智慧学习环境下学习分析的理论模型及其机制
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摘要
智慧学习环境为学习者提供了个性化学习服务。在智慧学习环境中,学习分析技术是其关键技术之一,因此开展学习分析模型的研究是为学习者提供个性化服务的重要基础。文章通过对国内外学习分析模型要素的综述,以联通主义学习理论、学习目标划分理论、数据分析方法及教育评价与测量理论为基础,从学习数据变量、学习数据类化、学习数据处理和学习测评服务四个方面建构了智慧学习环境下学习分析的理论模型,并据此提出了学习服务智慧化导向下的学习分析机制:多源动态学习数据的高效采集和存储机制、多模态异构学习数据的智能管理和分析机制、多通道分析结果的模型自适应反馈机制。文章所提出的学习分析理论模型及其机制,将提高智慧学习环境下学习分析的有效性。
Smart learning environment will provide personalized service to learners. Learning analytics is the key point in smart learning environment. Therefore, the study of learning analytics theoretical model is important for providing personalized services for learners. Based on connectivism learning theory, the theory of classification of learning objectives, data analysis method, and educational evaluation and measurement theory, this paper summarized the elements of learning analysis model, and constructed the theoretical model of learning analytics in smart learning environment. The theoretical model includes four parts: learning data variables, learning data generalization, learning data processing and learning evaluation services. Based on this theoretical model, this paper proposed a learning and service oriented learning analytics mechanism, which includes three parts: an efficient data acquisition and storage mechanism for multi-source dynamic learning, an intelligent management and analysis mechanism for multimodal heterogeneous learning data, and an automatic model feedback mechanism for multi-channel results analysis. The theoretical model and mechanism mentioned will improve the effectiveness of learning analytics in smart learning.
Smart learning environment will provide personalized service to learners. Learning analytics is the key point in smart learning environment. Therefore, the study of learning analytics theoretical model is important for providing personalized services for learners. Based on connectivism learning theory, the theory of classification of learning objectives, data analysis method, and educational evaluation and measurement theory, this paper summarized the elements of learning analysis model, and constructed the theoretical model of learning analytics in smart learning environment. The theoretical model includes four parts: learning data variables, learning data generalization, learning data processing and learning evaluation services. Based on this theoretical model, this paper proposed a learning and service oriented learning analytics mechanism, which includes three parts: an efficient data acquisition and storage mechanism for multi-source dynamic learning, an intelligent management and analysis mechanism for multimodal heterogeneous learning data, and an automatic model feedback mechanism for multi-channel results analysis. The theoretical model and mechanism mentioned will improve the effectiveness of learning analytics in smart learning.
引文
[1]祝智庭,李锋.教育可计算化的理论模型与分析框架[J].电化教育研究,2016,(1):5-11.
[2][12]Siemens G.Penetrating the analytics in learning and education[J].EDUCAUSE review,2011,(5):31-40..
[3]The New Media Consortium.NMC horizon report 2011 higher ed edition[OL].
[4]Ferguson R,Wei Z Y,He Y L,et al.An evaluation of learning analytics to identify exploratory dialogue in online discussions[A].Proceedings of the Third International Conference on Learning Analytics and Knowledge[C].New York:ACM,2013:85-93.
[5]Mckay T,Miller K,Tritz J.What to do with actionable intelligence:E2Coach as an intervention engine[A].Proceedings of the 2nd International Conference on Learning Analytics and Knowledge[C].New York:ACM,2012:88-91.
[6]Ruipérez-Valiente J A,Mu?oz-Merino P J,Leony D,et al.ALAS-KA:A learning analytics extension for better understanding the learning process in the Khan Academy platform[J].Computers in Human Behavior,2015,47:139-148.
[7]曹帅,王以宁,徐鹏.学习分析技术的研究现状与未来趋势--基于2011-2015年LAK会议论文的分析[J].中国电化教育,2016,(5):78-84.
[8]李梅,杨娟,刘英群.同伴在线互助学习交互行为分析[J].中国电化教育,2016,(5):91-97.
[9]杨雪,姜强,赵蔚,等.大数据时代基于学习分析的在线学习拖延诊断与干预研究[J].电化教育研究,2017,(7):51-57.
[10]Vatrapu R,Reimann P,Bull S,et al.An eye-tracking study of notional,information,and emotional aspects of learning analytics representations[A].Proceedings of the Third International Conference on Learning Analytics and Knowledge[C].New York:ACM,2013:125-134.
[11]张琪,武法提.学习分析中的生物数据表征--眼动与多模态技术应用前瞻[J].电化教育研究,2016,(9):76-81、109.
[13]刘三女牙,石月凤,刘智,等.网络环境下群体互动学习分析的应用研究--基于社会网络分析的视角[J].中国电化教育,2017,(2):5-12.
[14]郑娅峰,徐唱,李艳燕.计算机支持的协作学习分析模型及可视化研究[J].电化教育研究,2017,(4):47-52.
[15]姜强,赵蔚,王朋娇,等.基于大数据的个性化自适应在线学习分析模型及实现[J].中国电化教育,2015(1):85-92.
[16]Papamitsiou Z,Economides A A.Learning analytics and educational data mining in practice:A systematic literature review of empirical evidence[J].Journal of Educational Technology&Society,2014,(4):49-64.
[17]Slotta J D,Tissenbaum M,Lui M.Orchestrating of complex inquiry:three roles for learning analytics in a smart classroom infrastructure[A].Proceedings of the Third International Conference on Learning Analytics&Knowledge[C].New York:ACM,2013:270-274.
[18]Brooks C,Erickson G,Greer J,et al.Modelling and quantifying the behaviours of students in lecture capture environments[J].Computers&Education,2014,(3):282-292.
[19]杨现民,王怀波,李冀红.滞后序列分析法在学习行为分析中的应用[J].中国电化教育,2016,(2):17-23、32.
[20]李士平,赵蔚,刘红霞,等.数据表征元认知:基于学习分析的网络自主学习行为研究[J].电化教育研究,2017,(3):41-47.
[21]Agudo-Peregrina A F,Iglesias-Pradas S,Conde-González M A,et al.Can we predict success from log data in VLEs?Classification of interactions for learning analytics and their relation with performance in VLE-supported F2F and online learning[J].Computers in Human Behavior,2014,(2):542-550.
[22]魏顺平.在线教育管理者视角下的学习分析--在线教学绩效评估模式构建与应用[J].现代教育技术,2014,(9):79-85、93.
[23]顾小清,舒杭.信息技术的作用发生了吗--用学习分析技术刻画学习行为印记[J].现代远程教育研究,2016,(5):10-19.
[24]Goldie J G S.Connectivism:A knowledge learning theory for the digital age?[J].Medical Teacher,2016,(10):1064-1069.
[25]孟玲玲,顾小清,李泽.学习分析工具比较研究[J].开放教育研究,2014,(4):66-75.
[2][12]Siemens G.Penetrating the analytics in learning and education[J].EDUCAUSE review,2011,(5):31-40..
[3]The New Media Consortium.NMC horizon report 2011 higher ed edition[OL].
[4]Ferguson R,Wei Z Y,He Y L,et al.An evaluation of learning analytics to identify exploratory dialogue in online discussions[A].Proceedings of the Third International Conference on Learning Analytics and Knowledge[C].New York:ACM,2013:85-93.
[5]Mckay T,Miller K,Tritz J.What to do with actionable intelligence:E2Coach as an intervention engine[A].Proceedings of the 2nd International Conference on Learning Analytics and Knowledge[C].New York:ACM,2012:88-91.
[6]Ruipérez-Valiente J A,Mu?oz-Merino P J,Leony D,et al.ALAS-KA:A learning analytics extension for better understanding the learning process in the Khan Academy platform[J].Computers in Human Behavior,2015,47:139-148.
[7]曹帅,王以宁,徐鹏.学习分析技术的研究现状与未来趋势--基于2011-2015年LAK会议论文的分析[J].中国电化教育,2016,(5):78-84.
[8]李梅,杨娟,刘英群.同伴在线互助学习交互行为分析[J].中国电化教育,2016,(5):91-97.
[9]杨雪,姜强,赵蔚,等.大数据时代基于学习分析的在线学习拖延诊断与干预研究[J].电化教育研究,2017,(7):51-57.
[10]Vatrapu R,Reimann P,Bull S,et al.An eye-tracking study of notional,information,and emotional aspects of learning analytics representations[A].Proceedings of the Third International Conference on Learning Analytics and Knowledge[C].New York:ACM,2013:125-134.
[11]张琪,武法提.学习分析中的生物数据表征--眼动与多模态技术应用前瞻[J].电化教育研究,2016,(9):76-81、109.
[13]刘三女牙,石月凤,刘智,等.网络环境下群体互动学习分析的应用研究--基于社会网络分析的视角[J].中国电化教育,2017,(2):5-12.
[14]郑娅峰,徐唱,李艳燕.计算机支持的协作学习分析模型及可视化研究[J].电化教育研究,2017,(4):47-52.
[15]姜强,赵蔚,王朋娇,等.基于大数据的个性化自适应在线学习分析模型及实现[J].中国电化教育,2015(1):85-92.
[16]Papamitsiou Z,Economides A A.Learning analytics and educational data mining in practice:A systematic literature review of empirical evidence[J].Journal of Educational Technology&Society,2014,(4):49-64.
[17]Slotta J D,Tissenbaum M,Lui M.Orchestrating of complex inquiry:three roles for learning analytics in a smart classroom infrastructure[A].Proceedings of the Third International Conference on Learning Analytics&Knowledge[C].New York:ACM,2013:270-274.
[18]Brooks C,Erickson G,Greer J,et al.Modelling and quantifying the behaviours of students in lecture capture environments[J].Computers&Education,2014,(3):282-292.
[19]杨现民,王怀波,李冀红.滞后序列分析法在学习行为分析中的应用[J].中国电化教育,2016,(2):17-23、32.
[20]李士平,赵蔚,刘红霞,等.数据表征元认知:基于学习分析的网络自主学习行为研究[J].电化教育研究,2017,(3):41-47.
[21]Agudo-Peregrina A F,Iglesias-Pradas S,Conde-González M A,et al.Can we predict success from log data in VLEs?Classification of interactions for learning analytics and their relation with performance in VLE-supported F2F and online learning[J].Computers in Human Behavior,2014,(2):542-550.
[22]魏顺平.在线教育管理者视角下的学习分析--在线教学绩效评估模式构建与应用[J].现代教育技术,2014,(9):79-85、93.
[23]顾小清,舒杭.信息技术的作用发生了吗--用学习分析技术刻画学习行为印记[J].现代远程教育研究,2016,(5):10-19.
[24]Goldie J G S.Connectivism:A knowledge learning theory for the digital age?[J].Medical Teacher,2016,(10):1064-1069.
[25]孟玲玲,顾小清,李泽.学习分析工具比较研究[J].开放教育研究,2014,(4):66-75.
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