Analytics of collaborative planning in Metafora: architecture, data, and analytic methods

Abstract

This paper describes our approach for learning analytics in the Metafora system, a collaborative learning framework that supports self-regulated and constructionist activities in groups. Our specific interest in analysis is the nature of collaborative planning behaviour and aspects of learning to learn together (L2L2). For that end we will describe the architecture supporting diverse analytic components across all the tools used in Metafora, the data formats, storage and access methods, and the analytic principles we designed and implemented. We will also describe our first insights using these methods on real Metafora data collected during practical experimentation in schools.