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.