New Pub: FoLA2 — A Method for Co-creating Learning Analytics–Supported Learning Design

New Pub: FoLA2 — A Method for Co-creating Learning Analytics–Supported Learning Design

Further Education, General education, Higher Education, Journal, Learning Analytics, Learning Design, Open access, Publication, School
Finally, we have published an article about the FOLA2 method that we have used for over two years frequently to design Learning Analytics supported Learning Designs with teachers of various backgrounds. Learning activities are at the core of every educational design effort. Designing learning activities is a process that benefits from reflecting on previous runs of those activities. One way to measure the behaviour and effects of design choices is to use learning analytics (LA). The challenge, however, lies in the unavailability of an easy-to-use, LA-supported learning design (LD) method. We established a method—the Fellowship of Learning Activities and Analytics (FoLA2)—reinforced by a gameboard and cards to provide structure and inspiration. The method enables several participants with different roles to interact with a set of card decks to create an…
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New Pub: Tools Designed to Support Self-Regulated Learning in Online Learning Environments: A Systematic Review

New Pub: Tools Designed to Support Self-Regulated Learning in Online Learning Environments: A Systematic Review

Higher Education, Journal, Learning Analytics, Self-Regulation
Self-regulated learning (SRL) is a crucial higher-order skill required by learners of the 21st century, who will need to become lifelong learners to adapt to the continually changing environments. Literature provides examples of tools for scaffolding SRL in online environments. In this study, we provide the state-of-the-art concerning tools that support SRL in terms of theoretical models underpinning development, supported SRL processes, tool functionalities, used data and visualizations. We reviewed 42 articles published between 2008 and 2020, including information from 25 tools designed to support SRL. Our findings indicate that (1) many of the studies do not explicitly specify the SRL theoretical model used to guide the design process of the tool; (2) goal setting, monitoring, and self-evaluation are the most prevalent SRL processes supported through functionalities such as content…
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New Pub: Toward learning progression analytics — Developing learning environments for the automated analysis of learning using evidence-centred design

New Pub: Toward learning progression analytics — Developing learning environments for the automated analysis of learning using evidence-centred design

Computational Psychometrics, Journal, Learning Analytics, Learning Design, Open access, Project, Publication, School
[caption id="attachment_4319" align="alignright" width="450"] A procedure for developing digital learning environments that allow for the automated assessment of learning.[/caption] National educational standards stress the importance of science and mathematics learning for today’s students. However, across disciplines, students frequently struggle to meet learning goals about core concepts like energy. Digital learning environments enhanced with artificial intelligence hold the promise to address this issue by providing individualized instruction and support for students at scale. Scaffolding and feedback, for example, are both most effective when tailored to students’ needs. Providing individualized instruction requires continuous assessment of students’ individual knowledge, abilities, and skills in a way that is meaningful for providing tailored support and planning further instruction. While continuously assessing individual students’ science and mathematics learning is challenging, intelligent tutoring systems show that it…
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New Pub: Gendered differences versus doing gender: a systematic review on the role of gender in CSCL

New Pub: Gendered differences versus doing gender: a systematic review on the role of gender in CSCL

Gender, Higher Education, Journal, Literature review, Meta-study, Open access, Publication, Special Issue, Team
How has CSCL research been treating the topic of Gender? Our systematic review on this topic is now published in Unterrichtswissenschaft and available online here. Gender equity in education is an essential UN sustainable development goal. However, it is unclear what aspects of gender are important to consider in regard to research outcomes as well as how findings can be interpreted in the context of gender stereotypes and bias. This lack of clarity is particularly salient in the STEM field. Computer-supported collaborative learning (CSCL) is a group learning method where learners work together on group tasks that aim at the sharing and co-construction of knowledge. Aside from the cognitive learning gains, the literature reports that CSCL can bring social and psychological benefits, such as fostering positive mutual relationships and increased understanding of equity and…
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New Pub: Connecting the dots – A literature review on learning analytics indicators from a learning design perspective

New Pub: Connecting the dots – A literature review on learning analytics indicators from a learning design perspective

Empirical Study, Higher Education, Journal, Learning Analytics, Learning Design, Lifelong Learning, Literature review, Open access, Publication, Self-Regulation, Special Issue, Target group
[caption id="attachment_4329" align="alignright" width="450"] Occurrences of the most commonly used learning analytic indicators over the past 10 years[/caption] Background: During the past decade, the increasingly heterogeneous field of learning analytics has been critiqued for an over-emphasis on data-driven approaches at the expense of paying attention to learning designs. Method and objective: In response to this critique, we investigated the role of learning design in learning analytics through a systematic literature review. 161 learning analytics (LA) articles were examined to identify indicators that were based on learning design events and their associated metrics. Through this research, we address two objectives. First, to achieve a better alignment between learning design and learning analytics by proposing a reference framework, where we present possible connections between learning analytics and learning design. Second, to present how…
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Gender & STEM Conference 2022 – EduTec Member Dana Kube presented her Ph.D. work

Gender & STEM Conference 2022 – EduTec Member Dana Kube presented her Ph.D. work

Assessment, Conference, Conference, Digitalisation, Event, Higher Education, Journal, Learning Design, Publication, Workshop
A few impressions: After a two-year break, scholars can finally meet again for a personal exchange at the "Gender & STEM Conference". I was able to meet so many exciting people and studies, and I think that we German universities have benefited especially from the intersectional and feminist perspectives from the USA, Canada and the Netherlands: How do transgender students experience support in Computer Science? What can universities do to keep students of colour and especially women* of colour longer in STEM programmes? Stop fixing Women* in STEM was the tenor, fix the System: I go back to Frankfurt with a lot of smart approaches on the institutional and pedagogical level and a lot of encouraging feedback on my PhD thesis on Gender in STEM/Technology. My personal highlight was meeting…
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New Pub: Extending Social Presence Theory

New Pub: Extending Social Presence Theory

Empirical Study, Higher Education, Journal, Learning Design, Publication
In the area of online learning and distance education, social presence is considered a key concept to understand interpersonal processes that are mediated by technology. At the same time, theory surrounding social presence remains underdeveloped. For example, under which conditions is social presence particularly important? Do students always need high perceptions of social presence in their learning experiences? A strong theory should provide tentative answers to questions like these. Yet, as of now, our knowledge is mostly restricted to correlations coefficients between measures of social presence and outcome variables like satisfaction. Without further nuance, learning designers do not know under which circumstances they should prioritize designing for interpersonal aspects or instead focus on other aspects. To advance a more nuanced understanding of social presence, Joshua Weidlich, Derya Göksün, and Karel…
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New Pub: Are the World Health Organization’s Patient Safety Learning Objectives Still Up-to-Date

New Pub: Are the World Health Organization’s Patient Safety Learning Objectives Still Up-to-Date

Empirical Study, Higher Education, Journal, medical education, Open access, Publication
Ten-cluster map labeled with an MDS point map.In this article published in the Journal of Patient Safety the authors Lina Vogt, Slavi Stoyanov, Jochen Bergs, Hanna Schröder, Hendrik Drachsler, Martin Klasen and Saša Sopka investigate whether the overall topics and the specific learning objectives of the WHO Patient Safety Curriculum Guide are still applicable. They also examine what importance is attached to these and how difficult they are to achieve. Background The World Health Organization (WHO) Patient Safety Curriculum Guide defines learning objectives for patient safety. Current implementation in healthcare education is insufficient. Possible explanations may be obsolescence and/or a shift in needs. We investigated whether overarching topics and specific learning objectives of the WHO Patient Safety Curriculum Guide are still up-to-date, their attributed importance, and their perceived difficulty to…
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New Pub: Creative students in self-paced learning environments

New Pub: Creative students in self-paced learning environments

Empirical Study, Higher Education, Journal, Learning Design, Publication
Creativity is a 21st century skill that is increasingly seen as an important goal of educational systems. At the same time, not enough research has been done on students that are high on trait creativity, i.e. how to accommodate and foster this important individual difference in learning environments. In educational technology in particular, we know next to nothing about how to design learning environments for creative students vs less creative students. While there is a literature from cognitive psychology suggesting that learning environments should be highly structured and guided to avoid disorientation and overload in *all* students, there is an opposing literature stating that students in creative domains (e.g. art & music education) profit from rich and unorganized stimuli. These students flourish in environments that are complex and afford multiple…
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New Pub: Systematic Analysis of international EduTec Masters programs

New Pub: Systematic Analysis of international EduTec Masters programs

Higher Education, Journal, Publication
Scientific fields share their knowledge and recruit young researchers by offering discipline-specific study programs. Thus, study programs are a reflection of the fields they represent. As technology-enhanced learning is considered to be particularly interdisciplinary and heterogenous, it is important to better understand the landscape of study programs that represents the field. Similar to its broader and longer-established counterpart, educational technology, the research focus of TEL has led to interdisciplinary perspectives integrating theories and methods from education, psychology, and computer science. The term has not only been used to describe a research domain, it has also been the foundation for a number of higher education study programs. At the same time, there is a relative lack of research that has systematically reviewed topics, themes, and trends of curricula in study programs…
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