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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German Code of Conduct for Learning Analytics

German Code of Conduct for Learning Analytics

open access, Publication — March 26, 2020
Verhaltenskodex zur Anwendung von Learning Analytics Für besseres Lehren und Lernen an der Hochschule: Studierendendaten verantwortungsvoll einsetzen Mit neuen Techniken können Hochschulen inzwischen Daten, die Studierende während digitaler Lernprozesse generieren, dazu einsetzen, die Lernenden beim Erreichen ihrer Studienziele zu unterstützen. Dieses Vorgehen wird Learning Analytics genannt. Es erfordert jedoch einen verantwortungsbewussten und ethisch angemessenen Umgang mit den Daten. Dabei kann eine Selbstverpflichtung helfen. Hierfür stellen das DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, die Goethe-Universität Frankfurt und die TU Darmstadt interessierten Hochschulen jetzt eine strukturierte Vorlage bereit: den „Verhaltenskodex für Trusted Learning Analytics“.  „Der Verhaltenskodex ist für Hochschulen gedacht, die sich als lernende Organisation verstehen und mittels Learning Analytics die Qualität des Lehrens und Lernens verbessern wollen“, sagt Hendrik Drachsler, Professor für Educational Technologies am DIPF und an der Goethe-Universität.…
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What is Learning Analytics? Just in time for the LAK20  online conference DIPF  eduserver compiled a dossier about learning anaylics

What is Learning Analytics? Just in time for the LAK20 online conference DIPF eduserver compiled a dossier about learning anaylics

Conference, open access, Publication — March 24, 2020
Find out more about the definitions of learning analytics, the scientific societies, networks, projects, conferences, critical voices and learning analytics internationally in the dossier of the German eduserver: https://www.bildungsserver.de/Learning-Analytics-an-International-Overview-7514_eng.html
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Vodcast for Digital Social

Vodcast for Digital Social

Publication — January 31, 2020
In January 2020 the Digital Society Initiative launched their own vodcast. In each episode of "Learning in a Digital Society" an expert delves into a topic in Technology Enhanced Learning and discusses the challenges and opportunities presented by technology and their vision for the near future. LDE CEL proudly collaborated on this series, here the vodcast with Prof. Dr. Hendrik Drachsler on Educational technologies | Learning in a Digital Society. The Digital Society Initiative on their vodcast: "The digital revolution is having a significant impact on the way we learn and the ways in which educational institutions operate and engage with their students. Learning in a Digital Society vodcast series gives a platform to leading experts in Technology-Enhanced-Learning (TEL) to discuss this digital transformation. In each episode an expert delves into…
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Top cited paper Award

Top cited paper Award

Award, Publication — January 26, 2020
At the end of January 2020 the paper “From Signals to Knowledge. A Conceptual model for multimodal learning Analytics” received the recognition of being one of the top-cited articles published between January 2018 and December 2019 from the Journal of Computer Assisted Learning.
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Assessing the validity of a learning analytics expectation instrument: A multinational study

Assessing the validity of a learning analytics expectation instrument: A multinational study

open access, Publication — January 24, 2020
To assist higher education institutions in meeting the challenge of limited student engagement in the implementation of Learning Analytics services, the Questionnaire for Student Expectations of Learning Analytics (SELAQ) was developed. This instrument contains 12 items, which are explained by a purported two‐factor structure of “Ethical and Privacy Expectations” and “Service Feature Expectations.” As it stands, however, the SELAQ has only been validated with students from UK university, which is problematic on account of the interest in Learning Analytics extending beyond this context. Thus, the aim of the current work was to assess whether the translated SELAQ can be validated in three contexts (an Estonian, a Spanish, and a Dutch University). The findings show that the model provided acceptable fits in both the Spanish and Dutch samples, but was not…
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Stakeholder Attitudes Towards Digitalization in Higher Education Institutions 

Stakeholder Attitudes Towards Digitalization in Higher Education Institutions 

Conference, Publication — November 13, 2019
Abstract: We report the results of a group concept mapping study on the topic of digital transformation in German higher education. Students, teachers and administrative employees participated in the study where they first gathered statements which were then clustered and ranked according to importance and feasibility. The results show agreement between all groups that matters of culture and mentality remain the biggest factors for a successful digitalization of higher education. While we found agreement between groups on the importance of topics, those working at the institution are more pessimistic of cultural changes than students. The unification of service platforms and the development of validated didactical concepts for digital learning offerings are also seen as open challenges. Full Reference: Biedermann, D., Kalbfell, L., Schneider, J. & Drachsler, H., (2019). Stakeholder attitudes towards digitalization…
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EC-TEL 2019

EC-TEL 2019

Conference, Publication, Workshop — September 16, 2019
Also at the 14th "European Conference on Technology Enhanced Learning" from 16th to 19th September in Delft, Netherlands, the team from Educational Technologies and the Information Centre Education was involved with several contributions on the topic: "Transforming Learning with Meaningful Technologies". Two articles were presented: Scheffel, M., Tsai, Y., Gaševic, D., Drachsler, H. (2019). Policy matters: Expert recommendations for learning analytics policy«. 14th European Conference on Technology Enhanced Learning, EC-TEL 2019, Delft, 16-19 September 2019, Proceedings (Lecture Notes in Computer Science). Cham: Springer. Scheffel, M., van Limbeek, E., Joppe, D., van Hooijdonk, J., Kockelkoren, C., Schmitz, M., Ebus, P., Sloep, P. & Drachsler, H. (2019). The means to a blend: A practical model for the redesign of face-to-face education to blended learning. 14th European Conference on Technology Enhanced Learning, EC-TEL…
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