Higher Education Archives - Page 10 of 11

Oct202021 by Prof. Dr. Hendrik DrachslerNo Comments

KickOff: KomZert Projekt – Lehren in einer digitalen Welt – Kompetenzen entwickeln, überprüfen und zertifizieren

Further Education, General education, Higher Education, Lifelong Learning, Project

Unter der Leitung von studiumdigitale tragen wir im folgende Projekt zur Nationalen Bildung Platform (Gaia X) bei. Ziel des Projekts ist die Entwicklung eines virtualisierten Qualifizierungsangebotes für Lehrende, mit dem sie Methodenwissen und digitale Kompetenzen erwerben können, um eigene Lehr-/Lernszenarien so zu gestalten, dass Potenziale innovativer Bildungstechnologien zum Tragen kommen. Die Lehrenden lernen dabei Methoden und Tools kennen, die während der Qualifizierung zum Einsatz kommen (didaktischer Doppeldecker) und mit denen sie innovative Lehre umsetzen können. Das Qualifizierungsangebot wird kompatibel mit der nationalen Bildungsplattform umgesetzt. Somit lässt sich das gesamte Angebot durch standardisierte Metadaten auffinden und verknüpfen, erworbene Kompetenzen feingranular zertifizieren und zu einem Kompetenzprofil in Form eines persönlichen Data-Wallets auf der Meta-Bildungsplattform zusammenstellen. Als hochschulübergreifend organisiertes Verbundprojekt werden bestehende Netzwerke und die Expertise im Aufbau hochschulischer Qualifizierung und Infrastruktur (u.a.…

Oct122021 by Jan SchneiderNo Comments

New Pub: Analysis of the “D’oh!” moments.

Artificial Intelligence, Conference, Conference, Further Education, Higher Education, Lifelong Learning, Multimodal Learning Analytics, Publication

“Soul and body, I suggest reacting sympathetically upon each other. A change in the state of the soul produces a change in the shape of the body and conversely, a change in the shape of the body produces a change in the state of the soul.” To test this hypothesis proposed by Aristotle, our bachelor student Tetiana Buraha investigated the physiology of students performing task-switching exercises. The physiological data were collected using an Empatica E4 band. The performances of the students were compared against the physiological data using descriptive statistics and machine learning techniques. The analysis of Tetiana enabled the identification of interesting correlations between galvanic skin response and performance, and models to predict performance based on the physiological data. Results of her excellent thesis were published and presented at…

Oct52021 by Atezaz AhmadNo Comments

#Hackathon Game Design – Agenda (29.-31.10.2021)

Augmented Reality, Conference, Empirical Study, Higher Education, Project, Team, Workshop

Agenda HackathonHier findet ihr die Agenda für das #Hackathon Wochenende zu AR-Game Design. Alle wichtigen Links & Infos für das gesamte Wochenende werden Euch vorher per Mail zugeschickt. Tag 1 - Freitag 29.10.2021 (15:00-20:00 Uhr) 15 Uhr Beginn des Hackathons Willkommen Dana Kube & EduTec TeamLecture: Was ist eure Challenge? Wie nutzt man AR Games im MINT-Schulunterricht? (Ala Al-saleh)Tutorial: Spiele & Entwicklungsumgebung (Onur Karademir)16 Uhr Klärung Aufgabenstellung & Team-Sessions bis 20 Uhr 20 Uhr Drinks & Games Socializing Event bis ca. 22 Uhr Tag 2 - Samstag 30.10.2021 (ab 10:00 Uhr) 10 Uhr Welcome back - Dana Kube & EduTec Team10:15 Uhr Team-Sessions, 15:00 Uhr kurzes Feedback im Plenum ab 15 Uhr (bis open End) Fertigstellung der Spiele-(Ideen) & Vorbereitung der Präsentation Tag 3 - Sonntag 31.10.2021 (10:00-12:30 Uhr) 10 Uhr Welcome back - Dana…

Sep172021 by Atezaz AhmadNo Comments

#Hackathon Game Design – Sei dabei und lerne Spieldesign und neue Leute an deiner Uni kennen!

Augmented Reality, Digitalisation, Event, Game, Higher Education

Hey Game-Creators!Das Forschungs-Team rund um die „Educational Technologies“ der GU und des DIPF veranstalten einen Online #Hackathon: Wir suchen männliche und weibliche Studierende der Informatik ab dem 2. Semester, um am 29.-31. Oktober (halbtags, also ca. 12 Stunden insgesamt) in gemischten Teams EduGames zu entwickeln!Die Hackathon-Teams werden ein Augmented Reality (AR) Spiel für die Schule entwickeln. Ihr braucht keine Coding-Vorkenntnisse: Die Entwicklungs-Umgebung werden wir an eure Programmier-Erfahrungen anpassen, damit Erfahrene wie Anfänger gleiche Chancen und Spaß haben das beste Spiel zu designen! Das beste Spiel und Team wird ausgezeichnet (Gewinn: 1000 Euro!) und danach auf einer internationalen Konferenz präsentiert. Nutzt die Gelegenheit mit erfahrenen Programmierern in einem Projekt mehr über Game-Design und Game-Programmierung zu lernen! Wir freuen ins insbesondere über Teilnehmerinnen, da wir viele gemischte Teams kreieren wollen.Take-Aways? Ihr lernt neue…

Aug162021 by Prof. Dr. Hendrik DrachslerNo Comments

New Pub: A short history, emerging challenges and co-operation structures for Artificial Intelligence in education

Artificial Intelligence, Higher Education, Journal, Lifelong Learning, Publication, School

To accompany the special issue in Artificial Intelligence and Education, this article presents a short history of research in the field and summarises emerging challenges. We highlight key paradigm shifts that are becoming possible but also the need to pay attention to theory, implementation and pedagogy while adhering to ethical principles. We conclude by drawing attention to international co-operation structures in the field that can support the interdiscipniary perspectives and methods required to undertake research in the area. Reference: Mavrikis, M., Cukurova, M., Di Mitri, D., Schneider, J., & Drachsler, H. (2021). A short history, emerging challenges and co-operation structures for Artificial Intelligence in education. Bildung und Erziehung 2021 74:3, 249-263. https://doi.org/10.13109/buer.2021.74.3.249.

Aug12021 by Prof. Dr. Hendrik DrachslerNo Comments

Ioana Jivet joins the team

Artificial Intelligence, Higher Education, Learning Analytics, Learning Design, Team

Ioana Jivet is Associate Researcher at EduTech group at DIPF Leibniz Institute for Research and Information in Education. Ioana obtained her Masters degree in Computer Science in 2016 from the TU Delft and then pursued a PhD at the Open University of the Netherlands which she obtained in March 2021 Cum Laude. Her research focused on designing learner-facing learning analytics dashboards that foster the development of self-regulated learning skills. Over the past years, she has contributed to Competen-SEA, a capacity building project in South-East Asia around MOOCs, and SHEILA, a research project that investigated the adoption of learning analytics in European higher education institutions and built a policy development framework for HEIs to facilitate adoption. At the moment, Ioana is serving on the Executive Committee of the Society of Learning…

Jul282021 by Prof. Dr. Hendrik DrachslerNo Comments

QE Webinar series moderated by DIPF

Further Education, General education, Higher Education, Lifelong Learning, School, Webinar

The monthly QE Webinar Series showcases emerging research and exciting new developments in Quantitative Ethnography. These one-hour events begin with a 30-minute presentation by scholars from the QE community, followed by 30 minutes of moderated discussion. Attendance is free and open to anyone who is interested! The DIPF is currently moderating a series of webinars of the Quantified Ethnography (QE) community as pre-events to the QE conference taking place in October. So far we have been discussing the following topics and the recording can be watched back: Putting the E in QE: How Quantitative Ethnography can Enrich Qualitative Analyses Yotam Hod University of Haifa QE Data ChallengeField Report: Reflecting on the benefits of multidisciplinary research teams Daniel Spikol University of Copenhagen, DK Barbara Wasson University of Bergen, Norway Stefano Schiavetto…

Jul282021 by Gianluca RomanoNo Comments

Gianluca Romano joins the team

Higher Education, Multimodal Learning Analytics, Team

Starting July 2021, Gianluca Romano joins the team as a doctoral researcher. He holds a Master's as well as a Bachelor's degree in Computer Science from the Goethe University Frankfurt. He finished his study with a thesis on an Intelligent Tutoring System for dancing which was also published in an online journal. Further, he has experience as an AI Engineer and currently is also employed as a Machine Learning Engineer.

Jul62021 by Prof. Dr. Hendrik DrachslerNo Comments

SoLAR webinar on: Investigating persistent and new challenges of learning analytics

Artificial Intelligence, Computational Psychometrics, Higher Education, Keynote, Learning Analytics, Learning Design, Multimodal Learning Analytics, School, Workshop

On 29 June 2021, Hendrik Drachsler gave an invited webinar for the SoLAR webinar channel where he reflected the process of applying learning analytics solutions within higher education settings and schools, its implications, and the critical lessons learned in the Trusted Learning Research Program. The talk focused on the experience of edutec.science research collective consisting of researchers from the Netherlands and Germany that contribute to the Trusted Learning Analytics (TLA) research program. The TLA program aims to provide actionable and supportive feedback to students and stands in the tradition of human-centred learning analytics concepts. It, therefore, applies sensor technology to support psychomotor as well as web technology to support meta-cognitive and collaborative learning skills with high-informative feedback methods. Hendrik applies validated measurement instruments from the field of psychometric and investigates…

Jun292021 by Prof. Dr. Hendrik DrachslerNo Comments

New Pub: An exploratory latent class analysis of student expectations towards learning analytics services

Empirical Study, Higher Education, Open access, Publication

For service implementations to be widely adopted, it is necessary for the expectations of the key stakeholders to be considered. Failure to do so may lead to services reflecting ideological gaps, which will inadvertently create dissatisfaction among its users. Learning analytics research has begun to recognise the importance of understanding the student perspective towards the services that could be potentially offered; however, student engagement remains low. Furthermore, there has been no attempt to explore whether students can be segmented into different groups based on their expectations towards learning analytics services. In doing so, it allows for a greater understanding of what is and is not expected from learning analytics services within a sample of students. The current exploratory work addresses this limitation by using the three-step approach to latent class…