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
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.
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.
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.
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.
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.
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.
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.
Substantial progress has been made in understanding how teachers design for learning. However, there remains a paucity of evidence of the actual students’ response towards leaning designs.