Authors:
Ibtissem Bennacer
;
Remi Venant
and
Sebastien Iksal
Affiliation:
University of Le Mans, Avenue Olivier Messiaen, 72085 Le Mans, France
Keyword(s):
Teaching Analytics, Learning Management System, Self-assessment, Peer Recommendation, Clustering Analysis, Principal Component Analysis.
Abstract:
While learning management systems have spread for the last decades, many teachers still struggle to fully operate an LMS within their teaching, beyond its role of a simple resources repository. Moreover, there is still a lack of work in the literature to help teachers engage as learners of their own environment and improve their techno-pedagogical skills.Therefore, we suggest a web environment based on teaching analytics to provide teachers with self and social awareness of their own practices on the LMS. This article focuses on the behavioral model we designed on the strength of (i) a qualitative analysis from interviews we had with several pedagogical engineers and (ii) a quantitative analysis we conducted on teachers’ activities on the University’s LMS. This model describes teachers’ practices through six major explainable axes: evaluation, reflection, communication, resources, collaboration as well as interactivity and gamification. It can be used to detect particular teachers wh
o may be in need of specific individual support or conversely, experts of a particular usage of the LMS who could bring constructive criticism for its improvement. While instrumented in our environment, this model enables supplying teachers with self-assessment, automatic feedback and peer recommendations in order to encourage them to improve their skills with the LMS.
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