Curricular Concept Maps as Structured Learning Diaries: Collecting data on self-regulated learning and conceptual thinking for learning analytics applications

The collection and selection of the data used in learning analytics applications deserve more attention. Optimally, selection of data should be guided by pedagogical purposes instead of data availability. Using design science research methodology, we designed an artifact to collect time-series data on students’ self-regulated learning and conceptual thinking. Our artifact combines curriculum data, concept mapping, and structured learning diaries. We evaluated the artifact in a case study, verifying that it provides relevant data, requires a limited amount of effort from students, and works in different educational contexts. Combined with learning analytics applications and interventions, our artifact provides possibilities to add value for students, teachers, and academic leaders.

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self-regulated learning, conceptual thinking, concept mapping, curriculum, learning diary

DOI

10.18608/jla.2019.63.13

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Kivimäki, V, Pesonen, J, Romanoff, J, Remes, H & Ihantola, P 2019, 'Curricular Concept Maps as Structured Learning Diaries: Collecting data on self-regulated learning and conceptual thinking for learning analytics applications', Journal of Learning Analytics, vol. 6, no. 3, pp. 106-121. https://doi.org/10.18608/jla.2019.63.13

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https://urn.fi/URN:NBN:fi:aalto-202001021179

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[article-cris] Insinööritieteiden korkeakoulu / ENG

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Curricular Concept Maps as Structured Learning Diaries: Collecting data on self-regulated learning and conceptual thinking for learning analytics applications

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