2023 - Page 7 of 8 - EduTec Science

May42023 by Ioana JivetNo Comments

New Pub: A checklist to guide the planning, designing, implementation, and evaluation of learning analytics dashboards

Journal, Learning Analytics, Publication

Higher education institutions are moving to design and implement teacher-facing learning analytics (LA) dashboards with the hope that instructors can extract deep insights about student learning and make informed decisions to improve their teaching. While much attention has been paid to developing teacher-facing dashboards, less is known about how they are designed, implemented and evaluated. This paper presents a systematic literature review of existing studies reporting on teacher-facing LA dashboards. Out of the 1968 articles retrieved from several databases, 50 articles were included in the final analysis. Guided by several frameworks, articles were coded based on the following dimensions: purpose, theoretical grounding, stakeholder involvement, ethics and privacy, design, implementation, and evaluation criteria. The findings show that most dashboards are designed to increase teachers’ awareness but with limited actionable insights to…

Apr272023 by Jane YauNo Comments

HIKOF-DL Presentation at the University Future Festival

Conference, Event

Jane, as the project-coordinator, presented HIKOF-DL in the Track - AI & Technology, at the University Future Festival on 27.4.2023. Abstract: During the COVID-19 pandemic, we made use of artificial intelligence and learning analytics technologies for both lecturers’ and students’ online teaching and learning gains. Using these technologies, the team designed and implemented novel ways of providing highly-informative competence driven feedback (hicof) to large classes of university students (≈1000) for three innovative online assignments. We built machine learning models to automatically assess the assignments and reduced the time required for staff to manually grade them. High-informative feedback provides correct solutions, possibilities for improvement, hints on self-regulation and effective learning strategies (Wisniewski, Zierer and Hattie, 2020; Winne & Hadwin, 2008), and on two different levels - Feed Up (concerning their understanding of the learning goal) and Feed Forward (concerning their next steps in their learning process) (Hattie & Timberley, 2007). Competence driven feedback is feedback that is given to students based on…

Apr222023 by Jane YauNo Comments

HIKOF-DL – 4th Committee Meeting with Industry Members

Event, Transfer Activity

The fourth Committee meeting with industry members of the research project "HIKOF-DL" took place on March 31, 2023. HIKOF-DL is a project funded by the Hessen Ministerium für Digital Strategie und Entwicklung, which aims to provide high-informative feedback for a large number of university students, and automatic assessment, in order to reduce the lecturers' workload. The meeting yielded exciting results and discussions, showcasing the progress and potential of this innovative study. The meeting kicked off with an introduction by Prof. Dr. Hendrik Drachsler, who emphasized the significance of artificial intelligence (AI) in education. Dr. Joshua Weidlich, a key researcher in the project, then presented the research design of the study. The study population was divided into an experimental group and a control group to investigate two aspects: how students respond…

Apr212023 by Heather WehnerNo Comments

CORE: New project investigates students’ critical use of digital media

Assessment, Digitalisation, Higher Education, Project, Research topic, Target group

Students are increasingly using information from the Internet to learn for their studies. According to recent surveys, they even cite the Internet as their main source when searching for learning materials. Research shows that students often rely on inappropriate, irrelevant and scientifically unsupported sources when searching the web. Little is known about exactly how self-directed learning takes place on the Internet and how information is selected and processed. This will now be addressed by the new research group "Kritisches Denken in Online-Lernumgebungen in der Hochschulbildung (CORE)” (Critical Thinking in Online Learning Environments in Higher Education), which is being funded by the German Research Foundation (DFG) with more than 5 million euros over the next four years. The CORE project will investigate the critical use of digital media and information among…

Apr172023 by Heather WehnerNo Comments

Visit from Sasha Poquet

Digitalisation, Higher Education, Invited talk, Learning Analytics, Research topic

On April 13th, we had the pleasure of welcoming Prof. Dr. Oleksandra (Sasha) Poquet, professor in learning analytics at the TUM School of Social Sciences and Technology at the Technical University of Munich, to our EduTec group in Frankfurt. The visit provided a valuable opportunity for the EduTec group to learn from Sasha's research experience and explore the future of educational technology. The visit began with an introduction by Hendrik Drachsler, who provided an overview of our current research and ongoing projects. This was followed by a presentation by Oleksandra Poquet, who discussed her current, present and future research. In the past, Sasha's research focused on Massive Open Online Courses (MOOCs) and the impact of homophily on university course enrollment. She also discussed her work on Modelling Digital Networks with…

Apr122023 by Daniel BiedermannNo Comments

Paper and presentation about the topic of detecting disengaged reading at LAK23

Conference, Conference, Event, Higher Education, Publication, Research topic, Self-Regulation, Target group

At the recent Learning Analytics and Knowledge Conference (LAK23), Daniel Biedermann presented his paper "Detecting the Disengaged Reader - Using Scrolling Data to Predict Disengagement during Reading," to shed light on the potential for early detection of disengagement in readers. The paper presents a unique method for early disengagement detection that relies solely on the classification of scrolling data. By transforming scrolling data into a time series representation, each point of the series represents the vertical position of the viewport in the text document. Time series classification algorithms are then used to evaluate the data.The results were promising, with the method able to classify disengagement early with up to 70% accuracy. However, the study also observed differences in performance depending on which texts were included in the training dataset. Biedermann…

Mar202023 by Ioana JivetNo Comments

Reelection in the Executive Committee of SoLAR

Learning Analytics, Team

Ioana Jivet has been reelected to the Executive Committee of the Society for Learning Analytics Research (SoLAR) for another mandate of two years 2023-2025. The Executive committee governs the society's work and meets regularly to decide on matters of policy, general business, the tabling of reports from any Committee and any other matter that requires the Executive’s decision-making powers. The Society for Learning Analytics Research (SoLAR) is an inter-disciplinary network of leading international researchers who are exploring the role and impact of analytics on teaching, learning, training and development. SoLAR has been active in organizing the International Conference on Learning Analytics & Knowledge (LAK) and the Learning Analytics Summer Institute (LASI), launching multiple initiatives to support collaborative and open research around learning analytics, promoting the publication and dissemination of learning analytics research, and advising and…

Mar202023 by Ioana JivetNo Comments

Highly Informative LA Workshop at LAK23

Conference, Higher Education, Learning Analytics, Learning Design, Workshop

On the 13th of March 2023, as part of the LAK23 conference, five EduTec team members (Daniele Di Mitri, Ioana Jivet, Sebastian Gombert, Atezaz Ahmad and Hendrik Drachsler) organised a full-day workshop on Highly Informative Learning Analytics with Marcel Schmitz from Zuyd University of Applied Sciences, The Netherlands. In this workshop, we investigated the concept of highly informative learning analytics and proposed a methodology for designing an environment that delivers highly informative learning analytics. The workshop is intended as a hands-on, interactive session that allows participants to test the methodology’s potential in a realistic use case. The proposed approach is based on the four-stage process of the Design Cycle for Education (DC4E). We exemplify practical tools that were designed in-house for each stage, including a tool to support teachers while…

Mar202023 by Ioana JivetNo Comments

Best Short Paper Award Nomination @LAK23

Award, Conference, Conference, Higher Education, Learning Analytics

The protection of students’ privacy in learning analytics (LA) applications is critical for cultivating trust and effective implementations of LA in educational environments around the world. However, students’ privacy concerns and how they may vary along demographic dimensions that historically influence these concerns have yet to be studied in higher education. Gender differences, in particular, are known to be associated with people's information privacy concerns, including in educational settings. Building on an empirically validated model and survey instrument for student privacy concerns, their antecedents and their behavioral outcomes, we investigate the presence of gender differences in students’ privacy concerns about LA. We conducted a survey study of students in higher education across five countries (N = 762): Germany, South Korea, Spain, Sweden and the United States. Using multiple regression analysis,…

Mar82023 by Sebastian WollnyNo Comments

New Pub: Students’ expectations of Learning Analytics across Europe

Higher Education, Journal, Learning Analytics

What do European students expect from Learning Analytics? To help Higher Education Institutions (HEIs) develop and implement Learning Analytics systems that support students' learning, a new article of Sebastian Wollny et al. investigates in the Journal of Computer Assisted Learning the individual LA expectations of European higher education students. In this article a ‘Student Expectations of Learning Analytics Questionnaire’ (SELAQ) survey with 417 participating students was applied at the Goethe University Frankfurt (Germany) and compared with responses of students from Madrid (Spain), Edinburgh (United Kingdom) and the Netherlands. Results: The results show that students’ expectations at Goethe University Frankfurt itself are rather homogeneous regarding ‘LA Ethics and Privacy’ and ‘LA Service Features’. Furthermore, it reveals that European students generally show a consistent pattern of expectations of LA with a high…