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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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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