{"id":3444,"date":"2022-08-18T16:14:36","date_gmt":"2022-08-18T19:14:36","guid":{"rendered":"https:\/\/www.ufrgs.br\/ppgie\/?page_id=3444"},"modified":"2022-08-18T16:14:39","modified_gmt":"2022-08-18T19:14:39","slug":"pie00021-seminario-avancado-learning-analytics-em-mooc-turma-ga-2","status":"publish","type":"page","link":"https:\/\/www.ufrgs.br\/ppgie\/pie00021-seminario-avancado-learning-analytics-em-mooc-turma-ga-2\/","title":{"rendered":"PIE00021 &#8211; Semin\u00e1rio Avan\u00e7ado: Learning Analytics em MOOC (turma GA)"},"content":{"rendered":"\n<p><strong>Linha de Pesquisa:<\/strong>&nbsp;Interfaces Digitais em Educa\u00e7\u00e3o, Arte, Linguagem e Cogni\u00e7\u00e3o<\/p>\n\n\n\n<p><strong>Turma:<\/strong>&nbsp;GA (Gabriela)<\/p>\n\n\n\n<p><strong>C\u00f3digo da Disciplina:<\/strong>&nbsp;PIE00021 &#8211; Semin\u00e1rio Avan\u00e7ado<\/p>\n\n\n\n<p><strong>T\u00edtulo da Disciplina:&nbsp;<\/strong>Learning analytics em MOOC<\/p>\n\n\n\n<p><strong>Professor Respons\u00e1vel:<\/strong>&nbsp;Gabriela Trindade Perry<\/p>\n\n\n\n<p><strong>Disciplina destinada a:<\/strong><\/p>\n\n\n\n<ul><li>Alunos Regulares do PPGIE: 14 vagas<\/li><li>Orientandos: 03 vagas<\/li><li>Outros PPGs da UFRGS: 05 vagas<\/li><li>Alunos PEC: 02 vagas&nbsp;(o aluno dever\u00e1 solicitar a vaga por e-mail para o professor respons\u00e1vel pela disciplina)<\/li><\/ul>\n\n\n\n<p><strong>Dia da semana:<\/strong>&nbsp;sextas-feiras<\/p>\n\n\n\n<p><strong>Hor\u00e1rio:<\/strong>&nbsp;09:30 &#8211; 12:00<\/p>\n\n\n\n<p><strong>Cr\u00e9ditos:<\/strong>&nbsp;4<\/p>\n\n\n\n<p><strong>Carga-hor\u00e1ria:&nbsp;<\/strong>4&nbsp;h\/a<\/p>\n\n\n\n<p><strong>Data de in\u00edcio da disciplina (primeira aula):<\/strong>&nbsp;21\/08\/2020<\/p>\n\n\n\n<p><strong>Data de t\u00e9rmino da disciplin<\/strong><strong>a (\u00faltima aula):<\/strong>&nbsp;27\/11\/2020<\/p>\n\n\n\n<p><strong>Local:<\/strong>&nbsp;Mconf<\/p>\n\n\n\n<p><strong>Recursos necess\u00e1rios na sala:<\/strong>&nbsp;computador, projetor, internet, Excel\/Libre Office Calc, R Studio (livre e gratuito)<\/p>\n\n\n\n<p><strong>S\u00famula\/ementa:&nbsp;<\/strong><\/p>\n\n\n\n<ul><li>Introdu\u00e7\u00e3o aos MOOC e ao estudo do comportamento dos estudantes na plataforma L\u00famina, com foco na an\u00e1lise do aproveitamento e dos fatores que levam ao abandono do curso. Investiga\u00e7\u00e3o usando relat\u00f3rios de navega\u00e7\u00e3o, apoiados em t\u00e9cnicas estat\u00edsticas e explorat\u00f3rias.<\/li><\/ul>\n\n\n\n<p><strong>Objetivos:&nbsp;<\/strong><\/p>\n\n\n\n<ul><li>Avaliar o alcance da t\u00e9cnica de Learning Analytics em MOOC<\/li><li>Discutir formas de enriquecer a coleta de dados a respeito do comportamento dos estudantes de MOOC<\/li><li>Reda\u00e7\u00e3o de artigo sobre os temas abordados nas aulas.<\/li><\/ul>\n\n\n\n<p><strong>Programa (conte\u00fado):&nbsp;<\/strong><\/p>\n\n\n\n<ul><li>Plataformas e cursos \u2013 recursos tecnol\u00f3gicos, suporte \u00e0 tarefas e conte\u00fados.<\/li><li>Tipos de cursos \u2013 cMooc, xMOOC, nanoMOOC<\/li><li>Caracter\u00edsticas de MOOC \u2013 elementos estruturais, p\u00fablico-alvo, interatividade, funcionamento, avalia\u00e7\u00e3o, certifica\u00e7\u00e3o.<\/li><li>Motivos para ades\u00e3o e abandono<\/li><li>Formas de avalia\u00e7\u00e3o<\/li><li>Tipos de dados que podem ser coletados em plataformas de MOOC. Que perguntas podem ser respondidas? O que fica encoberto? Limita\u00e7\u00f5es das an\u00e1lises.<\/li><li>Bases de dados abertas.<\/li><li>Ferramentas de an\u00e1lise de dados \u2013 estat\u00edstica descritiva, inferencial, explorat\u00f3ria<\/li><\/ul>\n\n\n\n<p><strong>M\u00e9todo de trabalho (principais atividades):&nbsp;<\/strong><\/p>\n\n\n\n<ul><li>Aulas gravadas em formato de \u00e1udio e v\u00eddeo, reuni\u00f5es (virtuais), corre\u00e7\u00e3o de trabalho colaborativa, reda\u00e7\u00e3o de artigos<\/li><\/ul>\n\n\n\n<p><strong>Procedimentos e\/ou crit\u00e9rios de avalia\u00e7\u00e3o:&nbsp;<\/strong><\/p>\n\n\n\n<ul><li>Participa\u00e7\u00e3o e engajamento nas atividades<\/li><li>Corre\u00e7\u00e3o de trabalhos dos colegas (peer review)<\/li><li>Reda\u00e7\u00e3o de artigo<\/li><\/ul>\n\n\n\n<p><strong>Bibliografia recomendada:<\/strong><\/p>\n\n\n\n<p>A bibliografia ser\u00e1 postada no MOODLE. A lista dos artigos, de acordo com o tema segue abaixo. Obviamente, os alunos s\u00e3o incentivados a buscar outras refer\u00eancias.<br>Ajitiono, Try; Widyani, Yani. 2016. Indonesian essay grading module using Natural Language Processing. International Conference on Data and Software Engineering (ICoDSE), Denpasar, 2016, pp. 1-5<br>Analytics and Knowledge (LAK 2013),3., 8-12 April 2013. Proceedings\u2026Leuven, Belgium, p. 185-189.<br>Badea, G., Popescu, E., Sterbini, A., &amp; Temperini, M. (2019). Integrating Enhanced Peer Assessment Features in Moodle Learning Management System. In Lecture Notes in Educational Technology (pp. 135\u2013144).<\/p>\n\n\n\n<p>Balfour, S. P. (2013). Assessing Writing in MOOCs: Automated Essay Scoring and Calibrated Peer Review. Research &amp; Practice in Assessment, , 13\u201326<br>Baturay, 2015. An overview of the world of MOOCs. Procedia &#8211; Social and Behavioral Sciences<br>Claypool, M., Le, P., Waseda, M., and Brown, D. (2001). Implicit interest indicators. In Proceedings of the 6th International Conference on Intelligent User Interfaces (IUI \u201901), USA, 33-40.<br>Clow, D. 2017. MOOC and the funnel of participation. In: Conference on Learning<br>Clustering patterns of engagement in Massive Open Online Courses (MOOCs): the use of learning analytics to reveal student categories.<br>Cohen, A., &amp; Baruth, O. (2017). Personality, learning, and satisfaction in fully online academic courses. Computers in Human Behavior, 72, 1\u201312<br>Conole, G. 2013. MOOCs as disruptive technologies: Strategies for enhancing the learner experience and quality of MOOCs. e-Lis.<br>DeBoer, J. et all. 2014. Changing \u201cCourse\u201d: Reconceptualizing Educational Variables for Massive Open Online Courses. Educational Researcher, 43(2), 74-84.<br>Deng, R., &amp; Benckendorff, P. (2017). A Contemporary Review of Research Methods Adopted to Understand Students\u2019 and Instructors\u2019 Use of Massive Open Online Courses (MOOCs).<br>Deng, R., Benckendorff, P., &amp; Gannaway, D. (2019). Progress and new directions for teaching and learning in MOOCs. Computers and Education, 129, 48\u201360.<br>Eriksson, T.; Adawi, t.; St\u00f6hr, c. \u201cTime is the bottleneck\u201d: a qualitative study exploring why learners drop out of MOOCs. Journal of Computing in Higher Education, vol. 29, n. 1, p. 133-146, 2017.<br>Garcia-Loro, F., Martin, S., Ruip\u00e9rez-Valiente, J. A., Sancristobal, E., &amp; Castro, M. (2020). Reviewing and analyzing peer review Inter-Rater Reliability in a MOOC platform. Computers and Education, 154.<br>Hew, K. F., &amp; Cheung, W. S. (2014). Students\u2019 and instructors\u2019 use of massive open online courses (MOOCs): Motivations and challenges. Educational Research Review<br>Hone, K. S., &amp; El Said, G. R. (2016). Exploring the factors affecting MOOC retention: A survey study. Computers and Education, 98, 157\u2013168.<br>Horizons). Educause Review, 2013. p. 62\u201363.<\/p>\n\n\n\n<p>Jacobsen, D. Y. 2019. Dropping Out or Dropping In? A Connectivist Approach to Understanding Participants\u2019 Strategies in an e-Learning MOOC Pilot. Technology, Knowledge and Learning, vol. 24, n.1, p. 1-21<br>Kelly, K.; Teevan, J. 2013. Implicit feedback for inferring user preference: a bibliography. SIGIR Forum, August 2003 , Vol 37(2).<br>Kizilcec, R. F., P\u00e9rez-Sanagust\u00edn, M., &amp; Maldonado, J. J. (2017). Self-regulated learning strategies predict learner behavior and goal attainment in Massive Open Online Courses. Computers and Education, 104, 18\u201333.<br>Koller, D. et al. 2013. Retention and Intention in Massive Open Online Courses (New<br>Littlejohn, A., Hood, N., Milligan, C., &amp; Mustain, P. (2016). Learning in MOOCs: Motivations and self-regulated learning in MOOCs. Internet and Higher Education, 29, 40\u201348.<br>Liyanagunawardena, T. R. et al. 2019. A MOOC Taxonomy Based on Classification Schemes of MOOCs. European Journal of Open, Distance and e-Learning. 22(1)<br>Liyanagunawardena, T. R., Adams, A. A., &amp; Williams, S. A. (2013). MOOCs: A systematic study of the published literature 2008-2012. International Review of Research in Open and Distance Learning, 14(3), 202\u2013227.<br>Martin Formanek, Matthew C. Wenger, Sanlyn R. Buxner, Chris D. Impey, Tenzin Sonam. 2017. Insights about large-scale online peer assessment from an analysis of an astronomy MOOC. Computers &amp; Education 113, p. 243-262<br>MOOC. ACM Conference on computer supported cooperative<br>Pappano, L. The Year of the MOOC. The New York Times, p. 1-7, 2012.<br>Paton, R. M., Fluck, A. E., &amp; Scanlan, J. D. (2018). Engagement and retention in VET MOOCs and online courses: A systematic review of literature from 2013 to 2017. Computers and Education, 125, 191\u2013201.<br>Pilli, A.; Admiraal, W. A Taxonomy of Massive Open Online Courses. Contemporary Educational Technology, vol. 7, n. 3, p. 223-240, 2016.<br>Prior, D. D., Mazanov, J., Meacheam, D., Heaslip, G., &amp; Hanson, J. (2016). Attitude, digital literacy and self efficacy: Flow-on effects for online learning behavior. Internet and Higher Education, 29, 91\u201397.<\/p>\n\n\n\n<p>Raffaghelli, J. E., Cucchiara, S., &amp; Persico, D. (2015). Methodological approaches in MOOC research: Retracing the myth of Proteus. British Journal of Educational Technology, 46(3), 488\u2013509.<br>Rafter, R., and Smyth, B. (2001). Passive profiling from server logs in an online recruitment environment. In Proceedings of the IJCAI Workshop on Intelligent Techniques for Web Personalization (ITWP 2001), USA, 35-41.<br>Reich &amp; Ruip\u00e9rez-Valiente, 2019. The MOOC pivot.<br>Rhoads et al, 2015. The Massive Open Online Course Movement, xMOCs, and Faculty Labor. The Review Of Higher Education, [s.l.], v. 38, n. 3, p.397-424, 2015<br>Rosselle, M., Caron, P. A., Heutte, J. 2014. A typology and dimensions of a description framework for MOOCs. European MOOCs Stakeholders Summit 2014, eMOOCs 2014, Feb 2014, Lausanne, France. pp.130-139<br>Shen, D., Cho, M. H., Tsai, C. L., &amp; Marra, R. (2013). Unpacking online learning experiences: Online learning self-efficacy and learning satisfaction. Internet and Higher Education, 19, 10\u201317.<br>Using multi-platform learning analytics to compare regional and global MOOC learning in the Arab world.<br>Yuan &amp; Powell, 2013. MOOCs and Open Education: Implications for Higher Education. Jisc Cetis. Whitepaper<br>Zheng, S. et al. 2015. Understanding Student Motivation, Behaviors and Perceptions in<br>Zhu, M., Sari, A., &amp; Lee, M. M. (2018). A systematic review of research methods and topics of the empirical MOOC literature (2014\u20132016). Internet and Higher Education, 37, 31\u201339.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Linha de Pesquisa:&nbsp;Interfaces Digitais em Educa\u00e7\u00e3o, Arte, Linguagem e Cogni\u00e7\u00e3o Turma:&nbsp;GA (Gabriela) C\u00f3digo da Disciplina:&nbsp;PIE00021 &#8211; Semin\u00e1rio Avan\u00e7ado T\u00edtulo da Disciplina:&nbsp;Learning analytics em MOOC Professor Respons\u00e1vel:&nbsp;Gabriela Trindade Perry Disciplina destinada a: Alunos Regulares do PPGIE: 14 vagas Orientandos: 03 vagas Outros PPGs da UFRGS: 05 vagas Alunos PEC: 02 vagas&nbsp;(o aluno dever\u00e1 solicitar a vaga &hellip;<\/p>\n<p class=\"read-more\"> <a class=\"\" href=\"https:\/\/www.ufrgs.br\/ppgie\/pie00021-seminario-avancado-learning-analytics-em-mooc-turma-ga-2\/\"> <span class=\"screen-reader-text\">PIE00021 &#8211; Semin\u00e1rio Avan\u00e7ado: Learning Analytics em MOOC (turma GA)<\/span> Leia mais &raquo;<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"site-sidebar-layout":"default","site-content-layout":"default","ast-global-header-display":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"default","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":""},"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v17.8 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>PIE00021 - Semin\u00e1rio Avan\u00e7ado: Learning Analytics em MOOC (turma GA) - Programa de P\u00f3s-Gradua\u00e7\u00e3o Inform\u00e1tica em Educa\u00e7\u00e3o<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.ufrgs.br\/ppgie\/pie00021-seminario-avancado-learning-analytics-em-mooc-turma-ga-2\/\" \/>\n<meta property=\"og:locale\" content=\"pt_BR\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"PIE00021 - Semin\u00e1rio Avan\u00e7ado: Learning Analytics em MOOC (turma GA) - Programa de P\u00f3s-Gradua\u00e7\u00e3o Inform\u00e1tica em Educa\u00e7\u00e3o\" \/>\n<meta property=\"og:description\" content=\"Linha de Pesquisa:&nbsp;Interfaces Digitais em Educa\u00e7\u00e3o, Arte, Linguagem e Cogni\u00e7\u00e3o Turma:&nbsp;GA (Gabriela) C\u00f3digo da Disciplina:&nbsp;PIE00021 &#8211; Semin\u00e1rio Avan\u00e7ado T\u00edtulo da Disciplina:&nbsp;Learning analytics em MOOC Professor Respons\u00e1vel:&nbsp;Gabriela Trindade Perry Disciplina destinada a: Alunos Regulares do PPGIE: 14 vagas Orientandos: 03 vagas Outros PPGs da UFRGS: 05 vagas Alunos PEC: 02 vagas&nbsp;(o aluno dever\u00e1 solicitar a vaga &hellip; PIE00021 &#8211; Semin\u00e1rio Avan\u00e7ado: Learning Analytics em MOOC (turma GA) Leia mais &raquo;\" \/>\n<meta property=\"og:url\" content=\"https:\/\/www.ufrgs.br\/ppgie\/pie00021-seminario-avancado-learning-analytics-em-mooc-turma-ga-2\/\" \/>\n<meta property=\"og:site_name\" content=\"Programa de P\u00f3s-Gradua\u00e7\u00e3o Inform\u00e1tica em Educa\u00e7\u00e3o\" \/>\n<meta property=\"article:modified_time\" content=\"2022-08-18T19:14:39+00:00\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:label1\" content=\"Est. tempo de leitura\" \/>\n\t<meta name=\"twitter:data1\" content=\"7 minutos\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\/\/schema.org\",\"@graph\":[{\"@type\":\"WebSite\",\"@id\":\"https:\/\/www.ufrgs.br\/ppgie\/#website\",\"url\":\"https:\/\/www.ufrgs.br\/ppgie\/\",\"name\":\"Programa de P\\u00f3s-Gradua\\u00e7\\u00e3o Inform\\u00e1tica em Educa\\u00e7\\u00e3o\",\"description\":\"O Programa de P\\u00f3s-Gradua\\u00e7\\u00e3o em Inform\\u00e1tica na Educa\\u00e7\\u00e3o (PPGIE) da UFRGS, n\\u00edvel Doutorado, atua em \\u00e1rea interdisciplinar com o objetivo principal de aplicar as tecnologias digitais na Educa\\u00e7\\u00e3o.  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