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Rebeca Cerezo, Natalia Suarez, J. Carlos Núñez
Department of Psychology University of Oviedo, Spain
Department of Computer Science University of Oviedo, Spain
firstname.lastname@example.org email@example.com firstname.lastname@example.org
email@example.com -Provide feedback to both teachers and students of eLearning courses, and detection of atypical or non-adaptive learning behaviors.
eGraph is a virtual tool developed with the aim of make easier to track the students´ learning process in Learning Management Systems like Moodle. It is based in the log files that the learning platform records when the students are interacting with and allows teachers, students, and researchers to track the learning route that learners have followed during a particular time span.
The tool has been developed in five phases as suggested in other works .
3.1 Collect data
The Content Management System is used by students and the logs are stored in the database. Particularly, to develop and test this tool it has been used the data available from 576 third-year graduate students from the University of Oviedo during a 13 weeks eLearning course.
Categories and Subject Descriptors
H.2.8 [Database Applications]: Data Mining; E.1 [Data Structures]: Graphs and networks; K.3.1 [Computer Uses in Education]: Computer-managed instruction (CMI)
Algorithms, Performance, Experimentation.
3.2 Preprocessing data and setting variables of interest
For this particular course we have chosen two main groups of variables, but they can be easily changed according to the teacher/researcher´s goals: -Variables represented as different color nodes regarding course contents. Seven different variables were selected: theoretical content view, summary view, multimedia content view, task view, task submission, forum view, and forum participation. Different colors were assigned to each variable to facilitate their visualization. The nodes are numbered by chronological order. -Variables represented as edges regarding time between different actions and activation of previous knowledge. Different thickness is assigned to each variable to facilitate their visualization. In addition, red colors have been applied to the edges in order to identify when the student is working on previous contents.
Graph, learning process educational data mining. visualization, adaptive feedback,
While students learn, explore, fail or procrastinate in a Learning Management System (LMS) leave traces . Nowadays, one of the most commonly used LMS in higher educational contexts is Moodle (modular object oriented developmental learning environment). Moodle automatically records a vast amount of information in the so-called logs, which is valuable for analyzing student´s behavior. However, due to the vast quantity of data is very difficult to manage them manually. The eGraph tool is designed to assess participation and learning process of the students in Moodle in a fast and simple way, which otherwise would not be possible by the characteristics of the data (amounts of raw data with no sense if are not processed) and the eTeachingeLearnig Process itself (most of the times, the teacher has no technical knowledge apart from the basic user interaction with the system).
3.3 Applying Data Mining
Educational Data Mining technics are applied to build the model that summarizes the students learning process. To do so, there are both commercial and free data mining tools that can be used. Currently, Graph Mining technics are being tested with this purpose.
-Provide a specific tool allowing educators to thoroughly track and assess learner´s activities while evaluating the effectiveness of the course contents for the learning process. -Facilitate course adaptation and learning recommendations based on students´ learning behaviors and Adaptive Educational Hypermedia .
Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for third-party components of this work must be honored. For all other uses, contact the Owner/Author. LAK '14, Mar 24-28 2014, Indianapolis, IN, USA ACM 978-1-4503-2664-3/14/03. http://dx.doi.org/10.1145/2567574.2567596
3.4 Deploying Results
The resultant graph is easily and intuitively interpreted by the teacher/ researcher according to their goals (See Figure 1).
eGraph h is introduced to o facilitate analy ysis of large amo ounts of raw data bu ut mainly to allo ow the teacher o or researcher ma anipulate the graphic cal representatio on and become a aware of what is happening in dista ance classes. One of f our future chall lenges is to intro oduce and test th he eGraph as a feedb back and monito oring tool for t the students in o order to get more o objective feedba ack. Furthermore e extend the use e of the tool to cre eate Adaptive Hypermedia L Learning Enviro onments to mend learner´s activities, path hs, shortenings s, etc., that recomm enhanc ce a more self-re egulating learnin ng  and prom mote the use acognitive strate egies as monitori ing and assessme ent. of meta ACKN NOWLEDGMEN NTS Figure 1: 1 Example of one student learn ning process n with eGraph. representation
This wo ork was support ted by the Spanis sh Ministry of Science and Techno ology project ED DU2010-16231.
5. RE EFERENCES
 Ce erezo, R., Álvare ez, D., Sánchez-Santillán, M., N Núñez, J.C. & Álvarez, L. 201 13. Nuevas meto odologías para la a evaluación de el aprendizaje en n campus virtuales [New Method dologies for lea arning assessme ent in Virtual Cam mpus]. In O. Ar rias-Gundín & R. Fidalgo (Eds s.), Innovación E Educativa en la E Educación uperior [Academ mic Innovation in n Higher Educat tion] (pp. Su 77 7-96). Saarbrück ken: Lap Lamber rte Academic Pu ublishin GM MBH & Co.  Br rusilovsky, P. 19 996. Methods an nd techniques of adaptive hy ypermedia. User r Modeling and U User-Adapted In nteraction. 6, 2, 87–129. DOI I= http://dx.doi.o org/10.1007/BF0 00143964  Ro omero, C., Ventu ura, S. & Garcia a, E. 2008. Data mining in co ourse manageme ent systems: Moo odle case study a and tutorial. Co omputers and Ed ducation. 51, 1 ( (August, 2008), 368-38. DO OI= http://dx.do oi.org/10.1016/j.compedu.2007.0 05.016  Ce erezo, R., Núñez z, J. C., Rosário, , P., Valle, A., R Rodriguez, S. , & Bernardo, A A. 2010. New Me edia for the prom motion of se elf-regulated lear rning in higher e education. Psicot thema. 22, 2, 306-315.
n Figure 2: 2nd Example of one o student lear rning process representation n with eGraph.
4 4. PRELIM MINARY RE ESULTS AN ND D DISCUSSIO ON
C Currently the too ol is still being improved, how wever, prelimina ary results show that eGraph to ool enables an nd facilitate th he in nterpretation of f the activity of o each student t in the LMS as s showing in Im mage 1 and 2 where two different student t´s p performance are represented. M Moodle does no ot provide visua alization tools of o student’s usag ge d data that let the teachers, learner rs or researchers s understand dat ta.