Publication Archives - Page 9 of 19

Mar82023 by Sebastian WollnyNo Comments

New Pub: Students’ expectations of Learning Analytics across Europe

Higher Education, Journal, Learning Analytics

What do European students expect from Learning Analytics? To help Higher Education Institutions (HEIs) develop and implement Learning Analytics systems that support students' learning, a new article of Sebastian Wollny et al. investigates in the Journal of Computer Assisted Learning the individual LA expectations of European higher education students. In this article a ‘Student Expectations of Learning Analytics Questionnaire’ (SELAQ) survey with 417 participating students was applied at the Goethe University Frankfurt (Germany) and compared with responses of students from Madrid (Spain), Edinburgh (United Kingdom) and the Netherlands. Results: The results show that students’ expectations at Goethe University Frankfurt itself are rather homogeneous regarding ‘LA Ethics and Privacy’ and ‘LA Service Features’. Furthermore, it reveals that European students generally show a consistent pattern of expectations of LA with a high…

Feb272023 by Atezaz AhmadNo Comments

Book Chapter – A Trusted Learning Analytics Dashboard for Displaying OER

Book, Book chapter, Learning Analytics, Open access, Project, Report

Abstract Learning Analytics (LA) consists of miscellaneous steps that include data harvesting, storing, cleaning, anonymisation, mining, analysis, and visualisation so that the vast amount of educational data is comprehensible and ethically utilisable by educators or instructors to obtain the advantages and benefits that LA can bring to the educational scene. These include the potential to increase learning experiences and reduce dropout rates. In this chapter, we shed light on OER repositories, LA, and LA dashboards and present an implementation of a research-driven LA dashboard for displaying OER and their repositories that allows the visualisation of educational data in an understandable way for both educators and learners. Moreover, we present an LA dashboard for displaying OER that shows information about the existing German OER repositories as part of our EduArc project…

Feb102023 by Heather WehnerNo Comments

New Pub: Effective Use of Learner-Generated Data in Teacher Training Activities

Learning Analytics, Publication, Report, Webinar

How can data be utilized in teacher training in an effective and ethical manner? This question was addressed by Hendrik Drachsler, 3 teacher trainers and the European Schoolnet Academy team at the webinar “Effective Use of Data in Teacher Training” held on the 18th and 19th of January 2023. One of the main focuses of the webinar was the newly-published report "Effective Use of Learner-Generated Data in Teacher Training Activities", written by Hendrik Drachsler. The report presents an overview of the concepts and applications of learner-generated data (learning analytics) and gives potential training scenarios for teacher training programs. Feel free to check out this report to learn more about learning analytics and how this has been and can be used in training: Effective Use of Learner-Generated Data in Teacher Training…

Dec142022 by Atezaz AhmadNo Comments

New Pub: Causal Inference and Bias in Learning Analytics

Journal, Learning Analytics, Literature review, Open access, Publication, Research Methods

Learning Analytics is an applied field of research with the goal of producing actionable knowledge to improve student learning. This requires knowledge about cause-and-effect. However, randomized experiments, the usual vehicle for causality, are not always feasible nor desirable. Researchers are then left with observational data, from which they are, understandably, hesitant to draw causal inferences. Fortunately, there has been a lot of progress on the topic of causality in the last two decades. One prominent framework uses Directed Acyclic Graphs (DAGs) to graphically reason about cause-and-effect and/or bias. This primer, authored by Joshua Weidlich, Dragan Gasevic, and Hendrik Drachsler, published in the Journal of Learning Analytics, introduces DAGs to Learning Analytics. Using fictitious and published examples, we show how DAGs are a principled approach to a) improve causal inferences for…

Nov22022 by Atezaz AhmadNo Comments

Presentation: Atezaz participated in the ICDLE conference and presented a new publication

Artificial Intelligence, Conference, Conference, Feedback, Further Education, Learning Analytics, Lifelong Learning, Open access, Publication, Self-Regulation

Our paper titled "Caught in the Lifelong Learning Maze: Helping People with Learning Analytics and Chatbots to Find Personal Career Paths" was accepted at the 13th International Conference on Distance Learning and Education (ICDLE 2022) held at the University of Barcelona, Spain. Atezaz Ahmad participated in the conference and presented their publication. The article will be published (open access) in the International Journal of Information and Education Technology. Abstract: Current lifelong learning platforms offer users a query option to select a wide variety of courses. However, finding a suitable course among the seemingly endless catalogs of options presented by the platforms is not straightforward. We argue that digital counseling can enhance this process. In this paper, we present a set of three formative studies where we explored the main aspects…

Oct312022 by Prof. Dr. Hendrik DrachslerNo Comments

New Pub: Untangling connections between challenges in the adoption of learning analytics in higher education

Empirical Study, Higher Education, Journal, Learning Analytics, Publication

[caption id="attachment_4599" align="alignnone" width="967"] Associations of challenges and ethics: (a) none, (b) prep-partial, and (c) full adoption institutions[/caption] Potential benefits of learning analytics (LA) for improving students' performance, predicting students' success, and enhancing teaching and learning practice have increasingly been recognized in higher education. However, the adoption of LA in higher education institutions (HEIs) to date remains sporadic and predominantly small in scale due to several socio-technical challenges. To better understand why HEIs struggle to scale LA adoption, it is needed to untangle adoption challenges and their related factors. This paper presents the findings of a study that sought to investigate the associations of adoption factors with challenges HEIs face in the adoption of LA and how these associations are compared among HEIs at different scopes of adoption. The study…

Oct212022 by Atezaz AhmadNo Comments

New Pub: Effect of social support features via buddies in app-based habit building

Conference, Publication

During 10-12 October 2022 at the World Conference on Mobile, Blended and Seamless Learning (mLearn), the full paper "Effect of social support features via buddies in app-based habit building" was presented. The paper will also appear in the mLearn 2022 proceedings. The authors of the paper are Daniel Biedermann, Patrick Schwarz, Jane Yau and Hendrik Drachsler. The abstract is as follows: App-based habit building has been shown to be a good tool for building desired habits, however it is unclear how much individual features that are present in many apps contribute to the success of habit building. In this paper, the authors consider the influence of social support features by developing an app in which habit progress was shared with peers. In the study, 38 participants created habits and monitored…

Sep152022 by Atezaz AhmadNo Comments

New Pub: Considerations in Feedback and Periodization for the Multimodal Learning Experience of Running via Wearable Devices

Workshop

On September 13, during the MILeS 2022 – Multimodal Immersive Learning Systems workshop that took place at EC-TEL 2022 conference in Toulouse, France, the paper entitled Considerations in Feedback and Periodization for the Multimodal Learning Experience of Running via Wearable Devices was presented. This paper, which will appear in the CEUR Workshop Proceedings, was written by Fernando P. Cardenas-Hernandez, and Jan Schneider. Abstract. For the integral learning/training of a psychomotor activity such as running, it is necessary to target not only the physical aspects but also the technical and mental aspects that make it up, an alternative to solve this issue is through the understanding and consideration of feedback and periodization, which are elements that constitute and influence transcendentally and differently each of the three aspects involved. That is why,…

Sep142022 by Sebastian GombertNo Comments

New Pub: Superpowers in the Classroom: Hyperchalk is an Online Whiteboard for Learning Analytics Data Collection

Computer-supported collaborative learning, Conference, Conference, Event, Further Education, General education, Higher Education, Learning Analytics, Lifelong Learning, Publication, School, Technical paper

A new system demonstration paper authored by Lukas Menzel, Sebastian Gombert, Daniele Di Mitri and Henrik Drachsler has been released as part of the ECTEL 2022 proceedings. In this paper, we present Hyperchalk, a self-hosted collaborative online whiteboard software. Similar to commercial solutions like Miro or Flinga, this software provides users with collaborative boards which they can use to draw, write or sketch together. However, unlike commercial solutions, Hyperchalk allows for collecting rich log data, which can be used to study the behaviour of its users and to allow Learning Analytics and studies on computer-supported collaborative learning. Moreover, Hyperchalk comes with a built-in replay mode which allows watching how users behave in its spaces. It supports the LTI1.3 standard, which enables seamless integration with learning management systems such as Moodle,…

Sep142022 by Gianluca RomanoNo Comments

New Pub: Meaningful Feedback from Wearable Sensor Data to Train Psychomotor Skill

Workshop

A new workshop paper was presented at the MILeS 2022 workshop written by Gianluca Romano entitled: Meaningful Feedback from Wearable Sensor Data to Train Psychomotor Skill. The MILeS 2022 – Multimodal Immersive Learning Systems workshop took place on the 13th of September at EC-TEL 2022 conference taking place in Toulouse, France. The paper will appear in the CEUR proceedings. Abstract. Learning psycho-motor skills requires feedback for improvement and give insight on performance. However, providing feedback is not trivial. Every learner is different and the same feedback might not work for everyone. The workshop aims to make participants aware of the problematic transition from analyzed wearable sensor data to meaningful feedback. Thus, the participants will get more familiar with wearable sensor data and directly experience how learners might want to receive feedback that they deem…