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: Toward learning progression analytics — Developing learning environments for the automated analysis of learning using evidence-centred design

New Pub: Toward learning progression analytics — Developing learning environments for the automated analysis of learning using evidence-centred design

Computational Psychometrics, Journal, Learning Analytics, Learning Design, Open access, Project, Publication, School
[caption id="attachment_4319" align="alignright" width="450"] A procedure for developing digital learning environments that allow for the automated assessment of learning.[/caption] National educational standards stress the importance of science and mathematics learning for today’s students. However, across disciplines, students frequently struggle to meet learning goals about core concepts like energy. Digital learning environments enhanced with artificial intelligence hold the promise to address this issue by providing individualized instruction and support for students at scale. Scaffolding and feedback, for example, are both most effective when tailored to students’ needs. Providing individualized instruction requires continuous assessment of students’ individual knowledge, abilities, and skills in a way that is meaningful for providing tailored support and planning further instruction. While continuously assessing individual students’ science and mathematics learning is challenging, intelligent tutoring systems show that it…
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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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Gender & STEM Conference 2022 – EduTec Member Dana Kube presented her Ph.D. work

Gender & STEM Conference 2022 – EduTec Member Dana Kube presented her Ph.D. work

Assessment, Conference, Conference, Digitalisation, Event, Higher Education, Journal, Learning Design, Publication, Workshop
A few impressions: After a two-year break, scholars can finally meet again for a personal exchange at the "Gender & STEM Conference". I was able to meet so many exciting people and studies, and I think that we German universities have benefited especially from the intersectional and feminist perspectives from the USA, Canada and the Netherlands: How do transgender students experience support in Computer Science? What can universities do to keep students of colour and especially women* of colour longer in STEM programmes? Stop fixing Women* in STEM was the tenor, fix the System: I go back to Frankfurt with a lot of smart approaches on the institutional and pedagogical level and a lot of encouraging feedback on my PhD thesis on Gender in STEM/Technology. My personal highlight was meeting…
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HIKOF-DL – 3rd Committee Meeting with Industry Members

HIKOF-DL – 3rd Committee Meeting with Industry Members

Artificial Intelligence, Assessment, Higher Education, Learning Analytics, Project, Transfer Activity, Uncategorized
On 11.7.2022, team members of the HIKOF-DL project held its third meeting with the project committee members consisting of industry partners. The partner companies / institutions include Goethe Business School, Provadis, GIZ, Deutsche Bahn, Mercedes Benz, Academie für Bildungsforschung und Lehrerbildung. The three project leaders are Prof. Dr. Hendrik Drachsler, Prof. Dr. Andreas Frey (Goethe University Frankfurt) and Dr. David Weiss (studiumDigitale, Goethe University Frankfurt). In the meeting, Prof. Dr. Hendrik Drachsler and team members presented the ongoing research work namely the pilot study involving the course "Einführung in Unterricht sowie Diagnostik und Beratung" taught by Prof. Dr. Andreas Frey, with ca. 1000 students. One of the project aims is to make course assessment less time-consuming for the teaching staff, as this was a significant concern in such a course…
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Transfer Workshop @ Digitaltag 2022 on highly informative and data-driven feedback with AI in higher education

Transfer Workshop @ Digitaltag 2022 on highly informative and data-driven feedback with AI in higher education

Artificial Intelligence, Conference, Event, Higher Education, Learning Analytics, Open access, School, Transfer Activity, Webinar, Workshop
The third Digitaltag will take place on June 24, 2022. The initiative "Digital for All" is behind the Digitaltag. The alliance of more than 25 organizations from the fields of civil society, culture, science, business, welfare and the public sector unites a common goal: to promote digital participation in Germany. Prof. Dr. Hendrik Drachsler contributes a talk on highly informative and data-driven feedback with AI in higher education. Feedback is a powerful element of all learning processes. However, it is difficult to offer highly informative feedback to large groups of learners. The Educational Technology Collective at Goethe University and the DIPF Leibniz Institute Frankfurt am Main are conducting research on this challenge in a variety of projects. In this talk, Professor Dr. Drachsler will present on designing highly informative feedback…
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New Pub: Extending Social Presence Theory

New Pub: Extending Social Presence Theory

Empirical Study, Higher Education, Journal, Learning Design, Publication
In the area of online learning and distance education, social presence is considered a key concept to understand interpersonal processes that are mediated by technology. At the same time, theory surrounding social presence remains underdeveloped. For example, under which conditions is social presence particularly important? Do students always need high perceptions of social presence in their learning experiences? A strong theory should provide tentative answers to questions like these. Yet, as of now, our knowledge is mostly restricted to correlations coefficients between measures of social presence and outcome variables like satisfaction. Without further nuance, learning designers do not know under which circumstances they should prioritize designing for interpersonal aspects or instead focus on other aspects. To advance a more nuanced understanding of social presence, Joshua Weidlich, Derya Göksün, and Karel…
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New HIKOF-DL Video – Introduction to the project

New HIKOF-DL Video – Introduction to the project

Artificial Intelligence, Assessment, Higher Education, Learning Analytics, Project
  Studiumdigitale at Goethe University Frankfurt has created an informative video to introduce the HIKOF-DL project. HIKOF-DL stands for Hoch Informatives und Kompetenzorientiertes Feedback für das Digitale Lernen and is funded by the Hessen Ministry for Digital Strategy and Development from 2021-2024. Prof. Dr. Hendrik Drachsler, Prof. Dr. Andreas Frey as well as Dr. David Weiss are project leaders of this interdisciplinary project. In the video below, they explained their roles and vision in this joint project. For more information about the project, please see the project website here: https://hikof.uni-frankfurt.de/
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Workshop – Designing Learning Analytics to Improve Lifelong? Learning

Workshop – Designing Learning Analytics to Improve Lifelong? Learning

Event, Learning Analytics, Learning Design, Lifelong Learning, Project, Report, Summer School, Workshop
Abstract: Learning Analytics (LA) has become a very heterogeneous research field due to the diversity in the data generated by the Learning Management Systems (LMS) as well as the researchers in a variety of disciplines, who analyze this data from a range of perspectives. In this workshop, we will present a LA tool called Open Learning Analytics Indicator Repository (OpenLAIR). OpenLAIR helps course designers, teachers, students and educational researchers to make informed decisions about the selection of learning activities and LA indicators for their course design or LA dashboard. The aim of this workshop is to allow users to interact with OpenLAIR and allow them to design a LA dashboard for a lifelong learning portal. During the workshop, participants will help with the design and evaluation of the OpenLAIR visual…
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