Towards Networked Learning Analytics – A concept and a tool(8)

Networked learning is much more ambitious than previous approaches of ICT-support in education. It is therefore more difficult to evaluate the effectiveness and efficiency of the networked learning activities. Evaluation of learners ’ interactions in netw

factor that indicates the extent to which students respond to each other (Lipponen 2003).

Our way of thinking about networked learning analytics concerns the identification of learning resources that convey the desired content and satisfy learners either individually or in clusters of learners with same characteristics (styles, knowledge level, etc.). Moreover, it concerns the discovery of issues that helped students move toward knowledge construction, understanding of topics of the subject domain, and problem-solving skills acquisition either individually or in groups. It mainly focuses on social and personal interaction among learners and among learners and resources.

With the proposed approach we try to have a good insight to the three design components of a networked learning environment identified by Goodyear (2000). These are (1) the tasks set for students, which influence but do not determine their actual learning activity, (2) the (social) organisational forms put in place for them, out of which they develop more or less convivial learning relationships, and (3) the digital resources, tools, artefacts, etc that we make available to them, which are used by them to “customise or fit out their individual learnplaces” (Goodyear et al., 2004).

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