This study aims to contribute to recent developments in empirical studies on students’ learning strategies, whereby the use of trace data is combined with self-report data to distinguish profiles of learning strategy use
Public lecture, 22 November, 2017 - International Seminar "Evidence-based research: methodological approaches and practical outcomes“ hosted by the UNESCO Chair in Education and Technology for Social Change at the Open University of Catalonia, Spain
. The emergence of learning analytics afforded for the analysis of digital traces of user interaction with technology. This analysis offers many opportunities to advance understanding and enhance learning and the environments in which learning occurs.
Vassilios Verykios from Hellenic Open University gave a presentation about Assessing Students and Tutors with Learning Analytics Dashboards as part of the online events by expert pool Assessment within EMPOWER
The field learning analytics is established with the promise for the education sector to embrace the use of data for decision making. There are many examples of successful use of learning analytics to enhance student experience, increase learning outcomes, and optimize learning environments.
Presentation used by Tinne De Laet, KU Leuven, for a keynote presentation during an event: organised by Leiden University, Erasmus University Rotterdam, and Delft University of Technology.
The presentations presents the results of two case studies from the Erasmus+ project ABLE and STELA, and provides 9 recommendations regarding learning analytics
The workshop aims to raise awareness on the effects of culture on learning and beliefs about learning, an aspect that becomes more and more relevant as technology and the Internet are seen as means for making education available to people all over the globe…
This presentation explores shortcomings of learning analytics for the wide adoption in educational organisations. It is NOT about ethics and privacy rather than focuses on shortcomings of learning analytics for teachers and students in the classroom (micro-level).
Tutorial, Learning Analytics Summer Institute, Ann Arbor, June 2017 As algorithms pervade societal life, they’re moving from an arcane topic reserved for computer scientists and mathematicians, to the object of far wider academic and mainstream media attention
Keynote presentation at LASI-Rocky Mountains online conference, 12 June 2017, based on a similar talk at LAK17, Learning Analytics and Knowledge Conference 2017, Vancouver. An analysis of the nature of evidence, the state of the evidence in the field of learning analytics, and some suggestions for ways to improve, based on work from the LACE project's Evidence Hub.
In the era of increasing technology mediation Learning experiences need to be designed considering the capacity to capture data, the possibility of making sense and derive knowledge from the data, and the need to act on that knowledge.
While interdisciplinary courses are regarded as a promising method for students to learn and apply knowledge from other disciplines, there is limited empirical evidence available whether interdisciplinary courses can effectively “create” interdisciplinary students.
The analysis of data collected from user interactions with educational and information technology has attracted much attention as a promising approach for advancing our understanding of the learning process.