Proceedings of the Second International Workshop on Multimodal Immersive Learning Systems (MILeS 2022)
At the Seventeenth European Conference on Technology Enhanced Learning (EC-TEL 2022)
Toulouse, France, September 12th-16th, 2022.
This thematic series examines the potential and actual impact of artificial intelligence (AI) on higher education (HE). The focus is primarily on the use of AI for supporting teaching and learning.
Klar ist für uns: 2020 sollte nicht nur als Jahr der Krise, sondern auch als Jahr der Bildungsinnovation in Erinnerung bleiben. Mit dem ersten Newsletter des KI-Campus möchten wir gerne darauf zurückblicken und auch einen gemeinsamen Ausblick wagen.
Seit nahezu einer Dekade werden Learning Analytics im Hochschulkontext als Ansatz zum Verständnis sowie zur Optimierung von Lehr-Lern-Prozessen und Lernumgebungen verwendet. Der Beitrag skizziert zentrale Entwicklungslinien von Learning Analytics und geht auf deren Potenziale sowie damit verbundene Fragen zum Datenschutz ein. Basierend auf einer systematischen Übersichtsarbeit und Stakeholderinterviews werden Handlungsempfehlungen für die Implementation von Learning Analytics an Hochschulen vorgestellt. Der Ausblick diskutiert aktuelle Forschungsdesiderata.
SoLAR Position Papers are designed to catalyse debate around key opportunities that could advance the field of Learning Analytics, if ways to tackle the associated challenges can be developed.
This book includes a collection of expanded papers from the 2019 Sino-German Symposium on AI-supported educational technologies, which was held in Wuhan, China, March, 2019
This interdisciplinary journal aims to increase knowledge and understanding of ways in which learning analytics (LA) and artificial intelligence (AI) can support and enhance education.
This volume provides a contemporary glance at the drastically expanding field of delivering large-scale education to unprecedented numbers of learners. It compiles papers presented at the CELDA (Cognition and Exploratory Learning in the Digital Age) conference.
By Simon Buckingham Shum on May 4th, 2019.
A heads-up that three collections will hit the streets this year focused on how we can design so that human needs and values are well and truly centre-stage in educational tools powered by data, analytics and AI.
This project brought together learning analytics experts from across Australia to explore key ethical issues relating to the development and use of learning analytics in higher education.
Yuanru Tan and Wenfei Yan share their reflections from the 9th International Learning Analytics & Knowledge (LAK) Conference, where Yuanru presented on cross-platform research conducted with colleague Rebecca Quintana on learner interactions within MOOC discussion forums.
March is the month of the Learning Analytics & Knowledge conference, in 2019 has taken place in Tempe, Phoenix, Arizona. Coming back from a very long journey (extended by some days off) in the United States, I decided to wrap up all my conference highlights in a blog post.
Students often enter higher education academically unprepared and with unrealistic perceptions and expectations of university life, which are critical factors that influence students’ decisions to leave their institutions prior to degree completion.
Published: 2018, Special Issue: Emerging Challenges in Digital Learning Environments
Editor(s): Dirk Ifenthaler , Demetrios G. Sampson , Michael J. Spector and Pedro Isaias
This book constitutes the proceedings of the 14th International Conference on Intelligent Tutoring Systems, IST 2018, held in Montreal, Canada, in June 2018.