The SHEILA project team ran a workshop on “Developing an evidence-based institutional learning analytics policy” at the 13th European Conference on Technology Enhanced Learning on 3 September at the University of Leeds.
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.
Keynote by Paul Prinsloo at the 13th International Conference on E-Learning (ICEL), Cape Peninsula University of Technology (CPUT), Cape Town, South Africa
Presentation at the European Distance Education and E-Learning Network (EDEN) Conference, Genoa, Italy, 17-20 June 2018. Authors: Paul Prinsloo, Sharon Slade and Mohammad Khalil
This slidedeck introduces the core concepts of microlearning as a learning experience design approach for seamless learning. It particularly covers the fundamental underpinning of Minimal Independent Feedback Loops and how the microlearning activities are integrated into and orchestrated in more complex learning experiences using xAPI and learning analytics.
Practical skills training, co-located group interactions, and tasks alternative to the classic desktop-based learning scenario represent still a big set of learning activities taking place in the classroom and at the workplace.
Guest presentation by Paul Prinsloo: SASUF Symposium: Digital Technologies, Big Data, and Cybersecurity, Vaal University of Technology, Vanderbijlpark, South Africa, 15 May 2018
While the L&D community is increasingly familiar with the Experience API (xAPI) and its value for data collection and interoperability, few examples exist to clarify the value of xAPI as applied within different existing learning infrastructures.
Boyd Potts, Hassan Khosravi , Carl Reidsema, Aneesha Bakharia, Mark Belonogof, Melanie Fleming (2018). Proceeding of the 8th International Learning Analytics and Knowledge (LAK) Conference
With the Experience API we are able to collect more granular, high-resolution data from our learning tools and platforms. But once we have that data, how do we present it in ways that easily communicate the right insights to our stakeholders?
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
Keynote by Paul Prinsloo at “Change and Constants: The Realities of Successful Teaching and Learning.” McMaster University, Hamilton, Ontario Friday February 23, 2018
Talk about how to address the design of learning experiences in the current digital environments and how to take into account the student perspective, motivation, feedback, and other various aspects.
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
PhD Thesis Defense at Graz University of Technology by Mohammad Khalil. Supervisor: Martin Ebner Examiner: Denis Helic & Carlos Delagado Cloos Date: 08th. May. 2017
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…