Megan Torrance uses survey data to assess the current state of xAPI adoption and the differing perspectives among non-adopters, adopters, and providers.
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.
Now that the “the only constant is change” in society, our capacity to engage with novel challenges is of first order importance. What are the personal dispositions that authentic learning needs to cultivate, and can we make these assessable and visible to learners and educators?
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.
I'll start this article by making one simple statement: Feedback loops work. Why? That’s the way we human beings learn, as feedback provides us with a sense of where we stand and an evaluation of our progress.
The OnTask Project aims to improve the academic experience of students through the delivery of timely, personalised and actionable student feedback throughout their participation in a course
Seit dem 01. Dezember 2021 fördert das Bundesministerium für Bildung und Forschung (BMBF) im Rahmen der Förderlinie „Digitale Hochschulbildung“ das Verbundprojekt IMPACT – Implementierung von KI-basiertem Feedback und Assessment mit Trusted Learning Analytics in Hochschulen.
Gibson, A., Aitken, A., Sándor, Á., Buckingham Shum, S., Tsingos-Lucas, C. and Knight, S. (2017). Reflective Writing Analytics for Actionable Feedback.
‘Automated Feedback’ has existed in various forms at UTS for quite some time: from online quizzes, to adaptive learning platforms, to conditional messaging. But…
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
Our learning analytics service offers a series of rapid, flexible visualisations about students’ learning activities and about how the curriculum is functioning.
Ioana Jivet What are our LDE CEL researchers currently working on? In this article Learning Analytics researcher Ioana Jivet gives a short introduction to her study on the Learning Tracker widget.
Trusted Learning Analytics beruhen auf vertrauensvollen Beziehungen zwischen Anwendern und Nutzern
FRAGEN AN (II/II) Hendrik Drachsler, Professor an der Goethe-Universität Frankfurt und Leiter des Arbeitsbereichs „Educational Technologies“ am DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, der sich nicht nur mit Bildungstechnologien auseinandersetzt, sondern auch daran arbeitet Learning Analytics an deutsche Hochschulen zu bringen.
Im Interview legt Informatik-Professor Hendrik Drachsler vom DIPF dar, was es braucht, um die neuen Techniken sinnvoll und vertrauenswürdig für das Lehren und Lernen nutzen zu können. Der Experte für Educational Technologies und Learning Analytics beleuchtet die Entwicklung in Deutschland und erläutert, welchen Beitrag die Wissenschaft leisten kann.