News - Page 10 of 33 - EduTec Science

Mar82023 by Heather WehnerNo Comments

Dissemination event for the AFELK project

Event, Feedback, Project, Project meeting, Research topic, School, Target group

Digital lessons can help track individual student learning progression, analyze the extent to which they are productive and report this information back to teachers. But how can this individual learning progression and the learning difficulties that arise in the process be depicted? The research project AFLEK "Analyse und Förderung von Lernverläufen zur Entwicklung von Kompetenzen" (Analysis and Support of Learning Trajectories for the Development of Competencies) is currently looking for answers to this issue. The interdisciplinary project team uses so-called teacher dashboards to provide physics teachers with almost real-time feedback on the learning progress of their students. The information from digital teaching units helps identify productive and unproductive learning progression; this information can then help to automatically recolonize learning difficulties und derive feedback for the teachers to support more productive…

Mar72023 by Atezaz AhmadNo Comments

New Pub: Caught in the Lifelong Learning Maze: Helping People with Learning Analytics and Chatbots to Find Personal Career Paths

Higher Education, Learning Analytics

Abstract—Current lifelong learning platforms offer users a query option to select a wide variety of courses. However, finding a suitable course among the seemingly endless catalogs of options presented by the platforms is not straightforward. We argue that digital counseling can enhance this process. In this paper, we present a set of three formative studies where we explored the main aspects that can provide the counseling needed. The methods comprise an analysis of user profile characteristics and learning analytics indicators (e.g., learning progress/self-regulation) by means of an expert workshop, evaluating the feasibility of current technologies (e.g., natural language processing) for automatically assessing users' competencies, and a survey on the use of Chatbots as the interaction interface between the users and the lifelong learning portals. The analysis resulted in the extraction…

Mar32023 by Jane YauNo Comments

GREAT Project kick-off on 1-2 March

Citizens science, Game, Project, Project meeting

A fruitful and successful kick-off meeting for the GREAT project (Games Realising Effective and Affective Transformation, co-funded by EU and UKRI) with all consortium partners was held on 1-2 March. DIPF project members (Hendrik, Jane, Dana) hosted the 2-day kick-off meeting, which covered all work package activities for the coming 12 months. The project uses games to engage citizens and collect anonymised data regarding climate crisis attitudes and opinions. These are then anonymously analysed and sent to policy-makers, with the aim of influencing them to make even better climate emergency policies more suited to citizens' needs. Two different types of games will be tested: (1.) With simple quiz games on mobile phones - this can reach high numbers of users and thus large data volumes can be generated. The games will…

Feb272023 by Atezaz AhmadNo Comments

Book Chapter – A Trusted Learning Analytics Dashboard for Displaying OER

Book, Book chapter, Learning Analytics, Open access, Project, Report

Abstract Learning Analytics (LA) consists of miscellaneous steps that include data harvesting, storing, cleaning, anonymisation, mining, analysis, and visualisation so that the vast amount of educational data is comprehensible and ethically utilisable by educators or instructors to obtain the advantages and benefits that LA can bring to the educational scene. These include the potential to increase learning experiences and reduce dropout rates. In this chapter, we shed light on OER repositories, LA, and LA dashboards and present an implementation of a research-driven LA dashboard for displaying OER and their repositories that allows the visualisation of educational data in an understandable way for both educators and learners. Moreover, we present an LA dashboard for displaying OER that shows information about the existing German OER repositories as part of our EduArc project…

Feb222023 by Jane YauNo Comments

HIKOF – Evaluation Study Completed

Artificial Intelligence, Assessment, Feedback, Learning Analytics, Project

In HIKOF (highly informative feedback for digital learning) project, the evaluation study has been successfully completed, where feedback was provided for about 1000 students in a Teacher Education Course (from Psychology department). Students' feedback on the feedback that was given to them was also collected to determine how comprehensive our feedback was, if it motivated them, and was helpful for them, and enhanced their learning progress. Specifically, the evaluation study focuses on the use of machine learning for the creation of personalized feedback that is both formative and summative. Data from a pilot study serves as a starting point for the evaluation to further optimize the AI technology for generating feedback. The evaluation study aims to investigate the effect of Highly Informative Automated Feedback (HIAF) on student performance and perception…

Feb112023 by Jane YauNo Comments

Project kick-off: Games Realising Effective and Affective Transformation (GREAT)

Citizens science, General education, Open science, Project, Project meeting

Using computer games to improve climate protection A new European Union-funded project involving scientific and private-sector partner organizations is investigating how computer games can be used to improve climate protection. The aim is to raise awareness among citizens of the relevant challenges and to provide policymakers with information on how to align climate protection even more closely with the needs of society. The international project consortium is coordinated by the DIPF | Leibniz Institute for Research and Information in Education. "Digital games are becoming increasingly popular. We want to combine this potential with citizen science methods and use it for a central policy field," explains Dr. Jane Yau, a member of the project management team at DIPF together with Dana Kube and Nina Seidenberg. On the one hand, the games…

Feb102023 by Heather WehnerNo Comments

New Pub: Effective Use of Learner-Generated Data in Teacher Training Activities

Learning Analytics, Publication, Report, Webinar

How can data be utilized in teacher training in an effective and ethical manner? This question was addressed by Hendrik Drachsler, 3 teacher trainers and the European Schoolnet Academy team at the webinar “Effective Use of Data in Teacher Training” held on the 18th and 19th of January 2023. One of the main focuses of the webinar was the newly-published report "Effective Use of Learner-Generated Data in Teacher Training Activities", written by Hendrik Drachsler. The report presents an overview of the concepts and applications of learner-generated data (learning analytics) and gives potential training scenarios for teacher training programs. Feel free to check out this report to learn more about learning analytics and how this has been and can be used in training: Effective Use of Learner-Generated Data in Teacher Training…

Dec202022 by Heather WehnerNo Comments

Seasons Greetings and Thanks for a great 2022

Team

As the year 2022 nears its end, we take a few moments to reflect on what the year has brought us. Throughout the year we have had the pleasure of meeting people who have enriched our (research) lives: our 2 visiting guest researchers Josè Aznarte and Andrea Zanellati, our intern Lukas Menzel and our 2 new colleagues Stefan Hummel and Nina Mouhammad. Besides having guests, some team members were also guests themselves, for example Daniele Di Mitri who was a guest researcher in the USA. During the year the AR4STEAM project ended successfully and we started 2 new projects ML2MT and HyTea. We took part in around 20 events over the year, published 8 conference papers, 13 journal papers and 2 book chapters. We took part in 3 interviews and…

Dec202022 by Prof. Dr. Hendrik DrachslerNo Comments

HILA Keynote @ CEL annual meeting

Conference, Feedback, Higher Education, Invited talk, Keynote, Learning Analytics, Learning Design, Transfer Activity

Hendrik Drachsler gave a keynote @ the LDE CEL Annual Meeting under the theme ‘Developing a Culture of Learning Analytics'. Hendrik summarized the achievements of the Highly Informative and Learning Analytics (HILA) research program, that is the successor of the Trusted Learning Analytics research program conducted in Frankfurt, Germany. After two years of digital annual meetings, finally CEL could invite again to their annual meeting 2022 at the CEL Teaching Lab. Among keynotes from Simon Buckingham Shum (University of Technology Sydney), and Alyssa Friend Wise (New York University), Hendrik presented the latest research outcomes on Highly Informative and Learning Analytics (HILA) research program. Highly informative and competency-based feedback is costly and can be best given in small teacher-to-learner settings. According to research, feedback has a powerful effect on learning success;…

Dec142022 by Joshua WeidlichNo Comments

New Pub: Causal Inference and Bias in Learning Analytics

Journal, Learning Analytics, Literature review, Open access, Publication, Research Methods

Learning Analytics is an applied field of research with the goal of producing actionable knowledge to improve student learning. This requires knowledge about cause-and-effect. However, randomized experiments, the usual vehicle for causality, are not always feasible nor desirable. Researchers are then left with observational data, from which they are, understandably, hesitant to draw causal inferences. Fortunately, there has been a lot of progress on the topic of causality in the last two decades. One prominent framework uses Directed Acyclic Graphs (DAGs) to graphically reason about cause-and-effect and/or bias. This primer, authored by Joshua Weidlich, Dragan Gasevic, and Hendrik Drachsler, published in the Journal of Learning Analytics, introduces DAGs to Learning Analytics. Using fictitious and published examples, we show how DAGs are a principled approach to a) improve causal inferences for…