Prof. Dr. Hendrik Drachsler, Author at EduTec Science

Jun292021 by Prof. Dr. Hendrik DrachslerNo Comments

New Pub: An exploratory latent class analysis of student expectations towards learning analytics services

Empirical Study, Higher Education, Open access, Publication

For service implementations to be widely adopted, it is necessary for the expectations of the key stakeholders to be considered. Failure to do so may lead to services reflecting ideological gaps, which will inadvertently create dissatisfaction among its users. Learning analytics research has begun to recognise the importance of understanding the student perspective towards the services that could be potentially offered; however, student engagement remains low. Furthermore, there has been no attempt to explore whether students can be segmented into different groups based on their expectations towards learning analytics services. In doing so, it allows for a greater understanding of what is and is not expected from learning analytics services within a sample of students. The current exploratory work addresses this limitation by using the three-step approach to latent class…

Jun152021 by Prof. Dr. Hendrik DrachslerNo Comments

Kickoff: HELA – Improving HEI maturity to implement learning analytics

Digitalisation, Learning Analytics, Project, School

In February 2021, the Croatian Science Foundation (HRZZ) approved funding of the research project "HELA - Improving HEI maturity to implement learning analytics" that will be implemented during the next 4 years at the Faculty of Organization and Informatics (FOI), University of Zagreb under the leadership of Full Prof. Nina Begičević Ređep, PhD The project, which started with its activities on March 1, 2021, will be financed by the HRZZ in the total amount of 776,230.00 HRK. The purpose of this research project is to contribute to a better understanding and optimization of the teaching and learning processes supported by LA through improving HEI maturity to implement LA. The expected impact of the research will be reflected in faster implementation of learning analytics in higher education, improved evidence-based strategic decision-making and…

Jun12021 by Prof. Dr. Hendrik DrachslerNo Comments

Kickoff Meeting of HICOF-DL – Highly Informative and Competence-based Feedback for Digital Learning

Computational Psychometrics, Higher Education, Learning Analytics, Project

Currently, almost all students learn only digitally at home, because in the wake of the COVID 19 pandemic, universities have largely converted their teaching to online courses. But the virtual lectures and seminars often still lack individual feedback for learners. A new project conducted by the DIPF | Leibniz Institute for Human Development and Educational Information and the Goethe University Frankfurt aims to change that. The researchers want to develop a software tool that uses modern, automated evaluation methods to help provide accurate feedback. Derzeit lernen fast alle Studierenden nur digital zu Hause, denn im Zuge der COVID-19-Pandemie haben die Hochschulen ihren Lehrbetrieb größtenteils auf Online-Veranstaltungen umgestellt. Doch den virtuellen Vorlesungen und Seminaren mangelt es häufig noch an individuellen Rückmeldungen für die Lernenden. Ein neues, vom DIPF | Leibniz-Institut für…

May32021 by Prof. Dr. Hendrik DrachslerNo Comments

New Pub: Towards Automatic Collaboration Analytics for Group Speech Data Using Multimodal Learning Analytics

General education, Journal, Multimodal Learning Analytics, Open access, Publication

Collaboration is an important 21st Century skill. Co-located (or face-to-face) collaboration (CC) analytics gained momentum with the advent of sensor technology. Most of these works have used the audio modality to detect the quality of CC. The CC quality can be detected from simple indicators of collaboration such as total speaking time or complex indicators like synchrony in the rise and fall of the average pitch. Most studies in the past focused on “how group members talk” (i.e., spectral, temporal features of audio like pitch) and not “what they talk”. The “what” of the conversations is more overt contrary to the “how” of the conversations. Very few studies studied “what” group members talk about, and these studies were lab based showing a representative overview of specific words as topic clusters…

Apr162021 by Prof. Dr. Hendrik DrachslerNo Comments

Best Paper award @LAK21 – Quantum of Choice

Award, Conference, Empirical Study, Higher Education, Learning Analytics, Open access, Publication

Learning analytics dashboards (LADs) are designed as feedback tools for learners, but until recently, learners rarely have had a say in how LADs are designed and what information they receive through LADs. To overcome this shortcoming, we have developed a customisable LAD for Coursera MOOCs on which learners can set goals and choose indicators to monitor. Following a mixed-methods approach, we analyse 401 learners’ indicator selection behaviour in order to understand the decisions they make on the LAD and whether learner goals and self-regulated learning skills influence these decisions. We found that learners overwhelmingly chose indicators about completed activities. Goals are not associated with indicator selection behaviour, while help-seeking skills predict learners’ choice of monitoring their engagement in discussions and time management skills predict learners’ interest in procrastination indicators. The…

Mar242021 by Prof. Dr. Hendrik DrachslerNo Comments

PhD Defense on educational importance of a well-designed dashboard in the online learning environment

PhD defense, Press, Team

The impact of technology in improving educational opportunities has grown significantly in the last decade. Especially in 2020, when the corona crisis led to an unprecedented growth in online education for all ages. Online learning environments are equipped with all kinds of possibilities to generate feedback, based on educational data, the learning analytics. Ioana Jivet investigated how learning analytics can be used as a feedback tool in online learning environments. What are relevant aspects in the design of the online learning environment? And what information should the dashboard display in order to optimally support the learner in the learning process? Ioana Jivet defends her thesis 'The Dashboard That Loved Me: Designing adaptive learning analytics for self-regulated learning' at the Open University on Friday 26 March 2021 at 1.30 pm (online).…

Mar102021 by Prof. Dr. Hendrik DrachslerNo Comments

New E+ project RAPIDE – Relevant assessment and pedagogies for inclusive digital education

Higher Education, Learning Analytics, Press, Project

The European strategic project in higher education titled RAPIDE- Relevant assessment and pedagogies for inclusive digital education starts on Monday, March 1st 2021. The project, coordinated by the Faculty of Organization and Informatics (FOI) of the University of Zagreb, is the 24-month project funded under the Erasmus + program of the European Commission in the total amount of 219,085 euros. The goal of this project is to co-create, implement and share innovative pedagogies and aligned assessment for relevant and inclusive digital education in order to deal with the COVID-19 induced and similar crises and to support meaningful digital transformation of higher education in (post)COVID era. The kick-off meeting of the project team including the coordinator and project partners - School of Medicine of the University of Zagreb, University of Rijeka,…

Mar52021 by Prof. Dr. Hendrik DrachslerNo Comments

Kickoff Meeting: MILKY-PSY – Multimodal Immersive Learning with Artificial Intelligence for Psychomotor Skills

Digitalisation, Higher Education, Multimodal Learning Analytics, Project

Those who want to learn a sport train new psychomotor skills. Until now, this has required role models such as teachers on site who explain, demonstrate and assess certain processes. A consortium around the Cologne Game Lab of the TH Köln is developing a learning environment with artificial intelligence (AI) to support the training process as part of the joint research project MILKI-PSY. Wer eine Sportart erlernen will, trainiert neue psychomotorische Fähigkeiten. Bislang werden dafür Vorbilder wie Lehrerinnen und Lehrer vor Ort benötigt, die bestimmte Abläufe erklären, zeigen und beurteilen. Ein Konsortium um das Cologne Game Lab der TH Köln entwickelt im Rahmen des Verbundforschungsprojekts MILKI-PSY eine Lernumgebung mit künstlicher Intelligenz (KI), die den Trainingsprozess unterstützen soll. Künstlerische, sportliche und handwerkliche Tätigkeiten erfordern psychomotorische Fähigkeiten, bei denen körperliche Bewegungen mit…

Feb252021 by Prof. Dr. Hendrik DrachslerNo Comments

KI@Schule – Virtueller Expert*innen-Workshop

Artificial Intelligence, Learning Analytics, Project, School, Workshop

Prof. Dr. Hendrik Drachsler wurde von der Deutschen Telekom-Stiftung mit 15 weiteren Expert*innen zum virtuellen Workshop „KI@Schule – Zwischen Wunsch und Wahrscheinlichkeit“ am 25. Februar 2021 eingeladen, um die Befunde der Trend- und Zukunftsstudie „Künstliche Intelligenz in der schulischen Bildung“ zu diskutieren. Prof. Dr Hendrik Drachsler and 15 other experts were invited by the Deutsche Telekom Foundation to the virtual workshop "KI@Schule - Zwischen Wunsch und Wahrscheinlichkeit" on 25 February 2021 to discuss the findings of the trend and future study "Künstliche Intelligenz in der schulischen Bildung".

Feb242021 by Prof. Dr. Hendrik DrachslerNo Comments

Learning Analytics Anwendungen für den Hochschuleinsatz – Eine praxisnahe Übersicht

Open access, Project, Publication, Report, Technical paper

Das Forschungsfeld Learning Analytics wächst in den letzten Jahren beständig. Mit dem Wachstum entstanden eine Vielzahl von Technologien und Anwendungen. Diese reichen von der Durchführung von kleinen Machbarkeitsstudien mit innovativen, prototypischen Anwendungen bis hin zu in großen empirischen Studien evaluierten kommerziellen Systemen. Es ist jedoch für potentielle Anwender von Learning Analytics schwierig, die Forschungslandschaft zu überschauen und sich einen Einblick in die Thematik zu verschaffen. Folglich sind viele Hochschulen und Lehrende beim Einsatz von Learning Analytics zögerlich, da alleine ein Überblick über die Möglichkeiten eine hohe Einarbeitungszeit erfordert. Auf Basis des ersten Verhaltenskodex für Trusted Learning Analytics (Hansen, Rensing, Herrmann, Drachsler, 2020), der vom Innovationsforum Trusted Learning Analytics des Projektes: Digital gestütztes Lehren und Lernen in Hessen (digLL) im Januar 2020 veröffentlicht wurde, möchten wir mit diesem Report einen Überblick…