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Learning Analytics Cookbook – How to Support Learning Processes Through Data Analytics and Visualization
August 1, 2020
This book offers an introduction and hands-on examples that demonstrate how Learning Analytics (LA) can be used to enhance digital learning, teaching and train...
Publication of the Compendium of Gamification Strategies: AR in STEM classes in the EU
July 30, 2020
The only limit is our imagination: Augmented Reality Technology enters STEM classes in EU As a powerful storytelling tool, immersive media fundamentally...
From students with love: An empirical study on learner goals, self-regulated learning and sense-making of learning analytics in higher education
July 11, 2020
Unequal stakeholder engagement is a common pitfall of adoption approaches of learning analytics in higher education leading to lower buy-in and flawed tools tha...
Towards Real-Time Multimodal Feedback with the CPR Tutor
July 8, 2020
We developed the CPR Tutor, a real-time multimodal feedback system for cardiopulmonary resuscitation (CPR) training. The CPR Tutor detects mistakes usi...
Das studentische E-Learning-Projekt »StudyCore« verbindet Forschung mit pädagogischer Praxis
June 25, 2020
Es ist toll zu sehen, dass die Studierendenvereinigung - MEGA - (Make eLearning Great Again) - jetzt auch ausserhalb der Goethe Uni erfolgreich das Lernen mit ...
Learning analytics in European higher education–trends and barriers
May 21, 2020
Learning analytics (LA) as a research field has grown rapidly over the last decade. However, adoption of LA is mostly found to be small in scale and isolated at the instructor level. This paper presents an exploratory study on institutional approaches to LA in European higher education and discusses prominent challenges that impede LA from reaching its potential. Based on a series of consultations with senior managers from 83 different higher education institutions in 24 European countries, we observe that LA is primarily perceived as a tool to enhance teaching and institutional management. As a result, teaching and support staff are found to be the main users of LA and the target audience of training support. In contrast, there is little evidence of active engagement with students or using LA to develop self-regulated learning skills. We highlight the importance of grounding LA in learning sciences and including students as a key stakeholder in the design and implementation of LA. This paper contributes to our understanding of the development of LA in European higher education and highlights areas to address in both practice and research.
Towards Computational Psychometrics by Combining Psychometrics with Learning Analytics
May 12, 2020
From a psychometric point of view, assessment means to infer what a learner knows and can do in the real world from limited evidence observed in a standard...
Which Strategies are Used in the Design of Technical LA Infrastructure? A Qualitative Interview Study
May 12, 2020
At the end of April the EDUCON2020 – IEEE Global Engineering Education Conference took place. The Educational Technologies team managed to contribute with a fu

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