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@article{alario-hoyos_who_2016,
title = {Who are the top contributors in a {MOOC}? Relating participants' performance and contributions},
volume = {32},
rights = {© 2016 John Wiley \& Sons Ltd},
issn = {1365-2729},
url = {http://onlinelibrary.wiley.com/doi/10.1111/jcal.12127/abstract},
doi = {10.1111/jcal.12127},
shorttitle = {Who are the top contributors in a {MOOC}?},
abstract = {The role of social tools in massive open online courses ({MOOCs}) is essential as they connect participants. Of all the participants in an {MOOC}, top contributors are the ones who more actively contribute via social tools. This article analyses and reports empirical data from five different social tools pertaining to an actual {MOOC} to characterize top contributors and provide some insights aimed at facilitating their early detection. The results of this analysis show that top contributors have better final scores than the rest. In addition, there is a moderate positive correlation between participants' overall performance (measured in terms of final scores) and the number of posts submitted to the five social tools. This article also studies the effect of participants' gender and scores as factors that can be used for the early detection of top contributors. The analysis shows that gender is not a good predictor and that taking the scores of the first assessment activities of each type (test and peer assessment in the case study) results in a prediction that is not substantially improved by adding subsequent activities. Finally, better predictions based on scores are obtained for aggregate contributions in the five social tools than for individual contributions in each social tool.},
pages = {232--243},
number = {3},
journaltitle = {Journal of Computer Assisted Learning},
shortjournal = {Journal of Computer Assisted Learning},
author = {Alario-Hoyos, C. and Muñoz-Merino, P. J. and Pérez-Sanagustín, M. and Delgado Kloos, C. and Parada G., H. A.},
urldate = {2016-07-09},
date = {2016-06-01},
langid = {english},
note = {00000},
keywords = {Learning Analytics, {MOOC}, contributions, performance, social tools},
file = {Full Text PDF:/home/mlk/usr/zotero/datadir/storage/ZWS5UHMX/Alario-Hoyos et al. - 2016 - Who are the top contributors in a MOOC Relating p.pdf:application/pdf;Snapshot:/home/mlk/usr/zotero/datadir/storage/SIGT7TGG/abstract.html:text/html}
}
\ No newline at end of file
@article{arbaugh_developing_2008,
title = {Developing a community of inquiry instrument: Testing a measure of the community of inquiry framework using a multi-institutional sample},
volume = {11},
shorttitle = {Developing a community of inquiry instrument},
pages = {133--136},
number = {3},
journaltitle = {The internet and higher education},
author = {Arbaugh, J. Ben and Cleveland-Innes, Martha and Diaz, Sebastian R. and Garrison, D. Randy and Ice, Philip and Richardson, Jennifer C. and Swan, Karen P.},
date = {2008}
}
\ No newline at end of file
@article{arbaugh_developing_2008,
title = {Developing a community of inquiry instrument: Testing a measure of the community of inquiry framework using a multi-institutional sample},
volume = {11},
shorttitle = {Developing a community of inquiry instrument},
pages = {133--136},
number = {3},
journaltitle = {The internet and higher education},
author = {Arbaugh, J. Ben and Cleveland-Innes, Martha and Diaz, Sebastian R. and Garrison, D. Randy and Ice, Philip and Richardson, Jennifer C. and Swan, Karen P.},
date = {2008},
file = {Fulltext:/home/mlk/usr/zotero/datadir/storage/M47N8SLD/Arbaugh et al. - 2008 - Developing a community of inquiry instrument Test.pdf:application/pdf;Snapshot:/home/mlk/usr/zotero/datadir/storage/2CU59DEX/S1096751608000250.html:text/html}
}
\ No newline at end of file
@article{collazos_evaluating_2007,
title = {Evaluating collaborative learning processes using system-based measurement},
volume = {10},
url = {http://www.jstor.org/stable/jeductechsoci.10.3.257},
pages = {257--274},
number = {3},
journaltitle = {Educational Technology \& Society},
author = {Collazos, César A. and Guerrero, Luis A. and Pino, José A. and Renzi, Stefano and Klobas, Jane and Ortega, Manuel and Redondo, Miguel A. and Bravo, Crescencio},
urldate = {2017-02-02},
date = {2007},
file = {[PDF] from murdoch.edu.au:/home/mlk/usr/zotero/datadir/storage/8FFGMBHK/Collazos et al. - 2007 - Evaluating collaborative learning processes using .pdf:application/pdf;Snapshot:/home/mlk/usr/zotero/datadir/storage/A7V56FFB/jeductechsoci.10.3.html:text/html}
}
\ No newline at end of file
@article{romero_predicting_2013,
title = {Predicting students' final performance from participation in on-line discussion forums},
volume = {68},
url = {http://www.sciencedirect.com/science/article/pii/S0360131513001607},
pages = {458--472},
journaltitle = {Computers \& Education},
author = {Romero, Cristóbal and López, Manuel-Ignacio and Luna, Jose-María and Ventura, Sebastián},
urldate = {2016-05-30},
date = {2013},
note = {00086},
file = {[PDF] à partir de researchgate.net:/home/mlk/usr/zotero/datadir/storage/SPJWZPP8/Romero et al. - 2013 - Predicting students' final performance from partic.pdf:application/pdf;Snapshot:/home/mlk/usr/zotero/datadir/storage/BPTMUIXH/S0360131513001607.html:text/html}
}
\ No newline at end of file
@article{daniel_making_2016,
title = {Making Sense of Blended Learning},
author = {Daniel, John},
date = {2016}
}
\ No newline at end of file
@article{class2013,
title = {La Recherche Design en Education: vers une nouvelle approche?},
volume = {7},
shorttitle = {La Recherche Design en Education},
pages = {5--16},
journaltitle = {Frantice. net},
author = {Class, Barbara and Schneider, Daniel},
date = {2013},
}
@book{illich_deschooling_2000,
edition = {New edition edition},
title = {Deschooling Society},
isbn = {978-0-7145-0879-5},
abstract = {Schools have failed our individual needs, supporting false and misleading notions of 'progress' and development fostered by the belief that ever-increasing production, consumption and profit are proper yardsticks for measuring the quality of human life. Our universities have become recruiting centers for the personnel of the consumer society, certifying citizens for service, while at the same time disposing of those judged unfit for the competitive rat race. In this bold and provocative book, Illich suggest some radical and exciting reforms for the education system.},
pagetotal = {150},
publisher = {Marion Boyars Publishers Ltd},
author = {Illich, Ivan},
date = {2000-07-01},
note = {05389}
}
\ No newline at end of file
@article{tchounikine_precis_2009,
title = {Précis de recherche en ingénierie des {EIAH}},
author = {Tchounikine, Pierre},
date = {2009},
file = {Full Text:/home/mlk/usr/zotero/datadir/storage/QUIR5YPM/Tchounikine - 2009 - Précis de recherche en ingénierie des EIAH.pdf:application/pdf;Snapshot:/home/mlk/usr/zotero/datadir/storage/7G675LUH/hal-00413694.html:text/html}
}
\ No newline at end of file
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\section*{Résumé}
%\addcontentsline{toc}{section}{Résumé}
Malgré la popularité croissante des sites Internet de formation à distance, dont les MOOC, ceux-ci manquent d'outils permettant aux instructeurs et aux chercheurs de guider et d'analyser finement les apprentissages qui s'y passent. Des tableaux de bord récapitulant l'activité des étudiants sont régulièrement proposés aux instructeurs, mais ils ne leur permettent pas d'appréhender les activités collectives, or du point vue socio-constructiviste, les échanges et les interactions entre apprenants sont essentiels pour les apprentissages. Les études précédentes ont analysé les interactions soit sémantiquement mais à petite échelle, soit statistiquement et à grande échelle mais en ignorant la qualité des interactions. Cette thèse propose une nouvelle approche de détection interactive des activités collectives qui prend en compte à la fois leurs dimensions temporelles, sémantiques et sociales. Nous proposons une méthode de conception d’indicateurs et de tableaux de bord permettant les changements d'échelles et la personnalisation des vues afin de soutenir les instructeurs et les chercheurs dans leur tâche de détection, d'observation et d'analyse des dynamiques collectives de sous-groupes d'apprenants.
Pour soutenir notre démarche, nous avons mis en place des questionnaires et conduit des entretiens semi-dirigés avec des instructeurs. Quant à l’évaluation des premiers indicateurs construits de façon itérative, nous avons analysée des données de Coursera (CSV), Hangout (JSON), Moodle (SQL).
En conclusion, nous espérons ouvrir la voie pour d'autres recherches qui adapteront nos propositions d’indicateurs aux étudiants afin de favoriser leur réflexivité et leur autonomie.
\subsection*{Mots clefs}
Analyse des Données Éducatives (LA) -- Dynamique collective -- Visualisation -- Analyse des Réseaux Sociaux (SNA) -- Indicateurs
\clearpage
\section*{Abstract}
%\addcontentsline{toc}{section}{Abstract}
Despite the growing popularity of distance education websites, including MOOCs, they lack the tools to allow instructors and researchers to guide and analyze in depth the learning that takes place there. Dashboards summarizing student activity are regularly offered to instructors, but they do not allow them to understand collective activities, and from a socio-constructivist point of view, exchanges and interactions between learners are essential for learning. Previous studies have analyzed the interactions either semantically but on a small scale, or statistically and on a large scale but ignoring the quality of the interactions. This thesis proposes a new approach of interactive detection of collective activities which takes into account at the same time their temporal, semantic and social dimensions. We propose a method of designing indicators and dashboards allowing changes of scales and customization of views in order to support instructors and researchers in their task of detecting, observing and analyzing the collective dynamics of subgroups of learners.
To support our approach, we have set up questionnaires and conducted semi-structured interviews with instructors. As for the evaluation of the first indicators built in an iterative way, we analyzed data from Coursera (CSV), Hangout (JSON), Moodle (SQL).
In conclusion, we hope to pave the way for further research that will adapt our proposed indicators to students in order to promote their reflexivity and autonomy.
\subsection*{Keywords}
Learning Analytics (LA) -- Collective Dynamics -- Visualisation -- Social Network Analysis (SNA) -- Indicators
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\section*{\textcolor{mathSTIC-Color}{Titre}: titre (en fran\c cais)..............}
\noindent \keywordsF{de 3 \`{a} 6 mots clefs}
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\begin{multicols}{2}
\noindent \textbf{Resum\'{e} : }Eius populus ab incunabulis primis ad usque pueritiae tempus extremum, quod annis circumcluditur fere trecentis, circummurana pertulit bella, deinde aetatem ingressus adultam post multiplices bellorum aerumnas Alpes transcendit et fretum, in iuvenem erectus et virum ex omni plaga quam orbis ambit inmensus, reportavit laureas et triumphos, iamque vergens in senium et nomine solo aliquotiens vincens ad tranquilliora vitae discessit.
Hoc inmaturo interitu ipse quoque sui pertaesus excessit e vita aetatis nono anno atque vicensimo cum quadriennio imperasset. natus apud Tuscos in Massa Veternensi, patre Constantio Constantini fratre imperatoris, matreque Galla.
Thalassius vero ea tempestate praefectus praetorio praesens ipse quoque adrogantis ingenii.
\end{multicols}
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\section*{\textcolor{mathSTIC-Color}{Title}: title (en anglais)..............}
\noindent \keywordsE{de 3 \`{a} 6 mots clefs}
\begin{multicols}{2}
\noindent \textbf{Abstract : }Eius populus ab incunabulis primis ad usque pueritiae tempus extremum, quod annis circumcluditur fere trecentis, circummurana pertulit bella, deinde aetatem ingressus adultam post multiplices bellorum aerumnas Alpes transcendit et fretum, in iuvenem erectus et virum ex omni plaga quam orbis ambit inmensus, reportavit laureas et triumphos, iamque vergens in senium et nomine solo aliquotiens vincens ad tranquilliora vitae discessit.
Hoc inmaturo interitu ipse quoque sui pertaesus excessit e vita aetatis nono anno atque vicensimo cum quadriennio imperasset. natus apud Tuscos in Massa Veternensi, patre Constantio Constantini fratre imperatoris, matreque Galla. Thalassius vero ea tempestate praefectus praetorio praesens ipse quoque adrogantis ingenii.
\end{multicols}
\section*{Résumé}
%\addcontentsline{toc}{section}{Résumé}
Les formations à distance en ligne, en particulier les MOOC, voient leurs effectifs augmenter depuis la démocratisation d'Internet. Malgré leur popularité croissante ces cours manquent encore d'outils permettant aux instructeurs et aux chercheurs de guider et d'analyser finement les apprentissages qui s'y passent. Des tableaux de bord récapitulant l'activité des étudiants sont régulièrement proposés aux instructeurs, mais ils ne leur permettent pas d'appréhender les activités collectives, or du point vue socio-constructiviste, les échanges et les interactions que les instructeurs cherchent généralement dans les forums sont essentiels pour les apprentissages (Stephens, 2014). Jusqu'à présent, les études ont analysé les interactions soit sémantiquement mais à petite échelle, soit statistiquement et à grande échelle mais en ignorant la qualité des interactions. La proposition de cette thèse est une nouvelle approche de détection interactive des activités collectives qui prend en compte à la fois leurs dimensions temporelles, sémantiques et sociales. Nous cherchons un moyen de permettre aux instructeurs d'intervenir et d'encourager les dynamiques collectives qui sont favorables pour les apprentissages. Ce que nous entendons par \og{}~dynamique collective~\fg{}, c'est l'évolution des interactions à la fois qualitatives et quantitatives, des apprenants dans des forums.
Nous nous appuyons sur des études (Boroujeni 2017, Dascalu 2017) qui proposent d'associer l'analyse statistique des interactions et le traitement automatique de la langue, pour étudier les flux d'informations dans les forums. Mais, à la différence des études précédentes, notre approche ne se limite pas à une analyse globale ou centrée sur un individu. Nous proposons une méthode de conception d’indicateurs et de tableaux de bord permettant les changements d'échelles et la personnalisation des vues afin de soutenir les instructeurs et les chercheurs dans leur tâche de détection, d'observation et d'analyse des dynamiques collectives de sous-groupes d'apprenants.
Pour soutenir notre démarche, nous avons mis en place des questionnaires et conduit des entretiens semi-dirigés avec des instructeurs. Quant à l’évaluation des premiers indicateurs construits de façon itérative, nous avons exploité diverses sources et formats de données: Coursera (CSV), Hangout (JSON), Moodle (SQL).
En conclusion, nous espérons ouvrir la voie pour d'autres recherches qui adapteront nos propositions d’indicateurs aux étudiants afin de favoriser leur réflexivité et leur autonomie.
\subsection*{Mots clefs}
Analyse des Données Éducatives (LA) -- Dynamique collective -- Visualisation -- Analyse des Réseaux Sociaux (SNA) -- Indicateurs
\clearpage
\section*{Abstract}
%\addcontentsline{toc}{section}{Abstract}
Massive Open Online Courses (MOOCs) have seen their numbers increase significantly since the democratization of the Internet. In addition, recently with the COVID-19 pandemic, the trend has intensified. If communication devices such as discussion forums are an integral part of the learning activities of MOOCs, there is still a lack of tools allowing instructors and researchers to guide and finely analyze the learning that takes place there. Dashboards summarizing students' activites are regularly offered to instructors, but they do not allow them to understand collective activities in the forums. From a socio-constructivist point of view, the exchanges and interactions sought by instructors in forums are essential for learning (Stephens, 2014). So far, studies have analyzed interactions in two ways: semantically but on a small scale or statistically and on a large scale but ignoring the quality of the interactions. The scientific contribution of this thesis relates to the proposal of an interactive detection approach of collective activities which takes into account their temporal, semantic and social dimensions.
We seek to answer the problem of detecting and observing the collective dynamics that take place in MOOC forums. By collective dynamic, we mean all the qualitative and quantitative interactions of learners in the forums and their temporal changes. We want to allow instructors to intervene to encourage these activities favorable to learning.
We rely on studies (Boroujeni 2017, Dascalu 2017) which propose to combine statistical analysis of interactions and automatic language processing to study the flow of information in forums. But, unlike previous studies, our approach is not limited to global or individual-centered analysis. We propose a method of designing indicators and dashboards allowing changes of scales and customization of views in order to support instructors and researchers in their task of detecting, observing and analyzing collective dynamics.
To support our approach, we set up questionnaires and conducted semi-structured interviews with the instructors. As for the evaluation of the first indicators built at each iteration of our approach, we used various data sources and formats: Coursera (CSV), Hangout (JSON), Moodle (SQL).
In conclusion, we hope to pave the way for further research which will adapt our proposed indicators for students thus promoting their reflexivity.
\subsection*{Keywords}
Learning Analytics (LA) -- Collective Dynamics -- Visualisation -- Social Network Analysis (SNA) -- Indicators
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