Category

Learning Analytics

#LAK17 – it’s all about multimodality

By | English, Learning Analytics | One Comment

The 2017 edition of the Learning Analytics & Knowledge conference beat all the previous records with 344 submissions from 1000 authors and 415 participants, the acceptance rate of the full paper was 34%. Multimodality is the main focus The trending topic of #LAK17 is undoubtedly multimodality. Two keynotes out of three Sanna Jarvela and Sydney D’Mello focus on multimodal data for learning. The topic is also reflected in many studies presented during the parallel presentations. The 3 keynote speakers in #LAK17 seem to be embracing #multimodallity in different ways! #CrossLAK and #MMLA more relevant than ever? — Roberto Martinez (@RobertoResearch) 15…

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PhD Round Table – Teachers assessment in DojoIBL

By | adaptive systems, English, Learning Analytics | No Comments

What is the ‘PhD Round Table’ initiative at TELi?   The PRT is an informal meeting that takes place in the TELi department every two weeks and it only has one item in the agenda. Each session a PhD brings to the table a question/concern/idea/problem (you name it…), which is discussed at least for an hour. The participation is not mandatory but it is highly appreciated. The PRT goals are: (1) to increase the intellectual discussions within the TELi group, (2) to raise awareness about others topics and (3) to brainstorm and to discuss different perspectives to a problem. My…

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Big Data in Education – Learning Outcomes

By | English, Learning Analytics | No Comments

The first episode in of Big Data in Education introduced the opportunities arising by programmatically collecting and analysing educational data. The second episode detailed the Dimensions of Education Data, the so-called input space of the Big Data in Education. As anticipated before, this session talks about learning outcomes measurement, or namely how to transform learning performance and assessment indicators to take into account when deploying Big Data techniques in Education. But if we now know where to collect data, why bother about the output at all? The output space is as important as the input as most of the supervised Big Data techniques…

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The Dutch xAPI Specification for Learning Analytics (DSLA)

By | English, Learning Analytics | No Comments

Have you ever wanted to store the data collected from any learning environment in a standardised way but did not know how? Look no further, you are in the right place now! After working with xAPI for several years, we have compiled a registry of xAPI specifications for learning activities to support and highlight the consistent usage of xAPI recipes in the educational domain.

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Social Network Analysis, Social Awareness and Learning

By | English, Learning Analytics, open education, Reflection | No Comments

Personal learning networks (PLN’s) can have a huge impact on the way learners learn. Even though learners have agency, and can create their own opportunities for learning, many opportunities are actually created by their social networks. If learners become more aware of this, they will be able to reflect on the state of their PLN and can take actions to augment their learning potential. So how can we help raise awareness of the ways in which PLN’s shape the learning activities of individual learners? Social Network Analysis (SNA) can be applied to visualize PLN’s, and with those visualizations we can help learners reflect on important characteristics of their networks…

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Privacy and Analytics – a DELICATE issue. A checklist towards trusted Learning Analytics

By | Learning Analytics, personalisation | No Comments

The widespread adoption of Learning Analytics (LA) and Educational Data Mining (EDM) has somewhat stagnated recently, and in some prominent cases like the inBloom disaster even been reversed following concerns by governments, stakeholders and civil rights groups. In this ongoing discussion, fears and realities are often indistinguishably mixed up, leading to an atmosphere of uncertainty among potential beneficiaries of Learning Analytics, as well as hesitations among institutional managers who aim to innovate their institution’s learning support by implementing data and analytics with a view on improving student success. The LACE project conducted a series of Expert Workshops on Ethics and Privacy…

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