Abstract
Situated in the intersection of two emerging trends, online self- and peer assessment modes and learning analytics, this study explores the current landscape of software applications to support peer assessment activities and their necessary requirements to complete the learning analytics cycle upon the information collected from those applications. More particularly, the study focuses on the specific case of Moodle Workshops, and proposes the design and implementation of an application, the Moodle Workshop Data EXtractor (MWDEX) to overcome the data analysis and visualization shortcomings of the Moodle Workshop module. This research paper details the architecture design, configuration, and use of the application, and proposes an initial validation of the tool based on the current peer assessment practices of a group of learning analytics experts. The results of the small-scale survey suggest that the use of software tools to support peer assessment is not so extended as it would initially seem, but also highlight the potential of MWDEX to take full advantage of Moodle Workshops.
Highlights
The emergence of massive online open courses (MOOCs) has had a dramatical impact on several different aspects of learning
Two of the most important elements affected by MOOCs are the analysis of data as a means to understand what is occurring in a massive online course, and the need for efficient assessment methods that could work in large-scale settings
This study aims to contribute to both topics by exploring the correspondence between software to support peer assessment and the different stages of the learning analytics cycle, with a special focus on the case of Moodle, the most-used learning management system, and Moodle Workshop, a Moodle module to support peer assessment
Summary
The emergence of massive online open courses (MOOCs) has had a dramatical impact on several different aspects of learning. Two of the most important elements affected by MOOCs are the analysis of data (learning analytics) as a means to understand what is occurring in a massive online course, and the need for efficient assessment methods that could work in large-scale settings. Both aspects of learning have been impacted by the rapid implementation of virtual campuses across higher education institutions and the shift toward a kind of student-centered learning that incorporates intensive use of information technologies.
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