Abstract:

In web 2.0 era, the use of technology to learn has benefited from all its influence giving therefore birth of the e-learning 2.0 concept. As a result, teaching and learning are eventually taking place in social and interactive environments giving a virtual presence of the actors (teacher, student, etc.) as well as their interactions. These latter are often represented as data, which open up promising opportunities for their exploitation to improve teaching and learning operations.

Nowadays, Learning Management Systems, Massive Open Online Courses and Tutoring Systems are the most exploited environment to extract useful data. Several researches are conducted to exploit data and interactions in measuring learner engagement, predicting analysis, early detection and many other applications.

In another context and evermore in E-learning 2.0 field, our team has developed a collaborative social web IDE (Integrated Development Environment) to be used in practical computer science teaching. This environment virtualizes the sequence of practical work. It also enables the collaboration between student and teacher and students themselves. The use of our IDE in practical programming work has demonstrated a set of advantages. The results of its evaluation have been published in a prior work.

In the presence of a rich interaction environment, where interactions are related to programming teaching in higher education. We aim to expand the use of our IDE in order to improve this operation by harnessing the data that we can collect in it. The first step, is to define the learning analytics specific to this operation that will allow us to collect useful data. We believe that after processing this data we will be able to exploit it to improve the operation of teaching and learning.

The purpose of this work is to define a road map of the data that can be collected from web IDEs used in teaching as well as the possibilities of exploiting them.

Keywords:

Learning analytics, computer science teaching, e-learning 2.0.