Adaptive strategies and monitoring in Moodle with learning analytics




Daniel Amo


Moodle is a virtual learning environment rich in tools and internal configurations that make it easy to create individualized itineraries. In this sense, teachers have a great opportunity to use them to adapt the contents and everything that orbit around a course. Depending on the characteristics of each student they can offer unique learning paths, adequate resources for each style of learning and even an evaluation from different prisms.

Despite the adaptive advantages, tracking is a pending issue in the possibilities offered by Moodle. Fragmentation of plugins in versions and functionalities, poorly detailed Moodle reports, or raw data logs offer teachers a decentralized environment that makes it much easier to track students. A possible functional solution is to apply external tools that facilitate a centralized monitoring experience for all teachers who use Moodle for adaptive learning. 




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Author's biography

Daniel Amo

Technical Engineer in Computer Science (EUPMT), with a Master's Degree in Education and ICT (UOC) and a Master's Degree in Teacher Training in Secondary Education (UNIR). For over 15 years he has been managing information management projects in companies. He has been Coordinator and ICT Manager in different centers, Director of Laboratories of Educational Innovation, Advisor of national projects on integration of ICT in educational institutions, Teacher trainer and researcher in Learning Analytics. Author of blogs, and CEO of Co-author of the book "Learning Analytics: The narrative of learning through the data" with UOC editorial.

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