Show simple item record Hickey, Daniel Quick, Joshua Shen, Xinyi 2020-05-05T19:21:06Z 2020-05-05T19:21:06Z 2015
dc.identifier.citation Hickey, D. T., Quick, J. D., & Shen, X. (2015). Formative and summative analyses of disciplinary engagement and learning in a big open online course. In LAK '15: Proceedings of the Fifth International Conference on Learning Analytics and Knowledge (pp. 310-314). Poughkeepsie, NY: Association for Computing Machinery. en
dc.description.abstract Situative theories of knowing and participatory approaches to learning and assessment were used to design and then analyze learning in a “big open online course” (“BOOC”) on educational assessment. The course was delivered using Google’s Course Builder platform which was customized extensively to support both summative and formative analyses of disciplinary social engagement and individual learning. The course featured personalized “wikifolio” public assignments peer commenting, endorsement, & promotion, formal online examinations, open digital badges, and participatory learning analytics. The course was first completed by 60 students in 2013 and impressive levels of engagement and learning were documented. The course was further refined in 2014 with embedded streaming videos, embedded formative assessments, and streamlined learning analytics. Of the sixty students who registered for the course, 22 completed it. This paper illustrates the more formative learning analytics used to advance the shared discourse in the course as well as the other new features and provides detailed evidence of engagement & learning. en
dc.description.sponsorship Google en
dc.language.iso en en
dc.publisher Association for Computing Machiny en
dc.subject Personalized learning, learning analytics, assessment, social learning analysis, analytic approaches, analytic approaches. en
dc.title Formative and Summative Analyses of Disciplinary Engagement and Learning in Big Open Online Course en
dc.type Article en

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