{"id":387,"date":"2011-10-30T19:55:32","date_gmt":"2011-10-30T19:55:32","guid":{"rendered":"https:\/\/www.open.ac.uk\/blogs\/r.m.ferguson\/?p=387"},"modified":"2011-10-30T19:55:32","modified_gmt":"2011-10-30T19:55:32","slug":"assessing-learner-analytics","status":"publish","type":"post","link":"https:\/\/www.open.ac.uk\/blogs\/r.m.ferguson\/?p=387","title":{"rendered":"Assessing learner analytics"},"content":{"rendered":"<p>Learner analytics use the experiences of a community [network?] of learners to help individual learners in that community to identify more effectively learning content from a potentially overwhelming set of choices.<\/p>\n<p>Analytics and recommendations have generative power. The object recommended many not yet exist \u2013 it may be something that the learner must construct or that is constructed from the recommendation.<\/p>\n<p>Analytics can be assessed from numerous perspectives, including: accuracy, adaptivity, \u00a0behaviour, \u00a0confidence, coverage, \u00a0coverage, \u00a0diversity, \u00a0drop-out rate, \u00a0effectiveness of learning, \u00a0efficiency of learning, \u00a0learner improvement, \u00a0novelty, \u00a0precision (comparing resources selected by user with those selected by algorithm), \u00a0prediction accuracy, \u00a0privacy, \u00a0reaction of learners, \u00a0recall (ratio of relevant results to those presented by algorithm) results, \u00a0risk, \u00a0robustness, \u00a0satisfaction, scalability, \u00a0serendipity, \u00a0trust, user preference, \u00a0utility.<\/p>\n<p>(MUPPLE seminar \u2013 Hendrik Drachsler)<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Learner analytics use the experiences of a community [network?] of learners to help individual learners in that community to identify more effectively learning content from a potentially overwhelming set of choices. Analytics and recommendations have generative power. The object recommended many not yet exist \u2013 it may be something that the learner must construct or [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[49],"tags":[],"class_list":["post-387","post","type-post","status-publish","format-standard","hentry","category-analytics"],"_links":{"self":[{"href":"https:\/\/www.open.ac.uk\/blogs\/r.m.ferguson\/index.php?rest_route=\/wp\/v2\/posts\/387","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.open.ac.uk\/blogs\/r.m.ferguson\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.open.ac.uk\/blogs\/r.m.ferguson\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/r.m.ferguson\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/r.m.ferguson\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=387"}],"version-history":[{"count":2,"href":"https:\/\/www.open.ac.uk\/blogs\/r.m.ferguson\/index.php?rest_route=\/wp\/v2\/posts\/387\/revisions"}],"predecessor-version":[{"id":389,"href":"https:\/\/www.open.ac.uk\/blogs\/r.m.ferguson\/index.php?rest_route=\/wp\/v2\/posts\/387\/revisions\/389"}],"wp:attachment":[{"href":"https:\/\/www.open.ac.uk\/blogs\/r.m.ferguson\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=387"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/r.m.ferguson\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=387"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/r.m.ferguson\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=387"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}