Grammatical category disambiguation by statistical optimization
Computational Linguistics
Natural Language Processing with Python
Natural Language Processing with Python
Proceedings of the Third International Conference on Learning Analytics and Knowledge
ICMI 2013 grand challenge workshop on multimodal learning analytics
Proceedings of the 15th ACM on International conference on multimodal interaction
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Learning analytics techniques are traditionally used on the "big data" collected at the course or university level. The application of such techniques to the data sets generated in complex learning environments can provide insights into the relationships between the design of learning environments, the processes of learning, and learning outcomes. In this paper, two of the codes described as part of the Collaborative Process Analysis Coding Scheme (CPACS) were extracted from the Math Data Corpus. The codes selected were tense and pronouns, both of which have been found to indicate phases of group work and the action associated with collaboration. Rather than examine these measures of social interactions in isolation, a framework for the analysis of complex learning environments was applied. This facilitated an analysis of the relationships between the social interactions, the task design and learning outcomes, as well as tool use. The generation of a successful problem solution of one expert and one non-expert group was accurately predicted (75%-94%). The examination of interactions between the social, epistemic and tool elements of the learning environment for one group showed that successful role differentiation and participation were related to successful problem solutions in the first meeting. In the second meeting, these were less important. The relationship between the discourse related to problem resolution through action and the correctness of a problems solution was found to be less reliable measures, however further analysis is needed at a finer grain to investigate this finding. A rich description of the processes of learning (with regards to social interaction, generation of knowledge, and discourse related to action) was generated for one group.