New Pub: I don’t have time! But keep me in the loop: Co-designing requirements for a learning analytics cockpit with teachers

New Pub: I don’t have time! But keep me in the loop: Co-designing requirements for a learning analytics cockpit with teachers

Empirical Study, Learning Analytics, New Pub, Research Methods, School
Teacher dashboards can help secondary school teachers manage online learning activities and inform instructional decisions by visualising information about class learning. However, when designing teacher dashboards, it is not trivial to choose which information to display, because not all of the vast amount of information retrieved from digital learning environments is useful for teaching. Information elicited from formative assessment (FA), though, is a strong predictor for student performance and can be a useful data source for effective teacher dashboards. Especially in the secondary education context, FA and feedback on FA, have been extensively studied and shown to positively affect student learning outcomes. Moreover, secondary teachers struggle to make sense of the information displayed in dashboards and decide on pedagogical actions, such as providing feedback to students. Objectives: To facilitate the…
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Interview in Zeit Online: Cell Phone Bans in Schools

Interview in Zeit Online: Cell Phone Bans in Schools

Digitalisation, Press, School
In an interview with Zeit Online, Hendrik Drachsler explains his views on digitalization and cell phone bans in schools. He outlines that the hurdles associated with digitalization should be taken seriously, but that he is also very critical of extreme demands such as a complete ban on digitalization in schools. In his eyes it is important to differentiate between the usage of private devices and devices provided by the schools. Studies show that the use of private devices during the school day can distract students from learning and lower their concentration rates, for example during the private consummation of social media. On the other hand, the usage of tablets and AI during class can bring added value to the teaching process, especially while teaching complex concepts and with the individualization…
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Didacta Presentation in Cologne: Key Questions to Find Fitting AI Solutions For Student Feedback

Didacta Presentation in Cologne: Key Questions to Find Fitting AI Solutions For Student Feedback

Artificial Intelligence, Feedback, General education, Invited talk, School
What are the goals of AI in education for student feedback? How can teachers make sure that their AI-assisted feedback goes beyond simple right/wrong statements and instead provides not only correct solutions, but also possibilities for improvement, hints on competence development and effective learning strategies? To find a fitting AI solution, there are key questions one should know to ask in advance. These questions were outlined by Hendrik Drachsler in his presentation at the didacta 2024 in Cologne on 20.02.2024 titled “Ihr KI-Anbieter-Test - 3 Schlüsselfragen die Sie kennen sollten.” The key questions: Question 1: What indicators does your AI product use to analyze learning outcomes? --> Look for AI products that provide relevant indicators for measuring learning progress and skills acquisition. These indicators are important to accurately assess learning…
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Podcast “Sitzenbleiben” About AI in Education

Podcast “Sitzenbleiben” About AI in Education

Artificial Intelligence, General education, School
In a special edition of the DIPF podcast "Sitzenbleiben", Kai Maaz (Executive Director of DIPF) and Hendrik Drachsler discuss the potentials and hurdles of integrating artificial intelligence (AI) into education. The conversation surrounding AI's capabilities and constraints has been rapidly gaining traction. Especially the emergence of large language models like ChatGPT has revolutionized the text creation process, which showcase the vast opportunities that AI technologies can bring to the education sector. Questions abound regarding AI's impact on education: How can AI impact tasks such as homework or exams? How can AI enrich lessons? Which data protection issues need to be considered? How can students and educators receive adequate support in navigating AI's integration into learning environments? These questions serve as focal points which are examined in this newly available podcast…
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New Pub: AI program doesn’t make kids better at math, but it makes them more independent

New Pub: AI program doesn’t make kids better at math, but it makes them more independent

Assessment, Journal, Publication, School
Students who receive math tutoring from an artificial intelligence (AI) program perform no better than students who are taught by a "real" teacher. These students do, however, need less help learning. This is the conclusion of Rashmi Khazanchi from the Open University of the Netherlands together with Hendrik Drachsler and Daniele Di Mitri. Math Lessons with AI The researchers examined the effectiveness of the Assessment and Learning in Knowledge Spaces (ALEKS) tutoring program, called Intelligent Tutoring Systems (ITS). Previous studies have shown that students learn math better using software than traditional teaching methods. Previous studies on ALEKS have also shown that, thanks to this program, students memorize more knowledge, perform better, experience more engagement in mathematics and drop out less. The advantage of an ITS like ALEKS is that it…
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SWK-Talk: Large Language Models and their potential in the education system

SWK-Talk: Large Language Models and their potential in the education system

Artificial Intelligence, Event, School
In the SWK Talk Special "Large Language Models and their potential in the education system" on 18.01.2024, the SWK (Standing Conference of the Ministers of Education and Cultural Affairs) presented its impulse paper on Large Language Models. For the impulse paper, the SWK consulted external experts, including members of the EduTec Team, on teaching and learning with AI and LLM. The aim was to contribute to the current debate on the potential of LLM in the education system. The key conclusion is that the German education system currently faces the task of trying to utilize the potentials of generative AI technologies such as LLM, while at the same time recognizing their limitations and finding a way to responsibly deal with their restrictions. The paper also emphasizes the importance of a…
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PhD defense on Technological Responses to Distracting Media Multitasking in Digital Learning Environments

PhD defense on Technological Responses to Distracting Media Multitasking in Digital Learning Environments

Award, Higher Education, Learning Analytics, PhD defense, School, Self-Regulation
Today, we proudly acknowledge the remarkable achievement of our team member, Daniel Biedermann, in successfully defending his PhD thesis to become Dr. Biedermann. Woohoo, congratulations! In our modern world, the reality of digital distractions through the attention economy cannot be denied. Countries like the Netherlands, for instance, are planning to ban mobiles from classrooms starting from 2024. Daniel's PhD work centered on the complex challenges of digital media distraction, a phenomenon that's prevalent largely due to our pervasive use of social media and notification systems on our phones, PCs, and tablets. Presented in his disputation, Daniel argued the need for a context-sensitive system to gain a more profound understanding of digital media distraction. In addition, Daniel addressed the crucial subject of digital self-control tools (DSCTs). His research, which provided a…
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New pub: Measuring Efficacy of ALEKS as a Supportive Instructional Tool in K-12 Math Classroom with Underachieving Students

New pub: Measuring Efficacy of ALEKS as a Supportive Instructional Tool in K-12 Math Classroom with Underachieving Students

Assessment, Journal, New Pub, Publication, School
In a recent quasi-experimental research study, the effectiveness of Assessment and Learning in Knowledge Spaces (ALEKS), an Intelligent Tutoring System (ITS), took center stage in the realm of 8th-grade mathematics education. The study aimed to determine whether ALEKS could bring a statistically significant improvement in students' mathematics achievement compared to traditional teacher-led instructions. The research involved 158 8th-grade students categorized as 'underachieving students, with 60 in the teacher-led group and 98 in the ALEKS-led group. The study used a non-randomized approach to compare the outcomes of teacher-led instructions to ALEKS-led instructions over two consecutive years. In the first year McGraw's curriculum "Reveal" was used exclusively without ALEKS. In the second year ALEKS was incorporated as a supplemental tool in a math support class. The study incorporated a rigorous methodology, utilizing…
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Reflecting on the 8th National AI in Schools Conference: Transforming Teaching and Learning

Reflecting on the 8th National AI in Schools Conference: Transforming Teaching and Learning

Artificial Intelligence, Conference, Event, Feedback, Invited talk, Keynote, Learning Analytics, Learning Design, Project, School, Transfer Activity
The 8th National Conference on AI in Schools, held in Berlin, was a momentous event that gathered experts, policy-makers, and educators to discuss the current landscape and future prospects of AI in education. If there’s one word to describe the atmosphere at the 8th National Conference on AI in Schools, it would be “transformative“. The conference was not only setting high standards on political representatives, researchers in the field of educational & computer science, but also charged with representatives school supervisory boards, state institutes, and offices for teacher education in all 16 federal states. Overall, there was a palpable spirit of collaboration, optimism, and let”s get things done. Politicians, researchers, and practitioners were engaged and committed, staying until the very end of the event, signalling an overwhelming willingness to bring…
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Reflecting on the 10th German Learning Analytics Workshop at DELFI 2023: A Decade of Insights and Lessons Introduction

Reflecting on the 10th German Learning Analytics Workshop at DELFI 2023: A Decade of Insights and Lessons Introduction

Conference, Higher Education, Learning Analytics, School, Workshop
On September 11, 2023, the 10th Learning Analytics Workshop took place during the DELFI’23 and HDI’23 conferences in Aachen, Germany. This year marked a special milestone for the workshop as it celebrated "Ten years of learning analytics in German-speaking space: Success, failure and lessons learned." Co-organized by Ioana Jivet and featuring Hendrik Drachsler as a panelist, the workshop aimed to provide a comprehensive platform for sharing experiences, discussing research, and contemplating the future of learning analytics. A decade in review learning analytics has come a long way since its inception. Initially a niche area, it has now become an integral part of e-learning research, gaining prominence at international conferences like LAK and EDM. The recent pandemic-induced digitization in educational institutions has only accelerated this trend, making LA more visible and…
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