Schlagwort: learning analytcis

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[publication] Potentials of Chatbots for Spell Check among Youngsters #tugraz #chatbot #research #LearningAnalytic

We did an article about “Potentials of Chatbots for Spell Check among Youngsters” for the first issue of the “International Journal of Learning Analytics and Artificial Intelligence for Education (iJAI)“.

Abstract:

Chatbots are already being used successfully in many areas. This publication deals with the development and programming of a chatbot prototype to support learning processes. This Chatbot prototype is designed to help pupils in order to correct their spelling mistakes by providing correction proposals to them. Especially orthographic spelling mistake should be recognized by the chatbot and should be replaced by correction suggestions stored in test data.

[article @ journal’s homepage]

[article @ ResearchGate]

Reference: Arifi, J., Ebner, M., Ebner, M. (2019) Potentials of Chatbots for Spell Check among Youngsters. IN: International Journal of Learning Analytics and Artificial Intelligence for Education (iJAI). 2019(1). pp. 77-88

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[workshop] Emerging technologies and emerging trends in education #tugraz #reserach

Im Rahmen des CAS eLearning Zertifikatkurses darf ich heuer eine neues Modul rund um “Emerging Technologies and Trends” abhalten. Die dafür notwendigen Unterlagen sind hier nochmals übersichtlich dargestellt.

VORMITTAG: EMERGING TECHNOLOGIES – from social to mobile and seamless learning

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NACHMITTAG: EMERGING TRENDS – Learning Analytics, Maker Education & Lernen mit Videos

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Als weiterführende Literatur wird das Lehrbuch für Lernen und Lehren mit Technologien empfohlen mit den entsprechenden Kapiteln, sowie das Kapitel “Mobile Seamless Learning – Die nahtlose Integration mobiler Geräte beim Lernen und im Unterricht“.
Zur Info für Nicht-Teilnehmer/innen: Es handelt sich um einen ganztägigen Workshop.

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[publication] Confidence in and beliefs about first-year engineering student success: case study from KU Leuven, TU Delft, and TU Graz #research #STELA

One of our intellectual outputs of the STELA-project is a case study amongt our partners. We did a study about how students feel in the very first beginning of their study and published it at the SEFI-conference.

Abstract:

This paper explores the confidence freshman engineering students have in being successful in the first study year and which study-related behaviour they believe to be important to this end. Additionally, this paper studies which feedback these students would like to receive and compares it with the experiences of second-year students regarding feedback. To this end, two questionnaires were administered: one with freshman engineering students to measure their expectations regarding study success and expected feedback and one with second-year engineering students to evaluate their first year feedback experience.
The results show that starting first-year engineering students are confident regarding their study success. This confidence is however higher than the observed first-year students success. Not surprisingly, first-year students have good intentions and believe that most academic activities are important for student success. When second-year students look back on their first year, their beliefs in the importance of these activities have strongly decreased, especially regarding the importance of preparing classes and following communication through email and the virtual learning environment. First-year students expect feedback regarding their academic performance and engagement. They expect that this feedback primarily focuses on the impact on their future study pathway rather than on comparison to peer students. Second-year students indicate that the amount of feedback they receive could be improved, but agree with the first-year students that comparative feedback is less important.

[Full Article @ ResearchGate]

Reference: de Laet, T., Broos, T., van Staalduinen, J.-P., Ebner, M., Langie, G., van Soom, C. & Shepers, W (2018) Confidence in and beliefs about first-year engineering student success: case study from KU Leuven, TU Delft, and TU Graz. In: Proceedings of the 45th SEFI Conference, pp. 1-9. Azores, Portugal

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[presentation] Was lernen wir von Learning Analytics? #tugraz #research #LearningAnalytics

Ich bin gebeten worden in das Themenfeld Learning Analytics einzuführen und zwar von der DEKRA-Akademie in Stuttgart. Hier meine Folien:

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[publication] Learning Analytics in Hochschulen #LearningAnalytics #HigherEducation

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

Einleitung:

Unter dem Schlagwort “Big Data” hat sich in den letzten Jahren ein neues Forschungsfeld etabliert. Es handelt sich dabei um Datenmengen, die wegen ihrer Größe, hohen Komplexität, schnellen Vergänglichkeit oder schwachen Strukturierung mit klassischen Methoden der Datenverarbeitung nicht ausgewertet werden können. Das Ziel von Learning Analytics besteht darin solche Datenmengen im Kontext von Lehren und Lernen zu sammeln, zu analysieren und zu interpretieren um neue Erkenntnisse zu gewinnen. Ein wesentlicher Punkt dabei ist die Rückführung des gewonnen Wissens an die Lehrenden und Lernenden, um das Lehr- und Lernverhalten individueller und optimierter zu gestalten und die Entwicklung von Kompetenzen in dem Bereich zu fördern.
In diesem Kapitel werden die Möglichkeiten von Learning Analytics genauer erläutert, um dann den Schwerpunkt Learning Analytics in Hochschulen näher zu beleuchten. Eine Auswahl von Tools, Frameworks und Systeme gibt Aufschluss über den momentanen Stand der Technik. Im letzten Kapitel werden zukünftige Trends und Innovationen von Learning Analytics an Hochschulen aufgezeigt und wie daraus Kompetenzen gewonnen werden können.

[Entwurf @ ResearchGate]

Referenz: Leitner, P., Ebner, M. (2017) Learning Analytics in Hochschulen. Handbuch Kompetenzentwicklung im Netz. Erpenbeck, J., Sauter, W. (Hrsg.). Schäffer-Poeschel Verlag. Stuttgart. S. 371-384

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[publication] Learning Analytics in Higher Education – A Literature Review #research #tugraz

Our chapter on “Learning Analytics in Higher Education – A Literature Review” got published in the book Learning Analytics: Fundaments, Applications, and Trends.

Abstract:

This chapter looks into examining research studies of the last five years and presents the state of the art of Learning Analytics (LA) in the Higher Education (HE) arena. Therefore, we used mixed-method analysis and searched through three popular libraries, including the Learning Analytics and Knowledge (LAK) conference, the SpringerLink, and the Web of Science (WOS) databases. We deeply examined a total of 101 papers during our study. Thereby, we are able to present an overview of the different techniques used by the studies and their associated projects. To gain insights into the trend direction of the different projects, we clustered the publications into their stakeholders. Finally, we tackled the limitations of those studies and discussed the most promising future lines and challenges. We believe the results of this review may assist universities to launch their own LA projects or improve existing ones.

[Link to draft version @ ResearchGate]

Reference: Leitner, P., Khalil, M., Ebner, M (2017) Learning Analytics in Higher Education – A Literature Review. In: Learning Analytics: Fundaments, Applications, and Trends. Peña-Ayala, A. (Ed.). Springer International Publishing. DOI: 10.1007/978-3-319-52977-6_1. pp. 1-23

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[publication] Learning Analytics and Spelling Acquisition in German-A First Prototype #IdERblog

At this year HCII conference we present a short overview about the IderBlog-project, titled “Learning Analytics and Spelling Acquisition in German-A First Prototype”

Abstract:

Data-driven learning in combination with emerging academic areas such as Learning Analytics (LA) has the potential to tailor students’ education to their needs [1]. The aim of this article is to present a web-based training platform for primary school pupils who struggle with the acquisition of German orthography. Our objective is the improvement in their writing and spelling competences. The focus of this article is on the development of the platform and the details concerning the requirements and the design of the User Interface (UI). In combination with Learning Analytics, the platform is expected to provide deeper insight into the process of spelling acquisition. Furthermore, aspects of Learning Analytics will help to develop the platform, to improve the exercises and to provide better materials in the long run.

[Draft version @ ResearchGate]

Reference: Ebner, M., Ebner, M., Edtstadler, K. (2016) Learning Analytics and Spelling Acquisition in German-A First Prototype. International Conference on Learning and Collaboration Technologies. pp. 405-416. Springer International Publishing

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[imoox, gadi] Zukunft des Schulbuchs, der Bildung und dann gibt es da noch Learning Analytics #imoox #gadi16

Martin Ebner / GADI 2012Schoen SandraDer MOOC “Gesellschaftliche Aspekte der Informationstechnologie” auf iMooX geht nun schon in die sechste Woche. Diesesmal sind die Experten Sandra Schön, Mohammad Khalil und ich selbst dran.
Wir tragen zum MOOC die Themen Schulbücher und die Bildung an sich bei Mohammad Khalil – provokativ und anregend war die Vorgabe 🙂 .
Und dann setzt Mohammad der Diskussion mit dem Thema Learning Analytics noch das Sahnehäubchen drauf.
Also unbedingt vorbei schauen und mitdiskutieren – der Einstieg in den MOOC ist ebenso jederzeit möglich.
[Link zum Kurs]