In virtual learning environments (e.g. Moodle), or in virtual worlds (e.g. OpenSim), the interaction of students can be tracked in several ways. This can help the teacher with the objective of knowing the level of interaction that such student had in the environment.
Can anyone give examples of papers with tracking of students in Moodle or Virtual Worlds?
Dear Felipe, please see the embedded search from Google Scholar. Good luck.
https://scholar.google.co.za/scholar?as_ylo=2012&q=tracking+and+Moodle+and+OpenSim&hl=en&as_sdt=0,5
The above attached content by Leona is a good one.
The teacher determines the technology skill level of students, knows the expected competencies for productivity and research, and finds means of remediation of individual students when needed.
http://www.ascd.org/ASCD/pdf/journals/ed_lead/el201303_johnson_rubric.pdf
Here's a link to related studies in RG that I hope would be useful to you.
Best regards,
Debra
https://www.researchgate.net/search.Search.html?type=publication&query=%20tracking%20of%20students%20in%20Moodle%20&previous=publication
Dear Felipe,
In the paper attached, I describe a flipped classroom blended-learning course implemented through Moodle. One of the points developped in the article is the need for monitoring for such a course to attain its objectives. The article also explains how this is done in Moodle (through the progress bar plug in, the grades, and the task completion feature).
Hope this helps.
Conference Paper THE MARITIME ENGLISH MOOC: USING THE MOOC TECHNOLOGY TO FLIP...
I stole this from my friend Sarah Haavind, who claims she stole it from someone else.
As a graded assignment, I ask students to select one forum posting (not their own) that moved the conversation forward in the class by solving a query, asking a good question, making an observation, offering an insight or whatever. They have to grab a screen shot, and then explain what makes it good. This has three effects. First, it sometimes helps ME see voices that are making a contribution students value, but that I had somehow missed. It shows students that asynch. conversation is valued. And, most importantly, it makes them think about what makes for good postings. Often students who have not been doing a good job engaging online will add a note indicating they realize that now.
I stole this from my friend Sarah Haavind, who claims she stole it from someone else.
As a graded assignment, I ask students to select one forum posting (not their own) that moved the conversation forward in the class by solving a query, asking a good question, making an observation, offering an insight or whatever. They have to grab a screen shot, and then explain what makes it good. This has three effects. First, it sometimes helps ME see voices that are making a contribution students value, but that I had somehow missed. It shows students that asynch. conversation is valued. And, most importantly, it makes them think about what makes for good postings. Often students who have not been doing a good job engaging online will add a note indicating they realize that now.
What kind of online interaction of students did you mean? Is it between students and the designated online contents in the system, or did you mean interactions among students? The former one you should be able to retrieve it from the system logs, e.g., how many times the student logged in, for how long the student being on the system per session, and how many web pages the student read or accessed. On the other hand, when discussing the interaction among learners, we usually use collaboration learning tasks to engage and foster the interaction. Forum posts, answers, replies, document uploads and shares are common, however, in 3D virtual collaboration worlds, instant messages such as online text chatting, strategy compromising for a castle siege like in team work style of 3D MMORPG, all interaction during the learners’ collaboration should be counted into your consideration, like how many times a wizard healed a warrior or all teammates' coordinated movements in a mission. Anyway you need to have the database access or the administrator privilege to design the trigger, then to record and retrieve such information.
Felipe
Have you heard of the SNAPP tool?
Social Network Analysis and Pedagogical Practices (SNAPP). Its a great tool and I've used it just to see the interactions (who responded to who) in my discussion forums.
Hope this also helps
https://confluence.sakaiproject.org/pages/viewpage.action?pageId=84902193
Instructors needed to focus on where they needed to take action. It’s like looking at your car’s dashboard and seeing the ‘check engine light. You know something’s wrong, the Student Success System quickly spots when students are having problems and to drill into the details to discover problems with class components.
http://www.d2l.com/en-eu/success-stories/oral-roberts-university/
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