“EdX Insights” Metrics from a Socio-Constructivist Pedagogical Perspective
Ines Gil-JaurenaNational Distance Education University (UNED), Spain
inesgj@gmail.com
Daniel Dominguez Figaredo
National Distance Education University (UNED), Spain
ddominguez1@gmail.com
Anuchai Theeraroungchaisri
Chulalongkorn University, Thailand
anuchai.t@pharm.chula.ac.th
Tsuneo Yamada
The Open University of Japan, Japan
tsyamada@ouj.ac.jp
Abstract
Understanding learning analytics from a socio-constructivist pedagogical perspective impliesthe design and use of learning analytics to inform decision-making, so teachers, as relevantstakeholders, can create richer educational experiences. We focus on the learning analyticsmodule facilitated by OpenEdX and implemented, in an early stage yet, by two MOOCproviders: Thai MOOC and UNED MOOC. Using the Community of Inquiry model, weexplore the type of data that EdX Insights provides for analysing each of the presences includedin the model. Finally, we conclude with a pedagogical discussion about learning analytics.
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