News

Gianluca Romano joins the team

Gianluca Romano joins the team

July 28, 2021
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.
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Fernando P. Cardenas-Hernandez joins the team

Fernando P. Cardenas-Hernandez joins the team

July 28, 2021
Multimodal Learning Analytics, Project, Team
Starting 1st July 2021, Fernando P. Cardenas-Hernandez joins the team as a doctoral researcher.  He earned his Master’s degree in Microsystems from the University of Freiburg. After his graduation, he worked as a software engineer in different companies. Some of his previous projects made use of microcontrollers, SBCs and thermal & industrial cameras. He is currently involved in the MILKI-PSY project.
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New Pub: Literature Review on Co-Located Collaboration Modeling Using Multimodal Learning Analytics—Can We Go the Whole Nine Yards?

New Pub: Literature Review on Co-Located Collaboration Modeling Using Multimodal Learning Analytics—Can We Go the Whole Nine Yards?

July 21, 2021
General education, Journal, Literature review, Multimodal Learning Analytics, Open access, Publication
Collaboration is one of the important 21st-century skills. It can take place in remote or co-located settings. Co-located collaboration (CC) is a very complex process that involves subtle human interactions that can be described with indicators like eye gaze, speaking time, pitch, and social skills from different modalities. With the advent of sensors, multimodal learning analytics has gained momentum to detect CC quality. Indicators (or low-level events) can be used to detect CC quality with the help of measurable markers (i.e., indexes composed of one or more indicators) which give the high-level collaboration process definition. However, this understanding is incomplete without considering the scenarios (such as problem solving or meetings) of CC. The scenario of CC affects the set of indicators considered: for instance, in collaborative programming, grabbing the mouse…
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New Pub: Are We There Yet? – A Systematic Literature Review on Chatbots in Education

New Pub: Are We There Yet? – A Systematic Literature Review on Chatbots in Education

July 15, 2021
Artificial Intelligence, General education, Journal, Learning Analytics, Literature review, Open access, Publication
Are We There Yet? - A Systematic Literature Review on Chatbots in Education Chatbots are a promising technology with the potential to enhance workplaces and everyday life. In terms of scalability and accessibility, they also offer unique possibilities as communication and information tools for digital learning. In this work, we present a systematic literature review investigating the areas of education where chatbots have already been applied, explore the pedagogical roles of chatbots, the use of chatbots for mentoring purposes, and their potential to personalize education. We conducted a preliminary analysis of 2,678 publications to perform this literature review, which allowed us to identify 74 relevant publications for chatbots’ application in education. Through this, we address five research questions that, together, allow us to explore the current state-of-the-art of this educational…
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Telekom Report AI@School – Teaching and Learning with Artificial Intelligence

Telekom Report AI@School – Teaching and Learning with Artificial Intelligence

July 8, 2021
Project, Publication, Report
Many modern educational technologies already contain aspects of artificial intelligence (AI) - in applications for school organisation as well as for teaching and testing and for learning and practising. Examples are learning platforms or learning apps that adapt the task programme to the learner's competence profile But where do AI-supported, learning-promoting applications currently stand in their development? What already exists? What are the potentials, challenges and risks in this field? How far along are other countries in their development? The Deutsche Telekom Foundation and its partners are investigating these questions. For example, the mmb Institute, in cooperation with the German Research Centre for Artificial Intelligence (DFKI) and the Leibniz Institute for Human Development and Educational Information (DIPF), has prepared a market and trend analysis. For this purpose, the study's authors…
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SoLAR webinar on: Investigating persistent and new challenges of learning analytics

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

July 6, 2021
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…
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Now online: List of EduTec Journals and Conferences

Now online: List of EduTec Journals and Conferences

July 1, 2021
Conference, Journal, Open access, Publication
  Due to popular request, we’ve pulled together a list of peer-reviewed scientific journals and conferences where research into Educational Technologies and Learning Analytics is published. Although the list is surely not comprehensive, it may be used as a handy overview to learn about the breadth and diversity of this area of research as well the publication outlets that the EduTec team reads and values. The journals are sorted by the main scientific publishing houses, Elsevier, Taylor & Francis, Springer, Wiley, and Sage. Journals that did not fit, either because they are published by a less represented publishing house (thus, not warranting its own category) or are published by scientific societies or universities, are listed under “Other”. Besides this, we further provide info whether the journals are subscription-based or open…
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New Pub: An exploratory latent class analysis of student expectations towards learning analytics services

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

June 29, 2021
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…
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Praxistransfer: Was ist feministische Digitalpolitik und was kann sie von der Forschung lernen?

Praxistransfer: Was ist feministische Digitalpolitik und was kann sie von der Forschung lernen?

June 17, 2021
Digitalisation
Digital, Wissenschaftlich & Gleichberechtigt Als IT- und Bildungsforscherin im EduTec-Team engagiere ich mich ehrenamtlich in der Kommunal- und Landespolitik. Da gibt es viele Bereiche, wo ich immer wieder merke, dass der Praxistransfer aus der Wissenschaft in die Politik fehlt oder noch nicht ausreichend stattfindet. Das betrifft auch mein Forschungsgebiet, der Einbindung vielfältiger und weiblicher Perspektiven in die digitale Transformation dessen wie wir künftig leben, lernen und arbeiten. Für die Politik, die ich mache, kann man ganz grundsätzlich sagen, dass ich Gleichberechtigung fördere, da sie sozialen Wandel zu einer Priorität und nicht zu einem nachträglichen Gedanken macht. Geschlechtsspezifische Ungleichheit ist ein Querschnittsthema, das in allen digital berührten gesellschaftlichen Bereichen Anwendung findet. Ich denke Gleichberechtigung in allen Politikbereichen mit – insbesondere in der Digitalpolitik. Frauen* machen die Hälfte der Weltbevölkerung aus, in…
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Kickoff: HELA – Improving HEI maturity to implement learning analytics

Kickoff: HELA – Improving HEI maturity to implement learning analytics

June 15, 2021
Digitalisation, Learning Analytics, Project, School
In February 2021, the Croatian Science Foundation (HRZZ) approved funding of the research project "HELA - Improving HEI maturity to implement learning analytics" that will be implemented during the next 4 years at the Faculty of Organization and Informatics (FOI), University of Zagreb under the leadership of Full Prof. Nina Begičević Ređep, PhD The project, which started with its activities on March 1, 2021, will be financed by the HRZZ in the total amount of 776,230.00 HRK. The purpose of this research project is to contribute to a better understanding and optimization of the teaching and learning processes supported by LA through improving HEI maturity to implement LA. The expected impact of the research will be reflected in faster implementation of learning analytics in higher education, improved evidence-based strategic decision-making and…
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