Publication Archives - Page 11 of 19

Mar312022 by Atezaz AhmadNo Comments

New Pub: Analytics for Supporting Teaching Success in Higher Education: A Systematic Review

Conference, Higher Education, Learning Analytics, Literature review, Publication

Learning analytics are utilized to support learners’ educational needs as well as to enhance their study success, for example, via the use of real-time prompts, motivational dashboards, and appropriate learning interventions, which have been shown to increase students’ academic performance as well as their course retention rates. Yet, the perspective of higher education teachers in utilizing analytics to help analyze, reflect on, and improve their teaching design prior to delivery as well as to monitor and measure how the students engaged withtheir learning processes has been less recognized. In this paper, we present the results of a systematic review conducted from higher education teachers’ perspective concerning how analytics can be deployed to adapt the curriculum to suit better students’ educational needs in order to increase their study success. Thirty-five key…

Mar232022 by Prof. Dr. Hendrik DrachslerNo Comments

New Pub: Towards Collaborative Convergence: Quantifying Collaboration Quality with Automated Co-located Collaboration Analytics

Conference, Conference, Event, Higher Education, Learning Design, Multimodal Learning Analytics, Publication

Collaboration is one of the four important 21st-century skills. With the pervasive use of sensors, interest on co-located collaboration (CC) has increased lately. Most related literature used the audio modality to detect indicators of collaboration (such as total speaking time and turn taking). CC takes place in physical spaces where group members share their social (i.e., non-verbal audio indicators like speaking time, gestures) and epistemic space (i.e., verbal audio indicators like the content of the conversation). Past literature has mostly focused on the social space to detect the quality of collaboration. In this study, we focus on both social and epistemic space with an emphasis on the epistemic space to understand different evolving collaboration patterns and collaborative convergence and quantify collaboration quality. We conduct field trials by collecting audio recordings…

Mar152022 by Atezaz AhmadNo Comments

New Pub: Measuring Productivity in CSCL groups

Assessment, Conference, Empirical Study, Higher Education, Learning Design, Publication

Computer-supported collaborative learning (CSCL) is a common pedagogical approach, in which groups of students work together digitally to engage in learning activities, solve problems, or create a shared artefact. CSCL is further interesting from a research standpoint, because different disciplines want to understand the processes and circumstances from which productive social interaction in online groups emerge to facilitate learning among group members. As such, group productivity is a central outcome to be considered in CSCL research. At the same time, the current literature does not provide a valid and reliable self-report instrument to measure group productivity. [caption id="attachment_3914" align="alignleft" width="325"] Wright Map[/caption] [caption id="attachment_3915" align="alignleft" width="323"] Category probability curves with six (top) versus 5 (bottom) rating scale steps[/caption] …

Mar112022 by Prof. Dr. Hendrik DrachslerNo Comments

PhD defense: Measuring the Unmeasurable? Towards Automatic Co-located Collaboration Analytics

Artificial Intelligence, Book, Higher Education, Learning Analytics, Multimodal Learning Analytics, PhD defense, Press

Collaboration is one of the most important skills in the 21st century. Education, therefore, focuses on learning to cooperate, both in online and face-to-face settings. Learning Analytics is increasingly being used to analyse collaborations. Can face-to-face collaborations be analysed automatically by means of sensor technology? And what is the quality of the analyses generated by this? Sambit Praharaj developed a technical prototype to achieve automated collaboration analytics. On Friday 11 March 2022 at 1.30 pm Sambit defended his thesis 'Measuring the Unmeasurable? Towards Automatic Co-located Collaboration Analytics' at the Open University in Heerlen. Collaboration analytics using sensor technology Sambit Praharaj investigated the possibilities of automating collaboration analytics in face-to-face settings. He developed a prototype that measures the quality of collaboration. Praharaj also developed a dashboard that visualises the data and…

Feb282022 by Atezaz AhmadNo Comments

Webinar: What happens when students get to choose indicators on customisable dashboards?

Conference, Higher Education, Learning Analytics, Webinar

Learning analytics dashboards (LADs) are essentially feedback tools for learners. However, until recently, learners rarely have had a role in designing LADs, especially in deciding the information they would like to receive through such devices. Although learners might not always know what they need to self-manage their learning, we need to understand what type of feedback information and dashboard features they are likely to engage with and if, when, and how they use dashboards. To explore how LADs can better meet the needs of learners, we have embarked on two sets of studies aiming to understand students' information needs. In the first set of studies, we developed a customisable LAD for Coursera MOOCs on which learners can set goals and choose feedback indicators to monitor. We then analysed the learners'…

Feb282022 by Heather WehnerNo Comments

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…

Feb252022 by Atezaz AhmadNo Comments

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…

Feb182022 by Prof. Dr. Hendrik DrachslerNo Comments

PhD defense: Educational innovation towards organizational development: the art of governing open and online education in Dutch higher education institutions

Book, Higher Education, Open access, PhD defense, Press

Forms of open online education can bring about innovation in teaching and learning. Yet there is still little sign of this transformation at higher education institutions. How can open online education innovations be embedded in higher education institutions? And what organisational preconditions for open online education exist at various levels? On Friday 18 February 2022 at 4 pm, Martine Schophuizen defended her thesis entitled "Educational innovation towards organizational development: the art of governing open and online education in Dutch higher education institutions" at the Open Universiteit in Heerlen. Open Online Education (OOO) For years, there have been high expectations regarding the potential of forms of open online education (OOO), for example, Massive Open Online Courses (MOOCs). However, research into the effects of OOO still provides too few insights into increasing…

Jan62022 by Atezaz AhmadNo Comments

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…

Dec212021 by Atezaz AhmadNo Comments

AR4STEAM: Documentary Film Premiere of the DIPF Project

Augmented Reality, Digitalisation, Event, Press, Project, Publication, School

Today we celebrate the successful completion of our joint project work between school and research institute on augmented reality (AR) apps and STEM learning. The DIPF and the Adorno Gymnasium in Frankfurt set out to develop and learn STEM topics with AR. The result of this innovative STEM Lab is a great app developed together and a documentary film on the process and results. Here is the short film: [embed]https://www.youtube.com/watch?v=UKc150MGMfM[/embed]