Activity-Based Learner-Models for Learner Monitoring and Recommendations in Moodle

Abstract

Abstract. In technology-enhanced learning, activity-based learner models can provide evidence for competence assessment. Such models are the foundation for learning and teaching support, such as: adaptation, assessment, and competence analytics, recommendations, and so on. This paper analyses how to construct activity-based learner models based on existing data in the Moodle learning management system. Based on the activity theory model and the actuator-indicator model, aggregators of learner activities for different activity types were implemented in Moodle. This requires the consideration of the social roles in a course, in order to enable adaptive views for learners and instructors on the stored activity information. The implementation showed that Moodle stores information about course activities that requires filtering before it can get used for higher level processing. The social planes in Moodle reveal a higher complexity than it has been previously described by theories of classroom orchestration, such as actors who are no longer present in a course.

Learner Activities Evaluation Model: A Neuro-Fuzzy Approach

“…Fig. 2 extends the architecture in [11] by implementing the response part (control and indicator layers) using a four-layer feed forward Neuro-fuzzy model.…”

“…Statistical data in tabular format was proposed as alternative indicator in [10]. These efforts are meant to elicit the potentials of log file data as bases for teaching/learning competence assessment, learning analytics and support [11]. Furthermore, learning activities monitoring is essential because it can be used as a measure of formal experiences acquired in a subject area.…”

“…It provides guidelines for implementing learning assessment and learning support services. The original model according to [11] has been extended. The extension was done with the concept of motivational research; it has been applied to different areas of Technology Enhanced Learning (TEL).…”

“…The four functional layers of the architecture are sensor layer, semantic layer, control layer and indicator layer. The architecture for activity-based learner model in [11] was also based on the Actuator-Indicator Models.…”

Provision of awareness of learners’ emotions through visualizations in a computer interaction-based environment

“…Visualizations are an important artifact to represent this information and can be of low or high level data (Soller, Martínez Monés, Jermann, & Muehlenbrock, 2005). Students can use visualizations for self-reflection (Florian, Glahn, Drachsler, Specht, & Fabregat, 2011) (Govaerts, 2010), but visualizations for providing awareness of students to teachers is also an important aspect, as supported by the fact that the relationship stakeholders are more interested for learning analytics is in teachers helping their students (Drachsler & Greller, 2012).…”