Target group Archives - Page 9 of 15

Mar82022 by Dana KubeNo Comments

AR4STEAM Meeting in Brussels: Successfull Ending of our Erasmus Plus Cooperation with Schools

Augmented Reality, Conference, Digitalisation, Event, Learning Analytics, Project, School

Today we gather in Brussels to celebrate the successful end of our 2,5 year collaboration on promoting Augmented Reality in STEM classes all over Europe. It has been our great pleasure to work on this EU project and to share a vision even in difficult times. #Schools #Science #STEM #Arts #Friendship #Europa #Europe #ErasmusPlus #Schools #AugmentedReality #Peace

Feb282022 by Ioana JivetNo Comments

zugehOERt Podcast 081: Learning Analytics und OER

Assessment, General education, Learning Analytics, Learning Design, Press, Webinar

Im Gespräch mit Susanne Grimm führt Ioana Jivet an das Thema Learning Analytics heran und geht auf dessen Mehrwert für Lehrende und Lernende auch im Hinblick auf eine mögliche Bedeutung für den größeren Nutzen von OER ein. Ioana Jivet ist seit 2021 assoziierte Wissenschaftlerin im EduTec-Team am DIPF. Als Postdoktorandin in der Einrichtung studiumdigitale der Goethe-Universität Frankfurt ist sie als Forschungskoordinatorin wissenschaftlicher Forschungsanteile der laufenden Projekte: HIKOF und IMPACT tätig. Im Rahmen des Hessen Hub – Netzwerk digitale Hochschullehre Hessen leitet sie das Schwerpunktthema Trusted Learning Analytics. Den Podcast hier anhören

Feb282022 by Ioana JivetNo Comments

Webinar: What happens when students get to choose indicators on customisable dashboards?

Conference, Higher Education, Learning Analytics, Webinar

Learning analytics dashboards (LADs) are essentially feedback tools for learners. However, until recently, learners rarely have had a role in designing LADs, especially in deciding the information they would like to receive through such devices. Although learners might not always know what they need to self-manage their learning, we need to understand what type of feedback information and dashboard features they are likely to engage with and if, when, and how they use dashboards. To explore how LADs can better meet the needs of learners, we have embarked on two sets of studies aiming to understand students' information needs. In the first set of studies, we developed a customisable LAD for Coursera MOOCs on which learners can set goals and choose feedback indicators to monitor. We then analysed the learners'…

Feb282022 by Heather WehnerNo Comments

New Pub: Are the World Health Organization’s Patient Safety Learning Objectives Still Up-to-Date

Empirical Study, Higher Education, Journal, medical education, Open access, Publication

Ten-cluster map labeled with an MDS point map.In this article published in the Journal of Patient Safety the authors Lina Vogt, Slavi Stoyanov, Jochen Bergs, Hanna Schröder, Hendrik Drachsler, Martin Klasen and Saša Sopka investigate whether the overall topics and the specific learning objectives of the WHO Patient Safety Curriculum Guide are still applicable. They also examine what importance is attached to these and how difficult they are to achieve. Background The World Health Organization (WHO) Patient Safety Curriculum Guide defines learning objectives for patient safety. Current implementation in healthcare education is insufficient. Possible explanations may be obsolescence and/or a shift in needs. We investigated whether overarching topics and specific learning objectives of the WHO Patient Safety Curriculum Guide are still up-to-date, their attributed importance, and their perceived difficulty to…

Feb252022 by Joshua WeidlichNo Comments

New Pub: Creative students in self-paced learning environments

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

Creativity is a 21st century skill that is increasingly seen as an important goal of educational systems. At the same time, not enough research has been done on students that are high on trait creativity, i.e. how to accommodate and foster this important individual difference in learning environments. In educational technology in particular, we know next to nothing about how to design learning environments for creative students vs less creative students. While there is a literature from cognitive psychology suggesting that learning environments should be highly structured and guided to avoid disorientation and overload in *all* students, there is an opposing literature stating that students in creative domains (e.g. art & music education) profit from rich and unorganized stimuli. These students flourish in environments that are complex and afford multiple…

Feb242022 by Heather WehnerNo Comments

Interview with Bildung.Table

Artificial Intelligence, Higher Education, Learning Analytics, Press, Project, School

On 23.02.2022 Hendrik Drachsler was interviewed by Niklas Prenzel from Table.Media about Artificial Intelligence in university teaching and the joint project IMPACT. In the interview, he outlines how AI can support teaching and help reduce the burden on lecturers as well as giving answers to the concerns from other disciplines. The interview "KI darf nur unterstützen, niemals entscheiden" is available in German in the Bildung.Table issue #46 from the 23rd of February can be read here.

Feb182022 by Prof. Dr. Hendrik DrachslerNo Comments

PhD defense: Educational innovation towards organizational development: the art of governing open and online education in Dutch higher education institutions

Book, Higher Education, Open access, PhD defense, Press

Forms of open online education can bring about innovation in teaching and learning. Yet there is still little sign of this transformation at higher education institutions. How can open online education innovations be embedded in higher education institutions? And what organisational preconditions for open online education exist at various levels? On Friday 18 February 2022 at 4 pm, Martine Schophuizen defended her thesis entitled "Educational innovation towards organizational development: the art of governing open and online education in Dutch higher education institutions" at the Open Universiteit in Heerlen. Open Online Education (OOO) For years, there have been high expectations regarding the potential of forms of open online education (OOO), for example, Massive Open Online Courses (MOOCs). However, research into the effects of OOO still provides too few insights into increasing…

Feb102022 by Heather WehnerNo Comments

Guest scientist Prof. José L. Aznarte in Frankfurt

Artificial Intelligence, Higher Education, Learning Analytics, Team

We warmly welcome our guest scientist Prof. José L. Aznarte, who will be visiting the EduTec team at DIPF in Frankfurt until the end of July! Prof. José L. Aznarte is a researcher at the Artificial Intelligence Department of the Spanish Universidad Nacional de Educación a Distancia – UNED (one of the biggest universities in Europe) and deputy vice rector for digitalization and innovation. He co-leads UNED's ambitious ED3 project ("Distance, Digital and Data-based Education"), which revolves around the improvement possibilities offered by massive-data-based technologies and other AI tools in the framework of learning/teaching processes, particularly in hybrid face-to-face and remote settings. During his stay at DIPF, Professor José L. Aznarte will study the digitalization problem in comparative terms, aiming at getting to know the experiences at DIPF and at…

Jan282022 by Prof. Dr. Hendrik DrachslerNo Comments

20.01.2021 – Kickoff of the IMPACT Meeting

Artificial Intelligence, Assessment, Event, Higher Education, Learning Analytics, Project

Higher Education with Artificial Intelligence Projekt IMPACT: Implementation of AI-based Feedback and Assessment with Trusted Learning Analytics in Higher Education Institutions The collaborative project "Implementation of AI-based Feedback and Assessment with Trusted Learning Analytics in Higher Education Institutions" will be carried out by the Goethe University together with the Humboldt University Berlin, the Hagen University, the Freie Universität Berlin and the University of Bremen. Prof. Hendrik Drachsler, Professor of Computer Science with a focus on Educational Technologies at the DIPF and the Goethe University, is the collaborative leader and is also responsible for the Frankfurt sub-project "AI in the study entry phase for summative assessment and feedback as well as piloting, evaluation & implementation, dissemination". Responsible management of student data In the joint project IMPACT, five universities will work together…

Jan272022 by Daniele Di MitriNo Comments

Artificial intelligence for supporting disadvantaged learners

Artificial Intelligence, Assessment, School

[caption id="attachment_3685" align="alignleft" width="300"] The Mitchell County High School[/caption] Can Artificial Intelligence support disadvantaged teenagers in improving their mathematics and reading skills? Doctoral candidate Rashmi Khazanchi is investigating this relevant research question in her PhD project conducted with the supervision of Prof Hendrik Drachsler at the Open University of The Netherlands and Dr Daniele Di Mitri at the DIPF. Mrs Khazanchi is a mathematic and science teacher at the Mitchell County High School, located in the rural area of Camilla, in the southwest of Georgia, United States. The school offers generalist education as preparation for college and vocation and professional training. The high school is a publicly funded school system, and the majority of its student population are African American people. Several of these young students live in modest socio-economic…