Learning Analytics Archives - Page 7 of 12

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…

Mar72023 by Atezaz AhmadNo Comments

New Pub: Caught in the Lifelong Learning Maze: Helping People with Learning Analytics and Chatbots to Find Personal Career Paths

Higher Education, Learning Analytics

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 that can provide the counseling needed. The methods comprise an analysis of user profile characteristics and learning analytics indicators (e.g., learning progress/self-regulation) by means of an expert workshop, evaluating the feasibility of current technologies (e.g., natural language processing) for automatically assessing users' competencies, and a survey on the use of Chatbots as the interaction interface between the users and the lifelong learning portals. The analysis resulted in the extraction…

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…

Feb222023 by Atezaz AhmadNo Comments

HIKOF – Evaluation Study Completed

Artificial Intelligence, Assessment, Feedback, Learning Analytics, Project

In HIKOF (highly informative feedback for digital learning) project, the evaluation study has been successfully completed, where feedback was provided for about 1000 students in a Teacher Education Course (from Psychology department). Students' feedback on the feedback that was given to them was also collected to determine how comprehensive our feedback was, if it motivated them, and was helpful for them, and enhanced their learning progress. Specifically, the evaluation study focuses on the use of machine learning for the creation of personalized feedback that is both formative and summative. Data from a pilot study serves as a starting point for the evaluation to further optimize the AI technology for generating feedback. The evaluation study aims to investigate the effect of Highly Informative Automated Feedback (HIAF) on student performance and perception…

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…

Dec202022 by Prof. Dr. Hendrik DrachslerNo Comments

HILA Keynote @ CEL annual meeting

Conference, Feedback, Higher Education, Invited talk, Keynote, Learning Analytics, Learning Design, Transfer Activity

Hendrik Drachsler gave a keynote @ the LDE CEL Annual Meeting under the theme ‘Developing a Culture of Learning Analytics'. Hendrik summarized the achievements of the Highly Informative and Learning Analytics (HILA) research program, that is the successor of the Trusted Learning Analytics research program conducted in Frankfurt, Germany. After two years of digital annual meetings, finally CEL could invite again to their annual meeting 2022 at the CEL Teaching Lab. Among keynotes from Simon Buckingham Shum (University of Technology Sydney), and Alyssa Friend Wise (New York University), Hendrik presented the latest research outcomes on Highly Informative and Learning Analytics (HILA) research program. Highly informative and competency-based feedback is costly and can be best given in small teacher-to-learner settings. According to research, feedback has a powerful effect on learning success;…

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…

Dec42022 by Atezaz AhmadNo Comments

Invited talks about providing feedback with learning analytics

Assessment, Feedback, General education, Invited talk, Learning Analytics, Self-Regulation

In the month of November, Ioana Jivet was invited to share her work on two occasions. The first was an invited lecture in the course FDH3006 Introduction to Learning Analytics part of a PhD Program at KTH Stockholm in collaboration with the University of Bergen, Norway and the University of Copenhagen, Denmark. The talk covered the topic of "Generating highly informative feedback with learning analytics" and addressed the question of how we can design effective feedback to students in online environments using learning analytics. The second talk was given as part of the event 100 DAYS OF... Data for Learning organised by the Centre for Education and Learning at TU Delft. The presentation covered the topic of student facing-learning analytics and goal setting. The talk was recorded and is available…

Nov92022 by Atezaz AhmadNo Comments

BR Radio: Roboter statt Lehrerinnen und Lehrer? Wie sollte die Schule der Zukunft aussehen?

Artificial Intelligence, Invited talk, Learning Analytics, Learning Design, Robots in Education, School

Ist es denkbar, dass wir irgendwann keine echten Lehrer*innen mehr haben? Stattdessen fahren Roboter durch das Klassenzimmer und erklären alles? Wäre das überhaupt gut – wenn ja wie? Lasst uns gemeinsam darüber reden. Diese Sendung funktioniert in zwei Richtungen – ihr könnt natürlich alle Fragen stellen über Roboter in der Schule. UND: Ihr könnt einem Forscher sagen, bei was ihr wirklich gerne einen Roboter hättet. Denn das ist der Beruf von unserem Gast Onur Karademir – er promoviert im Bereich der Educational Technologies und findet raus, wann Lerntechnologien helfen und wann nicht. Die Sendung "RadioMikro" hier anhören

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…