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[publication] Orthography Training with IDeRBlog-an Open Educational Resources Practice #iderblog #oer #learninganalytics

Our publication about „Orthography Training with IDeRBlog-an Open Educational Resources Practice“ at this year Open Education Global Conference in Delft got published right now.

Abstract:

The article depicts the blogging platform IDeRBlog as an example of an Open Educational Resources Practice. The exercise databases of IDeRBlog are focussed in the context of orthography training. After briefly outlining Open Educational Resources an overview on how the exercises were researched and reviewed according to an established quality framework is given. This is followed by the Analysis of missing exercises and the creation of IDeRBlog exercises by the project team.

[Link to article @ ResearchGate]

[Link to article @ Conference Proceeding Database]

Reference: Gros, M., Aspalter, C., Ebner, M., Ebner, M., Steinhauer, N., Adolph, H., Ankner, L., Biermeier, S., Cormann, M., Edtstadler, K., Ernst, S., Gabriel, S., Goor, G., Huppertz, A., Irmag, K., Leitner, P., Martich, S., Taraghi, B., Ullmann, M. & Wintschnig, M. (2018) Orthography Training with IDeRBlog-an Open Educational Resources Practice. In: Open Education Global Conference 2018: OEGlobal2018. Van Valkenburg, W. & Schuwer, R. (Hrsg.). Delft University of Technology, 5 S.

[presentation] Orthography Training with IDeRBlog an Open Educational Resources Practice #tugraz #iderblog #learninganalytics

Our presentation about „Orthography Training with IDeRBlog an Open Educational Resources Practice“ for this year Open Education Global Conference in Delft, Netherland, is now online available. We introduce to our project IDeRBlog, where you can participate to learn German orthography for free 🙂

What are the Challenges of Learning Analytics in Higher Education? #research #stela

We are proud that our article on „Learning Analytics in Higher Education—A Literature Review“ are named, discussed and cited on the website „student success“ of the three universities Leiden-Delft-Rotterdam.

The authors at the end argue that Learning Analytics imply moral practices. The ethical constraints drive the above-mentioned limitations to a wider extent and they ask for more and more consideration of the type of data used of Higher Education in Learning Analytics.

[Link to the online blogpost]