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[publication] Shaping learning analytics technology through human- centredness #learninganalytics #lak23 #research

We did a small contribution to the 4th International Workshop on Human-Centred Learning Analytics (HCLA) co-located with the 13th International Learning Analytics and Knowledge Conference (LAK2023) about our learning analytics efforts at Graz University of Technology. Our publication titled “Shaping learning analytics technology through human- centredness” is now online availble, too

Abstract:
Learning Analytics (LA) researchers and practitioners are growing interested in applying human-centred design methods and techniques to design LA technology. This approach finds solutions by involving the perspectives of students, teachers, and other educational stakeholders in all process steps. It enables the creation of technology that resonates and is tailored to the end-users needs. The “Learning Analytics-Students in Focus” project aims to support the learning and teaching process in the higher education context. Our interdisciplinary team focuses on LA technology that facilitates acquiring and developing students’ self-regulated learning skills, such as goal setting, planning, monitoring progress, and reflecting. We embraced a Human-Centred Learning Analytics (HCLA) approach since the start of our project, and it helped us to understand students’ points of view and needs and find solutions together. This article summarises the design process of a LA tool named Planner, which aims to support students in planning and monitoring coursework. We share our experience with various methods and techniques applied in our research and present insights about the benefits and limitations of the HCLA approach. Finally, we highlight how the HCLA approach helped to build a LA community at our university and promote trust towards LA.

[full article @ ResearchGate]
[full article @ workshop’s homepage]

Reference: Barreiros, C., Leitner, P., Ebner, M., Linstädt, S. (2023) Shaping learning analytics technology through human- centredness. In: Proceedings of 4th International Workshop on Human-Centred Learning Analytics (HCLA) co-located with the 13th International Learning Analytics and Knowledge Conference (LAK2023), Virtual, March 13, 2023

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[publication] The ReDesign Canvas as a tool for the didactic-methodological redesign of courses and a case study #edil22 #tugraz

Our research, we presented at EdMedia + Innovate Learning 2022, about “The ReDesign Canvas as a tool for the didactic-methodological redesign of courses and a case study” is now online available:

Abstract:
Initially, in March 2020, when COVID-19 forced conventional face-to-face to pure online teaching, didactic matters were only of secondary importance. At Graz University of Technology (TU Graz, Austria) both the support team for Educational Technology as well as the instructors were mostly concerned with solving technical challenges. Nevertheless, a special tool, the ReDesign Canvas, was available to support lecturers in their endeavor to also address the didactic aspects of their teaching systematically. The article presents the work of the Educational Technology team of TU Graz within the March 2020 COVID-19 crisis as well as the application of the canvas in a redesign of an exemplary lecture.

[full article @ conference homepage]
[draft @ ResearchGate]

Reference: Schön, S., Braun, C., Hohla, K., Mütze, A. & Ebner, M. (2022). The ReDesign Canvas as a tool for the didactic-methodological redesign of courses and a case study. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 1048-1055). New York City, NY, United States: Association for the Advancement of Computing in Education (AACE). Retrieved July 13, 2022 from https://www.learntechlib.org/primary/p/221410/.

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[presentation] Synergies between Open Education and Open Science: OER Development, Projects and Trends in Austria #OER #OEAA

Last year we gave a talk at the Open Education Conference about “Synergies between Open Education and Open Science: OER Development, Projects and Trends in Austria“. Find here our recorded talk:

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Reference: Ebner, Martin; Hackl, Claudia & Schön, Sandra (2021). Synergies between Open Education and Open Science: OER Development, Projects and Trends in Austria. Presentation at Open Education Week 2021, October 18-22, Recording: opened21.sched.com/event/moOv/synergies-between-open-education-and-open-science-oer-development-projects-and-trends-in-austria

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[publication] Towards Trustworthy Learning Analytics Applications: An Interdisciplinary Approach Using the Example of Learning Diaries #LearningAnalytics #tugraz

Our poster/chapter about “Towards Trustworthy Learning Analytics Applications: An Interdisciplinary Approach Using the Example of Learning Diaries” at HCII 2022 conference is published and available.

Abstract:
Learning analytics (LA) is an emerging field of science due to its great potential to better understand, support and improve the learning and teaching process. Many higher education institutions (HEIs) have already included LA in their digitalisation strategies. This process has been additionally accelerated during the COVID-19 pandemic when HEIs transitioned from face-2-face learning environments to hybrid and e-learning environments and entirely relied on technology to continue operating. Undoubtedly, there was never a time when so much student data was collected, analysed, and reported, which brings numerous ethical and data protection concerns to the forefront. For example, a critical issue when implementing LA is to determine which data should be processed to fulfil pedagogical purposes while making sure that LA is in line with ethical principles and data protection law, such as the European General Data Protection Regulation (GDPR). This article contributes to the discussion on how to design LA applications that are not only useful and innovative but also trustworthy and enable higher education learners to make data-informed decisions about their learning process. For that purpose, we first present the idea and methodology behind the development of our interdisciplinary Criteria Catalogue for trustworthy LA applications intended for students. The Criteria Catalogue is a new normative framework that supports students to assess the trustworthiness of LA applications. It consists of seven defined Core Areas (i.e., autonomy, protection, respect, non-discrimination, responsibility and accountability, transparency, and privacy and good data governance) and corresponding criteria and indicators. Next, we apply this normative framework to learning diaries as a specific LA application. Our goal is to demonstrate how ethical and legal aspects could be translated into specific recommendations and design implications that should accompany the whole lifecycle of LA applications.

[article @ book’s homepage]
[draft @ ResearchGate]

Reference: Veljanova, H., Barreiros, C., Gosch, N., Staudegger, E., Ebner, M., Lindstaedt, S. (2022). Towards Trustworthy Learning Analytics Applications: An Interdisciplinary Approach Using the Example of Learning Diaries. In: Stephanidis, C., Antona, M., Ntoa, S. (eds) HCI International 2022 Posters. HCII 2022. Communications in Computer and Information Science, vol 1582. Springer, Cham. https://doi.org/10.1007/978-3-031-06391-6_19

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[publication] Strategien zu offenen Bildungsressourcen an österreichischen öffentlichen Universitäten #OER #gmw2022

Bei der GMW 2022 haben wir eine Publikation zu “Strategien zu offenen Bildungsressourcen an österreichischen öffentlichen Universitäten” eingereicht, wo wir systematisch die Leistungsvereinbarungen der österreichischen Universitäten hinsichtlich OER untersucht haben.

Zusammenfassung:
Bezugnehmend auf eine Analyse der Rolle von offenen Bildungsressourcen (OER für „Open Educational Resources“) in den Leistungsvereinbarungen österreichischer öf- fentlicher Universitäten der Jahre 2019–2021 (Edelsbrunner, Ebner & Schön, 2021) werden in diesem Beitrag die Entwicklungen des vergangenen Jahres in Bezug zu OER und den Hochschulen in Österreich beschrieben. Zentral ist dabei die Analyse der neuen Leistungsvereinbarungen der 22 öffentlichen österreichischen Universitäten für die Periode 2022–2024 und der Nennung von OER-Aktivitäten. Dabei wird auf- gezeigt, dass nun alle öffentlichen Universitäten OER in den Leistungsvereinbarungen erwähnen, 16 der 22 Universitäten planen sogar weitreichende OER-Aktivitäten. Auch haben weitere Hochschulen OER-Strategien veröffentlicht.

[Artikel @ ResearchGate]
[Tagungsband]

Zitation: Edelsbrunner, S., Ebner, M., Schön, S. (2022) Strategien zu offenen Bildungsressourcen an österreichischen Hochschulen. In: Digitale Lehre nachhaltig gestalten, Standl B. (ed.), S. 209-214, Waxmann Verlag. ISBN 978-3-8309-4633-5

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[keynote] 9th International Conference on Computer Technology Applications (ICCTA 2023) #conference #research

Martin is invited to give a keynote talk at 9th International Conference on Computer Technology Applications (ICCTA 2023) in May 2023. He will give an overview and insights about our running projects on MOOCs, Learning Analytics and Open Educational Resources.

Abstract of the talk:
In this talk the different research fields of MOOCs, Learning Analytics and OER are addressed and brought together. Over a couple of years now, different proponents announcing MOOS or OER or Learning Analytics. Nevertheless, the idea is to put all the research results together and provide it as a service for education, especially in Higher Education.
Using the example from Graz University of Technology the talk will provide insights how we can deal with it in the future based on research findings and hands-on experiences with real student data.

We would be happy if you join us in Vienna next year: [conference website]

With this announcement I would like to wish you merry christmas and a happy, healthy year 2023 – I will be back after my holidays in January 2023. Hopefully we got a little bit of snow in our mountains, because I would love to make some tours with my skis 🙂
Feel free to take a look to my tour descriptions to get an idea what I am taking about: [Link to profile @ Alpenverein]

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[publication] Patterns of quiz attempts in a MOOC. The full-points-pattern and other patterns on the way to a successful MOOC in a lecture setting #tugraz #edil22 #MOOC #imoox #LearningAnalytics

Our research about “Patterns of quiz attempts in a MOOC. The full-points-pattern and other patterns on the way to a successful MOOC in a lecture setting” was presented at EdMedia + Innovate Learning 2022:

Abstract:
The analysis of learner data in MOOCs provides numerous opportunities to look for patterns that may indicate participants’ learning strategies. In this article, we investigated how participants in a MOOC (N=1,200), in which they must successfully complete a quiz in each unit, deal with the fact that they can repeat this quiz up to five times. On the one hand, patterns can be identified regarding the success of the quiz attempts: For example, 32.7% of the course participants always repeat the quizzes up to a full score, while about 16.0% of the participants repeat, but only until they pass all quizzes. Regarding the number of attempts, independent of the success, there is only a uniformity in “single attempt”; 12.6% of the participants only take exactly one attempt at each of the quizzes in the MOOC. An analysis of a subgroup of 80 learners which were students of a course where the MOOC was obligatory, shows that the proportion of learners attributed to patterns making more attempts is generally bigger. It can be shown as well that learners who uses several attempts, even after a full score results, tend to get better exam. The article concludes by discussing how these patterns can be interpreted and how they might influence future MOOC developments.

[full article @ conference homepage]
[draft @ ResearchGate]

Reference: Mair, B., Schön, S., Ebner, M., Edelsbrunner, S., Leitner, P., Schlager, A., Teufel, M. & Thurner, S. (2022). Patterns of quiz attempts in a MOOC. The full-points-pattern and other patterns on the way to a successful MOOC in a lecture setting. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 1169-1179). New York City, NY, United States: Association for the Advancement of Computing in Education (AACE). Retrieved July 13, 2022 from https://www.learntechlib.org/primary/p/221430/

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[publication] Developing a Professional Profile of a Digital Ethics Officer in an Educational Technology Unit in Higher Education #Learninganalytics #ethics #tugraz #research

Our chapter about “Developing a Professional Profile of a Digital Ethics Officer in an Educational Technology Unit in Higher Education” is published right now.

Abstract:
The digitalisation of learning, teaching, and study processes has a major impact on possible evaluations and uses of data, for example with regard to individual learning recommendations, prognosis, or assessments. This also gives rise to ethical issues centered around digital teaching and possible challenges of data use. One possible approach to this challenge might be to install a Digital Ethics Officer (DEO), whose future profile this paper outlines for a Educational Technology unit of a Higher Education Institution (HEI). Therefore, an introductory overview of the tasks and roles of Ethics Officers (EO) is given based on the literature. The authors then describe the current ethics program of a university of technology and collect current and potential ethical issues from the field of educational technologies. Based on this, a first professional profile for a DEO at an educational technology unit of a university is described. From the authors’ point of view, the article thus prepares important considerations and steps for the future of this position.

[article @ book’s homepage]
[draft @ ResearchGate]

Reference: Andrews, D., Leitner, P., Schön, S., Ebner, M. (2022). Developing a Professional Profile of a Digital Ethics Officer in an Educational Technology Unit in Higher Education. In: Zaphiris, P., Ioannou, A. (eds) Learning and Collaboration Technologies. Designing the Learner and Teacher Experience. HCII 2022. Lecture Notes in Computer Science, vol 13328. Springer, Cham. https://doi.org/10.1007/978-3-031-05657-4_12