News - Page 14 of 33 - EduTec Science

Aug292022 by Ioana JivetNo Comments

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…

Aug262022 by Prof. Dr. Hendrik DrachslerNo Comments

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…

Aug242022 by Dana KubeNo Comments

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…

Aug192022 by Joshua WeidlichNo Comments

EARLI EFG Grant awarded

Award

The European Association for Research on Learning and Instruction (EARLI) offers an Emerging Field Group (EFG) funding scheme. The goal of the EFG initiative is to support the development of a research group focused on exploratory, innovative, and risk-taking research. EARLI supports the EFG over the course of a two-year period. See the following video for a short intro about EFG funding: [embed]https://youtu.be/P3ErXQdLU2U[/embed] This year, the EARLI EFG committee awarded funding to the "Social- and Telepresence in Online Social Learning" emerging field group, which consists of Emmy Vrieling Teunter (Open University, Netherlands), Kamakshi Rajagopal (KU Leuven, Belgium), Karel Kreijns (Open University, Netherlands), Maartje Henderikx (Open University, Netherlands), Derya Orhan Göksün (Adiyaman University, Turkey), and Joshua Weidlich (DIPF, Germany). The group will explore how perceptions of social-and telepresence are fostered in…

Jul272022 by Atezaz AhmadNo Comments

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…

Jul232022 by Dana KubeNo Comments

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…

Jul132022 by Jane YauNo Comments

HIKOF-DL – 3rd Committee Meeting with Industry Members

Artificial Intelligence, Assessment, Higher Education, Learning Analytics, Project, Transfer Activity

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…

Jul72022 by Daniele Di MitriNo Comments

Milky-Psy consortial meeting at DIPF in Frankfurt

Project meeting

On 6th July 2022 the Project partners of the MILKY-PSY project met at the DIPF in Frankfurt am Main a face-to-face meeting to discuss the development of the project in the two main use case scenarios: (1) the running case, and (2) the human-robot interaction use case. The partners shared their respective progress within the project entitled "Multimodal Immersive Learning with Artificial Intelligence for Psychomotor Skills" (MILKI-PSY). The topics included: conceptual models of running, human-robot interaction multimodal sensor collection with Kinect camera, sensor suits, smart wearables and tracking devices data storage in real-time data architectures optimised for sensor data machine learning approaches specific for human locomotion, human action recognition and movement understanding and assessment feedback strategies and approaches for the learner The multifaceted project financed by the Federal Ministry of…

Jun242022 by Daniele Di MitriNo Comments

Workshop: Trusted Learning Analytics for science teaching in higher education

Promotion activity

On 23.06. - 24.06.2022 Hendrik Drachsler and Daniele Di Mitri were invited to organise a session at the Didactics Working Groups (FDAKs) to present the concept of Learning Analytics applied to teaching and learning science (physics and mathematics) in the universities of applied sciences in German (Hochschulen). The didactics working groups, invited colleagues from all over Bavaria, Baden-Wuttenberg, Hessen and North Rehin Westalia to exchange ideas on teaching (content, methods, etc.). The Mathematics/Physics working group is currently headed by Prof. Dr. Elmar Junker from the Technical University of Rosenheim and Prof. Dr. Thomas Skill organized by the Bochum University of Applied Sciences. The AK usually meets every semester in Ingolstadt at the DiZ. Hendrik Drachsler & Daniele Di Mitri reflected on the process of applying learning analytics within higher education…

Jun232022 by Daniele Di MitriNo Comments

Job advert: two PhD openings in AI in Education

Job announcements

In the context of a project set to start in September 2022, in the EduTec team we are hiring two PhD candidates in the field of Artificial Intelligence in Education. You can check the PhD positions on the DIPF website A PhD research assistant in the field of artificial intelligence in education with a focus on system architectures and machine learning As of 1 September 2022. Full time. Fixed term until 31 August 2025. Compensation according to EG 13 (collective bargaining Agreement for Public Service in the State of Hesse, TV-H). Location of position: Frankfurt/ Main. Application by 8 July 2022. A PhD research assistant in the field of artificial intelligence in education with a focus on analytics dashboards As of 1 September 2022. Full time. Fixed term until 31…