Schlagwort: research

Veröffentlicht am

[publication] Engaging Learning Analytics in MOOCS: the good, the bad, and the ugly #tugraz #mooc

Our publication about „Engaging Learning Analytics in MOOCS: the good, the bad, and the ugly“ at this year END Conference in Lubijana is now online available. The presentation slides have already been published here.

Abstract:

Learning Analytics is an emerging field in the vast areas of Educational Technology and Technology Enhanced Learning (TEL). It provides tools and techniques that offer researchers the ability to analyze, study, and benchmark institutions, learners and teachers as well as online learning environments such as MOOCs. Massive Open Online Courses (MOOCs) are considered to be a very active and an innovative form of bringing educational content to a broad community. Due to the reasons of being free and accessible to the public, MOOCs attracted a large number of heterogeneous learners who differ in education level, gender, and age. However, there are pressing demands to adjust the quality of the hosted courses, as well as controlling the high dropout ratio and the lack of interaction. With the help of Learning Analytics, it is possible to contain such issues. In this publication, we discuss the principles of engaging Learning Analytics in MOOCs learning environments and review its potential and capabilities (the good), constraints (the bad), and fallacy analytics (the ugly) based on our experience in last year’s.

[Full arcticle @ ResearchGate]

Reference: Khalil, M., Taraghi, B. & Ebner, M. (2016) Engaging Learning Analytics in MOOCS: the good, the bad, and the ugly. In:International Conference on Education and New Developments. Ljubljana, Slovenia, p. 3-7

Veröffentlicht am

[publication] What Massive Open Online Course (MOOC) Stakeholders Can Learn from Learning Analytics? #tugraz

Our chapter about „What Massive Open Online Course (MOOC) Stakeholders Can Learn from Learning Analytics?“ got published as part of the International Compendium of Theory, Research, Practice, and Policy of Learning, Design and Technology.
Abstract:

Massive open online courses (MOOCs) are the road that led to a revolution and a new era of learning environments. Educational institutions have come under pressure to adopt new models that assure openness in their education distribution. Nonetheless, there is still altercation about the pedagogical approach and the absolute information delivery to the students. On the other side with the use of Learning Analytics, powerful tools become available which mainly aim to enhance learning and improve learners’ performance. In this chapter, the development phases of a Learning Analytics prototype and the experiment of integrating it into a MOOC platform, called iMooX will be presented. This chapter explores how MOOC stakeholders may benefit from Learning Analytics as well as it reports an exploratory analysis of some of the offered courses and demonstrates use cases as a typical evaluation of this prototype in order to discover hidden patterns, overture future proper decisions, and to optimize learning with applicable and convenient interventions.

[Full Chapter @ Springer]

[Draft Version @ ResearchGate]

Reference: Khalil, M., Ebner, M. (2016) What Massive Open Online Course (MOOC) Stakeholders Can Learn from Learning Analytics? In: Spector, M., Lockee, B., Childress, M. (Ed.), Learning, Design, and Technology: An International Compendium of Theory, Research, Practice, and Policy, Springer International Publishing, pp. 1-30

Veröffentlicht am

[publication] De-Identification in Learning Analytics #LA #research

Our publication about „De-Identification in Learning Analytics“ got published in the Journal of Learning Analytics.
Abstract:

Learning Analytics has reserved its position as an important field in the educational sector. However, the large-scale collection, processing and analyzing of data have steered the wheel beyond the border lines and faced an abundance of ethical breaches and constraints. Revealing learners’ personal information and attitudes, as well as their activities, are major aspects that lead to personally identify individuals. Yet, de-identification can keep the process of Learning Analytics in progress while reducing the risk of inadvertent disclosure of learners’ identities. In this paper, the authors talk about de-identification methods in the context of learning environment and propose a first prototype conceptual approach that describes the combination of anonymization strategies and Learning Analytics techniques.

[Full Paper @ ResearchGate]

[Full Paper @ Journal’s Homepage]

Reference: Khalil, M. & Ebner, M. (2016) De-Identification in Learning Analytics. Journal of Learning Analytics. 3(1). pp. 129 – 138

Veröffentlicht am

[publication] What is Learning Analytics about? A Survey of Different Methods Used in 2013-2015 #LearningAnalytics #tugraz

Our publication about „What is Learning Analytics about? A Survey of Different Methods Used in 2013-2015“ for this year Smart Learning Excellence Conference in Dubai is now online available. The slides have been already published here.
Abstract:

The area of Learning Analytics has developed enormously since the first International Conference on Learning Analytics and Knowledge (LAK) in 2011. It is a field that combines different disciplines such as computer science, statistics, psychology and pedagogy to achieve its intended objectives. The main goals illustrate in creating convenient interventions on learning as well as its environment and the final optimization about learning domain’s stakeholders (Khalil & Ebner, 2015b). Because the field matures and is now adapted in diverse educational settings, we believe there is a pressing need to list its own research methods and specify its objectives and dilemmas. This paper surveys publications from Learning Analytics and Knowledge conference from 2013 to 2015 and lists the significant research areas in this sphere. We consider the method profile and classify them into seven different categories with a brief description on each. Furthermore, we show the most cited method categories using Google scholar. Finally, the authors raise the challenges and constraints that affect its ethical approach through the meta-analysis study. It is believed that this paper will help researchers to identify the common methods used in Learning Analytics, and it will assist by establishing a future forecast towards new research work taking into account the privacy and ethical issues of this strongly emerged field.

[Full text @ ResearchGate]

Reference: Khalil, M., Ebner, M. (2016). What is Learning Analytics about? A Survey of Different Methods Used in 2013-2015. Conference proceeding of the 8th e-Learning Excellence Conference, 2016. Dubai, UAE. pp. 1-12

Veröffentlicht am

[presentation] Potential of EPUB3 for Digital Textbooks in Higher Education #ebook #tugraz

Mohammad Khalil also presented our publication about „Potential of EPUB3 for Digital Textbooks in Higher Education “ at Smart Learning Excellence Conference in Dubai. Here are his presentation slides:

Klicken Sie auf den unteren Button, um den Inhalt von de.slideshare.net zu laden.

Inhalt laden

Veröffentlicht am

[seminar] Qualitätssicherung und PR #tugraz #research

Im Rahmen eines Seminars für den „Lehrgang Hochschuldidaktik“ habe ich auch das Modul „Qualitätssicherung und PR“ über gehabt.
Hier gibt es meinen Foliensatz hierzu:

Klicken Sie auf den unteren Button, um den Inhalt von www.slideshare.net zu laden.

Inhalt laden

Veröffentlicht am

[presentation] What is Learning Analytics about? #LearningAnalytics #IA9 #research

Today, Mohammad Khalil is presenting our publication about „What is Learning Analytics about?“ at Smart Learning Excellence Conference in Dubai. Here are his presentation slides:

Klicken Sie auf den unteren Button, um den Inhalt von www.slideshare.net zu laden.

Inhalt laden

Veröffentlicht am

Preconference MOOC for EMOOCs 2016 starts #emoocs2016 #imoox

We are very happy to announce that today the preconference MOOC for the EMOOCs 2016 conference in Graz is starting. You can register for the MOOC right here and for the conference follow this link.
Mohammad Khalil gives a short introduction to the MOOC, which will offer the top-paper of the researach and experience track of this year:

YouTube

Mit dem Laden des Videos akzeptieren Sie die Datenschutzerklärung von YouTube.
Mehr erfahren

Video laden

Veröffentlicht am

[publication] Improved German Spelling Acquisition through Learning Analytics #iderblog #LearningAnalytics

Our publication about the Learning Analytics implementation within the IDER-blog procject has been published: „Improved German Spelling Acquisition through Learning Analytics“.
Abstract:

Many pupils struggle with the acquisition of the German orthography. In order to meet this struggle a web based platform for German speaking countries is currently developed. This platform aims to motivate pupils aged 8 to 12 to improve their writing and spelling competences. In this platform pupils can write texts in the form of blog entries concerning everyday events or special topics. Since the core of this platform consists of an intelligent dictionary focussing on different categories of misspellings, students can improve their own spelling skills by trying to correct their mistakes according to the feedback of the system. Teachers are informed about specific orthographic problems of a particular student by getting a qualitative analysis of the misspellings from this intelligent dictionary. The article focuses on the development of the intelligent dictionary, details concerning the requirements, the categorization and the used wordlist. Further, necessary information on German orthography, spelling competence in general and the platform itself is given. By implementing methods of learning analytics it is expected to gain deeper insight into the process of spelling acquisition and thus serves as a basis to develop better materials on the long run.

[Full article at ResearchGate]

Reference: Edtstadler, K., Ebner, M., Ebner, M. (2015) Improved German Spelling Acquisition through Learning Analytics. eLearning Papers, 45, pp. 17-28

Veröffentlicht am

LearningLab #tugraz #research

LearningLab TU GrazDas LearningLab zeigt unsere Aktivitäten an denen wir gerade arbeiten und forschen und sie sind damit also nicht Teil unserer Servicespaketes an der Technischen Universität Graz. Diese Applikationen wurden aus unterschiedlichen Anforderungen heraus entwickelt und können auch genutzt werden, da wir sie in der Regel für die Öffentlichkeit auch freigegeben haben. Wir freuen uns auf Rückmeldungen bzw. auch über Erfahrungsberichte beim Einsatz.

Das Learning Lab ist eine Plattform über die unterschiedlichste Tools, Lernobjekte und Forschungsprojekte rund um das technologiegestützte Lehren und Lernen angeboten werden. Betrieben wird das Learning Lab von TU Graz Lehr- und Lerntechnologien.

[Link zum LearningLab]