Kategorie: Learning Analytics

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[publication] How can Gamification Improve MOOC Students Engagement?

Our contribution to this year 11th European Conference on Games Based Learning (ECGBL) is about our Gamifications experiments within MOOCs. The publication is titled „How can Gamification Improve MOOC Students Engagement?“

Abstract:

Massive Open Online Courses (MOOCs) require students‘ motivation either intrinsically or extrinsically to complete any of its courses. Even though MOOCs enjoy great popularity and bring many benefits to the educational community, some concerns arise with MOOC advancement. In fact, MOOCs are affected by low completion rate and face issues with respect to interactivity and student engagement along MOOC duration, which may convert student excitement to boredom and then drop out at any stage. A key result of research in the past couple of years has proved that students‘ engagement in MOOCs is strongly related to their activities online. These activities are related to the interaction between student and logging in the MOOC, reading and writing in the MOOC discussion forum, watching videos and doing quizzes. In this research paper, we present our research in deploying a gamification mechanic in MOOCs to increase student engagement. The gamification approach relies on weekly feedback to drive student intrinsic and extrinsic motivation. Following learning analytics on students‘ data from a MOOC offered in 2014, 2015, and 2016, the outcome of this approach showed an obvious increase in students‘ activity and engagement in discussion forums, login frequency and quiz trials. The active students‘ cohort allotment has increased in comparison with previous versions of the same MOOC as well as the completion rate has incremented up to 26% of the total number of participants.

[Full article @ ResearchGate]

Reference: Khalil, M., Ebner, M., & Admiraal, W. (2017). How can Gamification Improve MOOC Students Engagement?. In proceedings of the European Conference on Game Based Learning, Graz, Austria, (pp. 819-828

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[publication] Development of a Dashboard for Learning Analytics in Higher Education #STELA #LearningAnalytics

Our first publication at this year HCII 2017 conference was about „Development of a Dashboard for Learning Analytics in Higher Education“.
Abstract:

In this paper, we discuss the design, development, and implementation of a Learning Analytics (LA) dashboard in the area of Higher Education (HE). The dashboard meets the demands of the different stakeholders, maximizes the mainstreaming potential and transferability to other contexts, and is developed in the path of Open Source. The research concentrates on developing an appropriate concept to fulfil its objectives and finding a suitable technology stack. Therefore, we determine the capabilities and functionalities of the dashboard for the different stakeholders. This is of significant importance as it identifies which data can be collected, which feedback can be given, and which functionalities are provided. A key approach in the development of the dashboard is the modularity. This leads us to a design with three modules: the data collection, the search and information processing, and the data presentation. Based on these modules, we present the steps of finding a fitting Open Source technology stack for our concept and discuss pros and cons trough out the process.

[Publication @ Springer]

[Draft @ ResearchGate]

Reference: Leitner P., Ebner M. (2017) Development of a Dashboard for Learning Analytics in Higher Education. In: Zaphiris P., Ioannou A. (eds) Learning and Collabo- ration Technologies. Technology in Education. LCT 2017. Lecture Notes in Computer Science, vol 10296. pp. 293-301 Springer, Cham

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[publication] The Multiplication Table as an innovative Learning Analytics Application #LearningAnalytics #tugraz

Another publication at this year ED-Media conference is about „The Multiplication Table as an innovative Learning Analytics Application„. The presentation has been recorded and can be find here.
Abstract:

The main topic of this paper is the development of a web-based application that helps children to learn the one-digit multiplication table. The developed application supports individual learning process of the pupils and also provides the teachers with the possibility to intervene according to the analysis of users’ answers. The application uses modern technologies in order to offer high performance and availability to the users. The system also provides an interface for mobile clients, which present the questions and the processed data in different forms. The answers of the pupils, as well as other gathered data from the application show interesting results related to the participation and learning improvement.

[Draft version @ ResearchGate]

Reference: Kraja, E., Taraghi, B. & Ebner, M. (2017). The Multiplication Table as an innovative Learning Analytics Application. In J. Johnston (Ed.), Proceedings of EdMedia: World Conference on Educational Media and Technology 2017 (pp. 810-820). Association for the Advancement of Computing in Education (AACE).

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[publication] Chancen und Grenzen von Learning Analytics: Projektergebnisse bzgl. der automatischen Datenerhebung #imoox

Im Rahmen unseres Forschungsprojekt „Dr. Internet“ waren wir für die automatische Datenerhebung zuständig. Nun gibt es eine Kurzzusammenfassung unserer Aktivitäten.

Zusammenfassung:

In diesem Beitrag wird nach einer Kurzeinführung zu MOOCs und Learning Analytics, die in diesem Projekt weiter ausgebaute Learning-Analytics-Infrastruktur vorgestellt. Danach werden die erhobenen Ergebnisse präsentiert und diskutiert. Einerseits kann gezeigt werden, dass sich die Kurse mit jenen aus der Literatur vergleichen lassen und andererseits, dass sehr wohl Effekte aufgrund der didaktischen Maßnahmen zu beobachten sind.

[Publikation @ ResearchGate]

[Gesamter Forschungsbericht @ ResearchGate]

Referenz: Ebner, M., Khalil, M., Wachtler, J. (2017) Chancen und Grenzen von Learning Analytics: Projektergebnisse bzgl. der automatischen Datenerhebung. In: Dr. Internet – Forschungsbericht zum Projekt, Zimmermann, C. (Hrsg.), Verlag Mayer, S. 88-99

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[publication] Learning Analytics and Spelling Acquisition in German – Proof of Concept #TEL #Iderblog

Our second publication at this year HCII 2017 conference was about „Learning Analytics and Spelling Acquisition in German – Proof of Concept“ and describes our IDeRBlog-project.
Abstract:

German orthography is known to be quite difficult to master, especially for primary-school pupils in writing texts [cf. 1]. In order to support children with the acquisition of German orthography, we are developing a web-based platform for German-speaking users based on learning analytics techniques. Our goal is to motivate pupils age 8 to 12 to improve their spelling abilities by writing texts and by the possibility to publish them. Concerning spelling in combination with learning analytics the system provides – in case of an orthographic mistake – a specific feedback that encourages pupils to think about the spelling and to correct it. Based on occurred mistakes the teachers and the students are provided with a qualitative analysis of the mistakes. This analysis shows the problematic orthographic areas and gives suggestions for online and offline exercises as well as online courses that are explaining the orthographic phenomena. The aim of this article is to describe the architecture of the web-based system and a proof of concept by evaluating 60 essays. Furthermore, relevant background information is given in order to gain a better understanding in the complex interdisciplinary development.

[Publication @ Springer]

[Draft @ ResearchGate]

Reference: Ebner M., Edtstadler K., Ebner M. (2017) Learning Analytics and Spelling Acquisition in German – Proof of Concept. In: Zaphiris P., Ioannou A. (eds) Learning and Collaboration Technologies. Technology in Education. LCT 2017. Lecture Notes in Computer Science, vol 10296. pp. 257-268. Springer, Cham

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[publication] Tutoring writing spelling skills within a web-based platform for children #iderblog #LearningAnalytics

Our publication about „Tutoring writing spelling skills within a web-based platform for children“ got published. We are describing our research project IDERblog and the results using learning analytics.

Abstract:

According to the NMC Horizon Report (Johnson et al. in Horizon Report Europe: 2014 Schools Edition, Publications Office of the European Union, The New Media Consortium, Luxembourg, Austin, 2014 [1]), data-driven learning in combination with emerging academic areas such as learning analytics has the potential to tailor students’ education to their needs (Johnson et al. 2014 [1]). Focusing on this aim, this article presents a web-based (training) platform for German-speaking users aged 8–12.Our objective is to support primary-school pupils—especially those who struggle with the acquisition of the German orthography—with an innovative tool to improve their writing and spelling competencies. On this platform, which is free of charge, they can write and publish texts supported by a special feature, called the intelligent dictionary. It gives automatic feedback for correcting mistakes that occurred in the course of fulfilling a meaningful writing task. Consequently, pupils can focus on writing texts and are able to correct texts on their own before publishing them. Additionally, they gain deeper insights in German orthography. Exercises will be recommended for further training based on the spelling mistakes that occurred. This article covers the background to German orthography and its teaching and learning as well as details concerning the requirements for the platform and the user interface design. Further, combined with learning analytics we expect to gain deeper insight into the process of spelling acquisition which will support optimizing our exercises and providing better materials in the long run.

[Full Publication @ Springer Nature (Open Access)]

[Publication @ ResearchGate]

Reference: Ebner, M., Edtstadler, K., Ebner, M. (2017) Tutoring writing spelling skills within a web-based platform for children. Universal Access in the Information Society (2017). doi:10.1007/s10209-017-0564-6

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[app] 1×1 Trainer #tugraz #math

Wir haben den 1×1 Trainer grundlegend überarbeitet und mit Handschrifterkennung ausgestattet. Ab sofort können die Kinder also die Zahlen per Finger eingeben und wir hoffen so, dass es noch einfacher wird mit der App umzugehen. Die Registierung kann direkt in der App oder auch über unsere LearningLab gemacht werden.

The 1×1 Trainer App with handwriting recognition is supposed to help children with learning multiplication tables. The numbers can be written with the finger.

[Link zur App]


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[vodcast] The Multiplication Table as an Innovative Learning Analytics Application #tugraz #research

Because we are not able to attend the ED-Media conference 2017 in Washington this year, we are doing our presentations virtually. The second of four talks is about „The Multiplication Table as an Innovative Learning Analytics Application “ and presents the complete reworked webapplication to train the multiplication table:

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[publication] Learning Analytics an Schulen #research

Im Handbuch Kompetenzentwicklung im Netz haben wir einen Beitrag zur Learning Analytics mit dem Schwerpunkt Schule geschrieben und vor allem unsere Erfahrungen dargelegt.

Einleitung:

Learning Analytics hat seit seiner Erwähnung im Horizon Report 2012 immer mehr an Bekanntheit und Wichtigkeit gewonnen. Long und Siemens bezeichnen überdies Big Data und Analytics als die dramatischen Faktoren für die Zukunft der (Hoch)Schulbildung. Learning Analytics selbst profitiert von den Möglichkeiten eine Vielzahl von unterschiedlichen Daten einer jeden Benutzerin/eines jeden Benutzers zu sammeln, um die Lernaktivität und das Lernverhalten genauer zu betrachten. Dadurch wird ermöglicht das Lernen selbst besser zu verstehen. Siemens versucht mit Big Learning Data weitere Informationen zu erhalten um den Lernerfolg vorherzusagen. Überdies führt er aus dass nicht die Analysemodelle wichtig sind, sondern der Prozess als Ganzes. So ist es möglich die Ausbilderinnen und Ausbilder, Lehrenden sowie Dozentinnen und Dozenten mit entsprechenden Daten zu versorgen, welche das Lernverhalten jedes einzelnen Lernenden abbilden und so eine individualisierte und personalisierte Betreuung ermöglichen.

[Entwurf @ ResearchGate]

Referenz: Taraghi, B., Ebner, M., Ebner, M & Schön, M. (2017) Learning Analytics an Schulen. Handbuch Kompetenzentwicklung im Netz. Erpenbeck, J., Sauter, W. (Hrsg.). Schäffer-Poeschel Verlag. Stuttgart. S. 285-302

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[vodcast] Was lernen wir von Learning Analytics? #tugraz #reserach

Mein Vortrag über Learning Analytics am Tag der Informatik Fachdidaktik 2017 an der PH Steiermark wurde live übertragen und steht nun auch auf YouTube zum Nachsehen bereit – viel Spaß damit, freue mich wie immer auch über Kommentare und Anregungen:

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