|Long Title:||Monitoring Online Courses with Logfiles|
Universita della Svizzera Italiana
|Project Leader:||M. Bettoni|
|MOCLog Tool (software package)||The two components of the MOCLog Tool (MOCLog Admin, MOCLog GISMO) are available from the project's website|
|MOCLog Tutorials for the tool||Tutorials available on the project's website (public) in 4 languages: I, D, E, F|
|All project documents and further information||Public documents are available on the project's website|
|MOCLog - Monitoring Online Courses with log data||Presentation at the 1st Moodle Research Conference, Heraklion, Crete, Greece, Sept. 15, 2012; Bettoni, M., & Mazzola, L.|
|MOCLog – Monitoring Online Courses with log data||In: S. Retalis & M. Dougiamas (eds.) Proc. of the 1st Moodle Research Conference, Heraklion, Crete, Greece, Sept. 14-15, 2012, pp. 132-139; Mazza, R., Bettoni, M., Faré, M. & Mazzola, L.|
|MOCLog - Monitoring Online Courses with Logfiles||Eduhub webinar 13.12.2012 held by Bettoni, M. & Mazza, R.|
MOCLog was also presented at the 4th STELLAR Alpine Rendez-Vous (ARV) and during the eduhub days 2013.
MOCLog is a learning analytics instrument. It contains a model and a tool for monitoring learning through logfiles of a Learning Management System (Moodle). It makes it easier for students, teachers, study program managers and administrators to interpret the logfiles of the LMS with a didactical perspective; this enables these four stakeholders to analyse and understand the activities in online courses in a more effective and efficient way.
Swiss academic institutions can benefit by installing the MOCLog tool (a Moodle plugin) for free; for students, teachers, study program managers and administrators involved in online courses it becomes easier to interpret the online activities from different points of view - learning, teaching, planning and administration – and based on this to devise ways of improving the quality of teaching and learning at the four levels.
MOCLog is in use at the partners institutions: Fernfachhochschule Schweiz, Università della Svizzera Italiana, Berner
Fachhochschule and Fachhochschule Nordwestschweiz.
eLab/USI will take care of the maintenance of the tool. FFHS will take care of the website where users can get support (tutorials). The use of MOCLog GISMO will be incentivized with the help of specific seminars. For preparing further development with a new grant we plan to disseminate our tool to other Swiss educational institutions with Moodle; the experiences with the use of the tool will be evaluated and based on this a new proposal will be prepared.
Using logfiles of learning management systems can help to determine who has been active in the course, what they did, and when they did it. Unfortunately, the logfiles provided by a LMS are seldom used mainly because it is difficult to interpret and exploit them; the obstacles to interpretation and exploitation fall into four main categories:
In the attempt of overcoming these difficulties, reporting functions of LMS have been extended, for
instance Moodle now provides logs of non-anonymous data, a feature which enables teachers to evaluate
the activity patterns of individual students. Moreover in the last few years researchers have begun to
investigate various data mining methods which allow exploring, visualising, interpreting and analysing
e-learning data thus helping teachers in better understanding and improving their e-learning practice.
Another line of research addressing the mentioned interpretation problem is that initiated by the GISMO project (USI.5), which developed a simple graphical interactive visualisation of Moodle logfiles and provides a good starting point for building up a tool.
The main aim consists in the realization of a monitoring system (based on a suitable interpretation model),
that can help to analyze the logfiles of Moodle more effectively and efficiently thus contributing to
improve the quality of teaching and learning in online courses. For example, logfile analyses can help
in better understanding whether the courses provide a sound learning environment (availability and use
of discussion forums, etc.) and implement best practices in online learning (students provide timely responses,
teachers are visible and active, etc.).
The specific objectives that contribute to reach this aim are:
MOCLog combines in a useful tool a didactical theory with physical data (logfiles).
One key feature is that it allows analyzing the use of the contents in the online-courses from a didactical point of view, thus going deeper than simply counting and visualising the numbers of posts and clicks.
Another key feature is to avoid using entries by students and to rely instead on logfiles (obtained from system reports) as an input and to evaluate the logfiles automatically. The goal here is to measure the status of activities in the online-course as much as possible without distortions, 'objectively', by relying exclusively either on logfile data or on planning data provided by the course administrators and by the teachers as reference values.
Model of logfile analysis
The focus lies on activities (interpreted from logfile data) and orientation (visualization by the MOCLog tool). The model is based on the theory of eLearning functions by Reinmann-Rothmeier (2003) and the methodology for the analysis of websites' logfiles by Cantoni & Ceriani (2007). The model of the logfile analysis is necessary for interpreting the logfiles that are generated in Moodle by the users in a suitable way in terms of learning activities. The model is used in analyzing the logfiles and creating use cases (scenarios) for each stakeholder.
The benefits of MOCLog for the Swiss higher education sector are: