Learning analytics is the use of student data to gain insights into the learning process and improve learning outcomes. This document discusses how learning analytics can be implemented in schools and universities by analyzing data from tools like the LearningLab platform to understand problems students are having and target instruction. It also examines challenges around privacy, transparency and ownership of student data when using learning analytics. Overall, learning analytics has the potential to provide personalized support to students if implemented carefully with appropriate safeguards.

1. Was lernen wir von
Learning Analytics?
Potentiale, Gefahren und Möglichkeiten
Martin Ebner

2. http://www.facebook.com/
martin.ebner
http://www.martinebner.at
https://twitter.com/#!/
mebner
http://
elearningblog.
tugraz.at
https://
www.researchgate.net/
profile/Martin_Ebner2

3. Feedback

4. Was ist
Learning Analytics?

5. Learning Analytics
Learning Analytics is the use of
intelligent data, learner-produced data,
and analysis models to discover
information and social connections, and
to predict and advise on learning.
George Siemens (2010) http://www.elearnspace.org/blog/2010/08/25/what-are-
learning-analytics

6. George Siemens (2013) http://de.slideshare.net/gsiemens/columbia-tc

7. Greller, W., & Drachsler, H. (2012). Translating Learning into Numbers: A
Generic Framework for Learning Analytics. Educational Technology & Society,
15 (3), 42–57, http://www.ifets.info/journals/15_3/4.pdf

8. It‘s all about
http://www.flickr.com/photos/neeravbhatt/6995946039

9. Khalil et. al, (2016) Types of Learning Analytics
> 1.000.000 Rechnung ...

10. Potenzial ist heute noch schwer
abschätzbar, da mit zunehmender
Datenmenge gänzlich neue Sichtweisen
gewonnen werden können.
Martin Ebner & Martin Schön (2012)
ABER ...

11. Peter Purgathofer (2010), Gesellschaftliche Aspekte der
Informationstechnologie

12. Peter Purgathofer (2010), Gesellschaftliche Aspekte der
Informationstechnologie

13. Khalil, M. & Ebner, M. (2015). Learning Analytics: Principles and Constraints. In
Proceedings of World Conference on Educational Multimedia, Hypermedia and
Telecommunications 2015. pp. 1326-1336. Chesapeake, VA: AACE
Grenzen

14. Khalil, M. & Ebner, M. (2015). Learning Analytics: Principles and Constraints. In
Proceedings of World Conference on Educational Multimedia, Hypermedia and
Telecommunications 2015. pp. 1326-1336. Chesapeake, VA: AACE
Umgang mit persönlichen Daten
Wer darf diese Daten einsehen?
Transparenz - was wird
gesammelt und
wie ausgewertet?
Wann wird gelöscht und wie?
Grenzen

15. Khalil, M. & Ebner, M. (2015). Learning Analytics: Principles and Constraints. In
Proceedings of World Conference on Educational Multimedia, Hypermedia and
Telecommunications 2015. pp. 1326-1336. Chesapeake, VA: AACE
Wem gehören die Daten?
Gesetze die eingehalten
werden müssen
Fehlerbereich der Analyse
Geheimhaltung, Vollständigkeit
und Verfügbarkeit
Grenzen

16. Learning Analytics ist die Interpretation
von lernerspezifischen Daten um den
individuellen Lernprozess gezielt zu
verbessern unter Berücksichtigung der
(gesetzlichen) Rahmenbedingungen.
Was ist Learning Analytics?

17. Wozu
Learning Analytics?

18. Taraghi, B., Frey, M., Saranti, A., Ebner, M., Müller, V. Großmann, A.(2015) Determining
the Causing Factors of Errors for Multiplication Problems. In: Immersive Education.
Ebner, M., Erenli, K., Malaka, R., Pirker, J., Walsh, A. (Eds.). Communications in Computer
and Information Science 486. Springer. pp. 27-38
Datenanalyse

19. Taraghi, B., Saranti, A., Legenstein, R. & Ebner, M. (2016) Bayesian modelling of student
misconceptions in the one-digit multiplication with probabilistic programming.
Proceedings of the Sixth International Conference on Learning Analytics & Knowledge,
Edingburg, United Kingdom, 25/04/16 - 29/04/16, pp. 449-453
Datenfolgen

20. Khalil, M., Ebner, M. (2015) A STEM MOOC for School Children - What Does
Learning Analytics Tell us? In: Proceedings of 2015 International Conference on
Interactive Collaborative Learning (ICL), Florence, Italy, pp. 1-7

21. Lackner, E., Khalil, M., Ebner, M. (2016) How to foster forum discussions within
MOOCs: A case study. International Journal of Academic Research in
Education. 2(2), 01-13. DOI: 10.17985/ijare.31432

22. STELA - Erasmus+ Project
562167-EPP-1-2015-1-BE-EPPKA3-PI-FORWARD
http://stela-project.eu
Voraussagen

23. STELA - Erasmus+ Project
562167-EPP-1-2015-1-BE-EPPKA3-PI-FORWARD
http://stela-project.eu
Voraussagen

24. Learning Analytics ist die Möglichkeit
neue Einsichten in Lernprozesse,
Ergebnisse, Aktivitäten etc. zu erhalten
und daraus weiter Vorgehensweise
abzuleiten.
Wozu ist Learning Analytics?

25. Wie
Learning Analytics
(in (Hoch-)Schulen)?

26. ... ein scheinbar simples Problem ...

27. Was ist die schwierigste Rechnung des
Einmal-Eins?

28. LearningLab @ TUGRAZ
http://schule.learninglab.tugraz.at
> 1.000.000 Rechnung ...

29. LearningLab @ TUGRAZ
http://schule.learninglab.tugraz.at
Lehrendensicht

30. LearningLab @ TUGRAZ
http://schule.learninglab.tugraz.at

31. !
Analyse - Alle BenutzerInnen
Schön, M., Ebner, M., Kothmeier, G. (2012) It's Just About Learning the
Multiplication Table, In Proceedings of the 2nd International Conference on
Learning Analytics and Knowledge (LAK '12), Simon Buckingham Shum, Dragan
Gasevic, and Rebecca Ferguson (Eds.). ACM, New York, NY, USA, 73-81
LearningLab @ TUGRAZ
http://schule.learninglab.tugraz.at

32. !
Analyse - Alle BenutzerInnen
Schön, M., Ebner, M., Kothmeier, G. (2012) It's Just About Learning the
Multiplication Table, In Proceedings of the 2nd International Conference on
Learning Analytics and Knowledge (LAK '12), Simon Buckingham Shum, Dragan
Gasevic, and Rebecca Ferguson (Eds.). ACM, New York, NY, USA, 73-81
LearningLab @ TUGRAZ
http://schule.learninglab.tugraz.at

33. http://schule.lerarninglab.tugraz.at

34. LearningLab @ TUGRAZ
http://schule.learninglab.tugraz.at

35. LearningLab @ TUGRAZ
http://schule.learninglab.tugraz.at

36. Ebner, M., Schön, M., Taraghi, B., Steyrer, M. (2013) Teachers Little Helper:
Multi-Math-Coach, Proceedings of the IADIS International Conference e-Learning
2013, Nunes, M. B. & McPherson, M. (Ed.), Prague, IADIS Press, p. 183-190
LearningLab @ TUGRAZ
http://schule.learninglab.tugraz.at

37. http://iderblog.eu

38. 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
http://iderblog.eu

39. 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
http://iderblog.eu

40. http://imoox.at

41. http://imoox.at

42. 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.

43. 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.

44. 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.

45. Students
(n=459)
1 (n=95)
2 (n=154)
3 (n=206)
4 (n=4)
Khalil, M., Ebner, M. (2016) Clustering patterns of engagement in Massive Open
Online Courses (MOOCs): the use of learning analytics to reveal student
categories. Journal of Computing in Higher Education. pp. 1-19.

46. Students
(n=459)
Khalil, M., Ebner, M. (2016) Clustering patterns of engagement in Massive Open
Online Courses (MOOCs): the use of learning analytics to reveal student
categories. Journal of Computing in Higher Education. pp. 1-19.

47. Gamification
Khalil, M., Ebner, M. (2016) How Gamification Can Improve Your MOOC Student Engagement?
11th European Conference on Games Based Learning (accepted, in print)

48. Gamification
Khalil, M., Ebner, M. (2016) How Gamification Can Improve Your MOOC Student Engagement?
11th European Conference on Games Based Learning (accepted, in print)
Control Group With gamification group

49. Learning Analytics ist die Interpretation
von lernerspezifischen Daten um den
individuellen Lernprozess gezielt zu
verbessern. Dies benötigt entsprechende
Interventionen von Lehrenden.
Wie ist Learning Analytics?

50. Graz University of Technology
EDUCATIONAL TECHNOLOGY
Graz University of Technology
Martin Ebner
http://elearning.tugraz.at
martin.ebner@tugraz.at
http://elearningblog.tugraz.at
mebner
Slides available at:
This work is licensed under a
Creative Commons Attribution
4.0 International License.