Third edition of the Culturally Aware Learning Analytics (CARLA) Workshop at ECTEL22

Third edition of the Culturally Aware Learning Analytics (CARLA) Workshop at ECTEL22

Conference, General education, Higher Education, Learning Analytics, Workshop
On the 13th of September, as part of the EC-TEL22 conference, EduTec team member Ioana Jivet co-hosted the third edition of the Culturally Aware Learning Analytics (CARLA) Workshop together with Olga Viberg from KTH Stockholm and Maren Scheffel from Ruhr University Bochum. Learning analytics (LA) have been implemented in various countries, often at a limited scale. We have also seen that LA have been used in different ways in different countries. This makes the transfer of LA solutions from one country to another challenging, due to varying contextual, technical, and cultural factors. Also, the idea that a ‘one size fits all’ paradigm does not lead to effective LA tool designs and implementation has become accepted within both TEL and LA communities. Yet, there is still a big question about what…
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New Pub: Superpowers in the Classroom: Hyperchalk is an Online Whiteboard for Learning Analytics Data Collection

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,…
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New Pub: Actionable Components of a Model for Augmented Feedback

New Pub: Actionable Components of a Model for Augmented Feedback

Feedback, Higher Education, Multimodal Learning Analytics, Workshop
A new workshop paper was presented at the MILeS 2022 workshop written by Daniele Di Mitri, Sebastian Gombert, Onur Karademir entitled: Reflecting on the Actionable Components of a Model for Augmented Feedback. 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. In this paper, we introduce the concept of "Augmented feedback'' as an enhanced version of traditional educational feedback enriched by digital data and artificial intelligence. To provide an operational definition of augmented feedback, we acknowledge previous research in the fields of technology-enhanced learning and learning analytics. We argue why augmented feedback constitutes a promising research direction for the future of learning. We define the…
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DGHD Nachwuchspreis for Joshua Weidlich

DGHD Nachwuchspreis for Joshua Weidlich

Award, Conference, Higher Education, PhD defense
At this year's DGHD2022 in Paderborn, the German Society for Higher Education Pedagogy (Deutsche Gesellschaft für Hochschuldidaktik: DGHD) awarded Dr. Joshua Weidlich for his dissertation on the topic of social presence in online distance education. Supervised by Prof. Dr. Theo Bastiaens, he conducted his dissertation at FernUniversität in Hagen, the largest distance education provider in Germany. The jury commended the scientific merits of advancing this line of research while also providing ample practical implications for higher education teaching. The dissertation is available online here and further information about the award will be published here.
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New pub: The Rise of Multimodal Tutors in Education

New pub: The Rise of Multimodal Tutors in Education

Artificial Intelligence, Book chapter, Further Education, Higher Education, Multimodal Learning Analytics, Open access, Publication
A book chapter entitled "The Rise of Multimodal Tutors in Education" written by Daniele Di Mitri, Jan Schneider & Hendrik Drachsler was published open access in the "Handbook of Open, Distance and Digital Education" edited by Olaf Zawacki-Richter and Insung Jung. Abstract This chapter describes the insights derived from the design and development of the Multimodal Tutor, a system that uses artificial intelligence to provide digital feedback and support psychomotor skills acquisition. In this chapter, we discuss the insights which we gained from eight studies: (1) an exploratory study combining physiological data and learning performance (Learning Pulse); (2) a literature survey on multimodal data for learning and a conceptual model (the Multimodal Learning Analytics Model); (3) an analysis of the technical challenges of Multimodal Learning Analytics (the Big Five Challenges);…
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HyTea – new BMBF project approved

HyTea – new BMBF project approved

Artificial Intelligence, Higher Education, Project
On 1st September, the German Federal Ministry of Education approved a new collaborative project between DIPF EduTec and Cologne Game Lab named "Model for Hybrid Teaching (HyTea)". The project's total funding is Eur 750,000 and will be financing two PhD candidates at the DIPF and one a the Cologne Game Lab. The project's Principal Investigators are Dr. Daniele Di Mitri from the DIPF side and Prof. Dr. Roland Klemke of the Cologne Game Lab (TH Köln). Short project description Artificial Intelligence (AI) systems can provide automatic, personalised and real-time feedback to learners in distance learning settings when a human expert is unavailable. AI feedback has the potential to be always available and can allow learners to practice deliberately and repeatedly at their own pace. Embedding AI feedback into immersive and…
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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: 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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