Massive Open Online Courses (MOOCs) have opened new educational possibilities for learners around the world. Numerous providers have emerged, which usually have different targets (geographical, topics or language), but most of the research and spotlight has been concentrated on the global providers and studies with limited generalizability.
The big data revolution is an exciting opportunity for universities, which typically have rich and complex digital data on their learners. It has motivated many universities around the world to invest in the development and implementation of learning analytics dashboards (LADs).
XVI Congresso Brasileiro de Ensino Superior a Distância (ESUD) e o V Congresso Internacional de Educação Superior a Distância (CIESUD) 2019, Teresina, Brazil
Martin Ebner hat zusammen mit vielen Kolleginnen und Kollegen im Rahmen einer Arbeitsgruppe des Forums Neue Medien in der Lehre Austria (FNMA) ein Whitepaper zu „Learning Analytics: Einsatz an österreichischen Hochschulen“ erstellt
Presentation from Marko Teräs at the 28th ICDE World Conference on Online Learning of a national-level learning analytics research and development project funded by the Finnish Ministry of Education and Culture. Student and teacher needs analysis results for LA pilot development and for policy recommendations.
This talk will explore connections between two emerging fields focused on harnessing the potential of data – learning analytics and quantitative ethnography.
Game Learning Analytics (GLA) is the process of applying Learning Analytics techniques to Serious Games in order to get insight about how the game is being used and improve the educational experience.
By collecting and analyzing data, you will begin to paint a picture of what aspects of training are working, where you need to improve, and the steps you need to take to make those improvements
Learning analytics is hot. But are learning dashboards scalable and sustainable solutions for providing actionable feedback to students? Can learning dashboard be applied for feedback at scale? Is learning analytics applicable in more traditional higher education settings?
Begona Nunez-Herran and Kevin Mayles (Data and Student Analytics), Rebecca Ward (Data Strategy and Governance), Prof Bart Rienties & PhD students (Institute of Educational Technology), Prof John Domingue (Knowledge Media Institute) & Dr Thea Herodotou (IET)
EdMedia 2019 presentation. This brief paper describes a student-centered approach to the research and development of pedagogical learning analytics solutions.
As Massive Open Online Courses (MOOCs) generate a huge amount of learning activity data through its thousands of users, great potential is provided to use this data to understand and optimize the learning experience and outcome.
Today, Web Analytics (WA) is commonly used to obtain key information about users and their behavior on websites. Besides, with the rise of online learning, Learning Analytics (LA) emerged as a separate research field for collecting and analyzing learners' interactions on online learning platforms.
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.
Across the globe institutions are exploring the opportunities technology affords to provide a better, more consistent, and more personalised service to their students and stakeholders.
Join Bart Rienties, Professor of Learning Analytics at the second LTI Series event Most institutions, including the OU, are exploring how data can better inform teaching and learning.
The current state of higher education has increasing pressure over academics to offer high quality experience at scale. But what could be the actions that can be deployed to achieve this increase?
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…
Across the globe many institutions and organisations have high hopes that learning analytics can play a major role in helping their organisations remain fit-for-purpose, flexible, and innovative.
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.
The increasing presence of technology mediation offers an unprecedented opportunity to use detailed data sets about the interactions that occur while a learning experience is being enacted
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.