Are There Apps That Have Used Learning Analytics for Their Basic Homework
According to Sara Rathburn, a quiz is a
versatile teaching medium because it:
·
Provides information
·
Gathers information about the
degree to which children are meeting their learning goals
M/s Rathburn has been associated with the
Colorado State University as the Professor of Geosciences during the
time-period: 2007 – 2013.
Can this be equated with the core concept
of Learning Analytics?
Well, the opinion of m/s Rathburn comes
quite close to upholding the essence of Learning Analytics but it can’t be
accurately affirmed whether or not her opinion is just a way of mentioning
Learning Analytics.
This blog’s context is not about Learning
Analytics solely in the first place but rather it is about the question: Are
there any applications that have been created after an intensive analysis on
the lines of Learning Analytics?
2014 – The mobile-application market does
have numerous apps in existence which provide an online platform for the
implementation of Learning Analytics. However, the answer to the question put
forth in the previous paragraph can be put forth in one single sentence: There
are indeed applications that have been created while keeping in mind the core
essence of Learning Analytics.
With multiple applications having already
implemented an online platform for Learning Analytics, researchers are started
to look at the next step: Is it possible to undertake Learning Analytics at a
real-time basis for every application before it gets created?
The answer is now present on Google Play
Store and it goes by the name: Quizoholic. The fact that this application has
been created after an intense Learning Analytics session is testament to the
analysis of multiple surveys and teaching approaches having been conducted on a
global scale. One particular constructivist approach titled CORI
(Concept-Oriented Reading Instruction) has been particularly instilled in the
core functionality of Quizoholic. Therefore, the quizzes have been designed in
a manner which motivates users through different cognitive strategies.
CORI, technically an instructional program,
was conceptualized initially as a project of the National Reading Research
Center (NRCC) with the implementation site being two universities: Maryland and
Georgia from 1992-1997. Today it stands as a successful instructional program
with multiple research projects to its name – needless to say all being
successful. Two examples have been given below.
·
The 7-year Reading Engagement
Project (Collaboration between the University of Maryland and Frederick County Public
Schools)
·
The 5-year Real Engagement
Adolescent Learning (REAL) (Collaboration between the University of Maryland
and St. Mary’s County Public Schools)
Quizoholic is also different from the rest
of its existent brethren because it employs the concept of Andragogy under
which:
·
One can learn at the pace at
which one wants to
·
One is not coerced into
learning; he/she takes up learning when ready when he/she wants to
·
Irrespective of having numerous
quizzes modeled on multiple categories, the application is learner-oriented
It may not be incorrect to say that
Quizoholic is also vested with the four important attributes of the Kolb’s
Experiential Learning Cycle. This is because this application allows users to:
·
Engage in an extremely
interesting activity of attempting a quiz
·
Takeaway price reflections and
sub-conscious learning from those engagements
·
Learn subconsciously from those
engagements
·
Experiment with the newly
gained knowledge
On a closing note, an impartial analysis of
this application leads to one single conclusion which is that the developers
have undertaken an intensive session of Learning Analytics before actually
going ahead with the actual development cycle. Various tenets of multiple
learning theories have been included in the creation of this application and it
simply answers the question: Are there any applications that have been created
after an intensive analysis on the lines of Learning Analytics?
