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Personalized, Teacher-Driven in-Action Data Collection: Technology Design Principles.

, , , and . ICALT, page 58-62. IEEE Computer Society, (2018)

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Work in progress - Smart schoolhouse as a data-driven inquiry learning space for the next generation of engineers., , , and . EDUCON, page 1667-1670. IEEE, (2017)Maximizing and personalizing e-learning support for students with different backgrounds and preferences., , , , and . Interact. Technol. Smart Educ., 13 (1): 19-35 (2016)Work in progress - Semantic annotations and teaching analytics on lecture videos in engineering education., , , , and . EDUCON, page 1548-1551. IEEE, (2017)Scholarly teaching and scholarship of teaching and learning in teaching engineering., and . EDUCON, page 213-218. IEEE, (2017)Object-Oriented Programming for non-IT Students: Starting from Scratch., , , , and . Int. J. Eng. Pedagog., 5 (4): 22-28 (2015)Towards a partnership of teachers and intelligent learning technology: A systematic literature review of model-based learning analytics., , , , , , , , , and . J. Comput. Assist. Learn., 39 (5): 1397-1417 (October 2023)Teaching computing for non-IT students experience of Tallinn University of Technology., , , , , and . EDUCON, page 305-309. IEEE, (2015)Smart schoolhouse - designing IoT study kits for project-based learning in STEM subjects., , and . EDUCON, page 1514-1517. IEEE, (2018)Strategies for the Individualization of an Informatics Course., , , , and . FedCSIS, volume 2 of Annals of Computer Science and Information Systems, page 835-840. (2014)Teaching programming basics for first year non-IT students., , , , and . EDUCON, page 15-19. IEEE, (2016)