This keynote by Bart Rienties on Oct. 06, 2022 will help you:
-Understand where to start with learning analytics
-Understand how to effectively support your staff to use data
-Critically review whether learning analytics is something for your organisation
The book aims to advance global knowledge and practice in applying data science to transform higher education learning and teaching to improve personalization, access and effectiveness of education for all.
Planning to implement learning analytics but don’t know where to start? Take a look at this checklist for implementing learning analytics successfully.
Hendrik Drachsler is Professor of Educational Technologies and Learning Analytics, Goethe University Frankfurt am Main & Leibniz Research Institute, Germany and Open Universiteit, Netherlands
Learning objectives set a goal for your training program. But how do you know if your training is able to meet set objectives? Integrate learning analytics.
Mit Educational Technologies Lernprozesse fördern und Leistungen verbessern
FRAGEN AN (I/II) Hendrik Drachsler, Professor an der Goethe-Universität Frankfurt und Leiter des Arbeitsbereichs „Educational Technologies“ am DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation.
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)
Purdue University researchers have developed a new way to track the effectiveness of online learning programs, speeches and businesses, and determine if anyone really cares enough to download the material.
This article describes guidelines to use an intuitive and practical 4-tier model for measurement of technical training effectiveness through 4 simple indices: training reaction index, improvement index, effectiveness index and impact trends.
Christopher Haynes says it's time to stop asking if online learning is effective.
It is time to stop asking if online learning is as “effective” as traditional face-to-face learning. The question has been asked and answered. Asking it over and over again will not yield the responsive, localized, and collaborative answers we need to facilitate meaningful education for an increasingly diverse body of learners.
This study, using an action-based research approach, was designed to gather evidence from a technical education program to determine if students perform better in the flipped classroom or traditional classroom.