of LAI? |
W9 | What needs to be standardised in order to achieve interoperability of LA systems? |
W10 | What are the kinds of systems from which data can be used to support LA? |
W11 | Who is doing technical analysis of LA requirements? |
W12 | What kinds of commonalities exist in current LA system models? |
W13 | What is required in order to create a service from user learning data? |
W14 | In what ways do system requirements of LA need to be expressed? |
W15 | How can a reference architecture for LAI be expressed? |
W16 | In what ways do current LA frameworks align and differ? |
W17 | How can LA fit into a general evaluation framework as part of learning design? |
W18 | Why do we need LA? |
W19 | How do changes in the broader context of the evolution of e-learning impact our thinking about the scope of LA? |
W20 | In what ways can quality be defined that is useful for LA? |
W21 | How can LA fit within the growing forms of open education? |
W22 | In what ways can LA be incorporated into learning design? |
W23 | What are LA data items? |
W24 | What standardisation work related to LA already exists? |
W25 | Is the scope of current standardisation work on LA adequate? |
W26 | How can metrics for LA be expressed? |
W27 | How can we make sense of online learning behaviour? |
W28 | Which dimensions of learning styles affect learners’ online behaviours? |
W29 | Which online behaviours are affected by learning style? |
W30 | What analytical methods can be utilised with learner data? |
W31 | In what ways do group behaviours impact online learning? |
W32 | In what ways do teaching styles impact learning behaviours? |
W33 | Can LA successfully predict or identify students at risk of dropping out? |
W34 | What kinds of data should be included in student records? |
Questions generated from workshop | |
# | Question |
F1 | How can we capture learners’ process in ubiquitous learning and doing analytics of these processes? |
F2 | What is the difference between institutional research and learning analytics? |
F3 | Can we define and characterise a productive computer-supported learning |
F4 | How do we capture students’ emotional responses in data? |
F5 | Who judges the value of the data? |
F6 | Who owns and controls the data? |
F7 | Can students and parents control their data? |
F8 | Is data neutral? |
F9 | Do we need standards for learning analytics (LA)? |
F10 | What is the target of learning analysing? |
F11 | Can an analysis of informal learning process improve learning outcomes? |
F12 | Is LA an alternative for computer-supported collaborative learning? |
F13 | How can we combine LA and legacy systems? |
F14 | What are the ethical issues within LA? |
F15 | How can we update or keep consistency of learning data? |
F16 | What do institutions have to do to benefit from LA? |
F17 | Do we need interoperability or not? |
F18 | Who should prepare the data: the tool developers or the institution? |
F19 | How can we identify data clearing house in terms of data auditing? |
F20 | How can we take care of or support privacy and accessibility? |
F21 | Is the design of the learning process important? |
F22 | What is learning? |
F23 | How can we handle the cultural differences in LET? |
F24 | How can teachers and parents intervene in learning processes? |
F25 | How do we sell LA? |
F26 | Which methods for LA can we trust and why? |