Learning Analytics Cookbook – How to Support Learning Processes Through Data Analytics and Visualization

Learning Analytics Cookbook – How to Support Learning Processes Through Data Analytics and Visualization

Publication — 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 training at various levels. While the majority of existing literature on the subject focuses on its application at large corporations, this book develops and showcases approaches that bring LA closer to smaller organizations, and to educational institutions that lack sufficient resources to implement a full-fledged LA infrastructure. In closing, the book introduces a set of software tools for data analytics and visualization, and explains how they can be employed in several LA scenarios. Reference: Jaakonmäki, R., vom Brocke, J., Dietze, S., Drachsler, H., Fortenbacher, A., Helbig, R., Kickmeier-Rust, M., Marenzi, I., Fernández, Á.S., Yun, H. (2020). Learning Analytics Cookbook - How to Support Learning Processes Through Data Analytics and Visualization. SpringerBriefs in Business Process Management, XI, 93, DOI: 10.1007/978-3-030-43377-2,…
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Publication of the Compendium of Gamification Strategies: AR in STEM classes in the EU

Project, Publication — 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 change the way we interact with our environment. The EU-funded AR4STEAM project wants to use this potential for new ways of learning in school lessons in natural sciences and arts. With Augmented Reality (AR) we can merge digital dimension with the physical world and create completely new experiences. Reality becomes a creative canvas on which we can provide information in a completely new and exciting way. Artists and scientists have long recognized that immersive technologies appeal to recipients emotionally on a whole new level and create lasting impressions. AR makes the previously impossible a new reality. The only limit? Our imagination! Studies have shown that the use of…
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From students with love: An empirical study on learner goals, self-regulated learning and sense-making of learning analytics in higher education

open access, Publication, Study — 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 that fail to meet the needs of their target groups. With each design decision, we make assumptions on how learners will make sense of the visualisations, but we know very little about how students make sense of dashboard and which aspects influence their sense-making. We investigated how learner goals and self-regulated learning (SRL) skills influence dashboard sense-making following a mixed-methods research methodology: a qualitative pre-study followed-up with an extensive quantitative study with 247 university students. We uncovered three latent variables for sense-making: transparency of design, reference frames and support for action. SRL skills are predictors for how relevant students find these constructs. Learner goals have a significant…
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Learning analytics in European higher education–trends and barriers

Learning analytics in European higher education–trends and barriers

Publication, Study — 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…
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Towards Computational Psychometrics by Combining Psychometrics with Learning Analytics

Towards Computational Psychometrics by Combining Psychometrics with Learning Analytics

Publication — 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 standardized testing situation. From a learning analytics perspective assessment means to observe real behavior in digital learning environments to conclude the learner status with the intent to positively influence the learning process. Although psychometrics and learning analytics share similar goals, for instance, formative assessment, while applying different methods and theories, the two disciplines are so far highly separated. This chapter aims at paving the way for an advanced understanding of assessment by comparing and integrating the learning analytics and the psychometric approach of assessment. We will discuss means to show this new way of assessment of educational concepts such as (meta-) cognition, motivation,…
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Which Strategies are Used in the Design of Technical LA Infrastructure? A Qualitative Interview Study

Which Strategies are Used in the Design of Technical LA Infrastructure? A Qualitative Interview Study

Award, Conference, Publication — 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 full research paper and a short paper. The full research by George Ciordas-Hertel has the title: "Which Strategies are Used in the Design of Technical LA Infrastructure?: A Qualitative Interview Study". This paper was awarded as best paper the area "Infrastructure and Technologies for Engineering Education". Here an abstract of the paper: In order to obtain a holistic perspective on learning, technical infrastructure at an institutional level can be advantageous for Learning Analytics (LA). If personal data is collected and processed in such infrastructure, legal requirements are of crucial importance. Recent studies have examined various aspects of LA infrastructure, such as ethical trade-offs and stakeholder needs.…
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Tracking Patterns in Self-Regulated Learning Using Students’ Self-Reports and Online Trace Data

Tracking Patterns in Self-Regulated Learning Using Students’ Self-Reports and Online Trace Data

open access, Publication, Study — April 15, 2020
For decades, self-report instruments – which rely heavily on students’ perceptions and beliefs – have been the dominant way of measuring motivation and strategy use. Event-based measures based on online trace data arguably has the potential to remove analytical restrictions of self-report measures. The purpose of this study is therefore to triangulate constructs suggested in theory and measured using self-reported data with revealed online traces of learning behaviour. The results show that online trace data of learning behaviour are complementary to self-reports, as they explained a unique proportion of variance in student academic performance. The results also reveal that self-reports explain more variance in online learning behaviour of prior weeks than variance in learning behaviour in succeeding weeks. Student motivation is, however, to a lesser extent captured with online trace…
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Open Learning Analytics Indicator Repository (OpenLAIR)

Open Learning Analytics Indicator Repository (OpenLAIR)

open access, Publication, Study — March 28, 2020
Open Learning Analytics Indicator Repository in short OpenLAIR is a system whose frontend consists of a dashboard. This dashboard will provide an interface that filters out the list of indicators and their metrics that can be used for a particular activity. All our results will be based on the literature that we have conducted previously. Our dashboard will contain learning events, learning activities, indicators, and metrics. Where Learning Event is learning or teaching event occurs during a learner’s activity or a teacher’s activity. Leclercq and Poumay identified eight learning events: create, explore, practice, imitate, receive, debate, meta-learn, and experiment. (Learning) activity is an activity where an action that the learner does in an LMS environment, for example, posting, discussing, uploading, etc. (Duval, 2011). Usually, in the LMS environment, all these…
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Interview für den Tagesspiegel zur LAK20 Konferenz & Learning Analytics

Interview für den Tagesspiegel zur LAK20 Konferenz & Learning Analytics

Conference, Publication — March 27, 2020
Während weltweit Schulen und Universitäten wegen der Corona-Pandemie die Türen schließen, soll das Lernen im Internet weitergehen. E-Learning und Lern-Software sollen hier Vorlesungen und Unterrichtsstunden ersetzen. Doch wie kann überprüft werden, wie gut diese Angebote für Schüler und Studierende funktionieren? Eine Lösung, um die pädagogische Wirkung zu erfassen, könnte in der Big-Data-Analyse von Lernprozessen liegen: Wann fiel dem Schüler das Lernen am schwersten, wie oft blieb er im Text hängen, wo machte er beim Rechnen die meisten Fehler? Ziel der neuen Kombination von Informatik und Pädagogik unter der Bezeichnung Learning Analytics ist es, dem Lehrer ein individuelles Eingehen auf die Lernfortschritte der Schüler und Studenten zu ermöglichen. Beim E-Learning entstehen viele DatenIm statt wie geplant an der Goethe-Universität in Frankfurt am Main findet derzeit mit 560 Teilnehmenden die weltgrößte Fachkonferenz für Learning Analytics unter dem Namen „International Conference on…
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