Research program educationaldataanalytics4personalisedt&l-2017Demetrios G. Sampson
Educational Data Analytics for Personalised Teaching and Learning
Keynote Speaker
2017 Symposium on Taiwan-Estonia Research Cooperation, Taipei, Taiwan
6-9 March 2017
Panagiotis Zervas and Demetrios G. Sampson, Supporting the assessment of problem solving competences through inquiry-based teaching in school science education: The Inspiring Science Education tools, Webinar Slides, eTwinning Creative Classroom Group, 28 April 2015
Smart Educational Decision Support Systems for School Complexity Leadership: ...Demetrios G. Sampson
[Keynote Speech] “Smart Educational Decision Support Systems for School Complexity Leadership: A Research Agenda for School Analytics”, EDEN Open Classroom Conference, Ellinogermaniki Agogi, Athens, Greece, 18 September 2015
Development and embedding of the Horizontal Learning System into the Hungaria...László Horváth
The presented research is part of the Hungarian Social Renewal Operation Programme (3.1.1. – 21st century school education (development and coordination) 2nd phase) under the Institute for Educational Research and Development. The aim of the project is to develop and embed the network of reference institutions into the system of pedagogical services.
Applying a mixed method aproach in an applied action research paradigm the main aim of the project was to develop a diagnostic tool and a practical methodological toolset for public education institutions to help them analyse and develop themselves into professional learning communities (PLC). Our research questions are the following: (1) What are the best practices around the world regarding collaborative learning? (2) What are the main challenges of Hungarian public education institutions becoming PLCs? (3) How can these traits be developed?
We based our work on the PLC concept which is characterised by a culture of collaboration, a result-oriented approach and a setting of measurable targets focusing on the child and its learning (DuFour, 2004; DuFour, DuFour, Eaker and Many, 2010). PLC is a continuous process where teachers work together, share their knowledge in oder to develop themselves to be able to serve the needs of the students better (Hord, 1997; Protheroe, 2008; Feger and Arruda, 2008). It based on a social-constructivist approach (Vigotszkij, 1971), utilise the results of workplace learning (Beckett and Hager, 2002; Jarvis, Hord and Griffin, 2004; Billet, 2010). There are several studies which links participation in PLCs with positive change in teacher practice and increased student performance (Trimble and Peterson, 2000; Holland, 2002; Hipp and Huffman, 2003; Bolam et al., 2005; Supovitz, 2002; Vescio, Ross and Adams, 2008).
The research team organized two to four workshops in six institutions (seeking variance maximalization) where building upon the results of the diagnostic tool several methodological tool were tried out and refined building upon the community feedback. Besides the workshops we analyzed the documents of the chosen institutions and conducted semi-structured interviews. The findings were summarized in case studies.
The main result of the research is the validation of the diagnostic tool used to analyze institutions along self-developed PLC dimensions. The results showed that even the most advanced reference institutions there is room for improvement in reflectivity and leadership support which is a signal for teacher education as well.
Learning Dashboards for Feedback at ScaleTinne De Laet
Learning analytics is hot. But are learning dashboards scalable and sustainable solutions for providing actionable feedback to students? Can learning dashboard be applied for feedback at scale? Is learning analytics applicable in more traditional higher education settings? This talk will share experiences and lessons learned from three European projects (STELA, ABLE, and LALA ) that focuses on scalable applications of learning dashboards and their integration within actual educational practices. Can learning dashboards deployed at scale, create new learning traces? This talk shares experiences of a large scale deployment of learning dashboards with more than 12.000 students. Presented at laffas.eu.
Using learning analytics to improve student transition into and support throu...Tinne De Laet
Presentation supporting the ABLE and STELA workshop titled "Using learning analytics to improve student transition into and support throughout the 1st year" delivered at the EFYE 2016 conference in Gent, Belgium
2022_01_21 «Teaching Computing in School: Is research reaching classroom prac...eMadrid network
2022_01_21 «Teaching Computing in School: Is research reaching classroom practice?». Sue Sentance, director of the Raspberry Pi Computing Education Research Centre, University of Cambridge
Methodological innovation for mathematics education researchChristian Bokhove
In this talk I will highlight how innovative research methods can help us in answering research questions for mathematics education. Some examples will be:
The use of social network analysis for communication networks of trainee mathematics teachers, as well as interactions in the mathematics classroom.
The use of sequence analysis for analysing data from an online mathematics tool.
The usefulness of open approaches to improve research transparency.
I will draw these projects together to sketch some interesting directions for mathematics education research.
This presentation describes the research journey using as a stepping stone the historical/contextual teaching and learning practices in Art and Design – an inescapable reality. This provides for some of the reasons that sustain the resistance against implementing elearning in the sector. The presentation argues for the recognition of disciplinary differences. Subsequently, phenomenography, action research and grounded theory as suitable research methods are elaborated upon through the description of research tasks that cover social media, informal learning, the use of mobile devices (iPads) for teaching and learning, and the clash between traditional versus digital media in the context of studio-based learning. The presentation concludes with two epiphanies that help the presenter conceptualise the nature of the challenge vis-à-vis elearning in Art and Design.
Banff foundation and future of transplantationKim Solez ,
Dr. Kim Solez presents The Banff Foundation for Allograft Pathology and the Future of Transplantation for the ATI Fellows Lecture Series March 11, 2014 at the University of Alberta in Edmonton, Canada.
Research program educationaldataanalytics4personalisedt&l-2017Demetrios G. Sampson
Educational Data Analytics for Personalised Teaching and Learning
Keynote Speaker
2017 Symposium on Taiwan-Estonia Research Cooperation, Taipei, Taiwan
6-9 March 2017
Panagiotis Zervas and Demetrios G. Sampson, Supporting the assessment of problem solving competences through inquiry-based teaching in school science education: The Inspiring Science Education tools, Webinar Slides, eTwinning Creative Classroom Group, 28 April 2015
Smart Educational Decision Support Systems for School Complexity Leadership: ...Demetrios G. Sampson
[Keynote Speech] “Smart Educational Decision Support Systems for School Complexity Leadership: A Research Agenda for School Analytics”, EDEN Open Classroom Conference, Ellinogermaniki Agogi, Athens, Greece, 18 September 2015
Development and embedding of the Horizontal Learning System into the Hungaria...László Horváth
The presented research is part of the Hungarian Social Renewal Operation Programme (3.1.1. – 21st century school education (development and coordination) 2nd phase) under the Institute for Educational Research and Development. The aim of the project is to develop and embed the network of reference institutions into the system of pedagogical services.
Applying a mixed method aproach in an applied action research paradigm the main aim of the project was to develop a diagnostic tool and a practical methodological toolset for public education institutions to help them analyse and develop themselves into professional learning communities (PLC). Our research questions are the following: (1) What are the best practices around the world regarding collaborative learning? (2) What are the main challenges of Hungarian public education institutions becoming PLCs? (3) How can these traits be developed?
We based our work on the PLC concept which is characterised by a culture of collaboration, a result-oriented approach and a setting of measurable targets focusing on the child and its learning (DuFour, 2004; DuFour, DuFour, Eaker and Many, 2010). PLC is a continuous process where teachers work together, share their knowledge in oder to develop themselves to be able to serve the needs of the students better (Hord, 1997; Protheroe, 2008; Feger and Arruda, 2008). It based on a social-constructivist approach (Vigotszkij, 1971), utilise the results of workplace learning (Beckett and Hager, 2002; Jarvis, Hord and Griffin, 2004; Billet, 2010). There are several studies which links participation in PLCs with positive change in teacher practice and increased student performance (Trimble and Peterson, 2000; Holland, 2002; Hipp and Huffman, 2003; Bolam et al., 2005; Supovitz, 2002; Vescio, Ross and Adams, 2008).
The research team organized two to four workshops in six institutions (seeking variance maximalization) where building upon the results of the diagnostic tool several methodological tool were tried out and refined building upon the community feedback. Besides the workshops we analyzed the documents of the chosen institutions and conducted semi-structured interviews. The findings were summarized in case studies.
The main result of the research is the validation of the diagnostic tool used to analyze institutions along self-developed PLC dimensions. The results showed that even the most advanced reference institutions there is room for improvement in reflectivity and leadership support which is a signal for teacher education as well.
Learning Dashboards for Feedback at ScaleTinne De Laet
Learning analytics is hot. But are learning dashboards scalable and sustainable solutions for providing actionable feedback to students? Can learning dashboard be applied for feedback at scale? Is learning analytics applicable in more traditional higher education settings? This talk will share experiences and lessons learned from three European projects (STELA, ABLE, and LALA ) that focuses on scalable applications of learning dashboards and their integration within actual educational practices. Can learning dashboards deployed at scale, create new learning traces? This talk shares experiences of a large scale deployment of learning dashboards with more than 12.000 students. Presented at laffas.eu.
Using learning analytics to improve student transition into and support throu...Tinne De Laet
Presentation supporting the ABLE and STELA workshop titled "Using learning analytics to improve student transition into and support throughout the 1st year" delivered at the EFYE 2016 conference in Gent, Belgium
2022_01_21 «Teaching Computing in School: Is research reaching classroom prac...eMadrid network
2022_01_21 «Teaching Computing in School: Is research reaching classroom practice?». Sue Sentance, director of the Raspberry Pi Computing Education Research Centre, University of Cambridge
Methodological innovation for mathematics education researchChristian Bokhove
In this talk I will highlight how innovative research methods can help us in answering research questions for mathematics education. Some examples will be:
The use of social network analysis for communication networks of trainee mathematics teachers, as well as interactions in the mathematics classroom.
The use of sequence analysis for analysing data from an online mathematics tool.
The usefulness of open approaches to improve research transparency.
I will draw these projects together to sketch some interesting directions for mathematics education research.
This presentation describes the research journey using as a stepping stone the historical/contextual teaching and learning practices in Art and Design – an inescapable reality. This provides for some of the reasons that sustain the resistance against implementing elearning in the sector. The presentation argues for the recognition of disciplinary differences. Subsequently, phenomenography, action research and grounded theory as suitable research methods are elaborated upon through the description of research tasks that cover social media, informal learning, the use of mobile devices (iPads) for teaching and learning, and the clash between traditional versus digital media in the context of studio-based learning. The presentation concludes with two epiphanies that help the presenter conceptualise the nature of the challenge vis-à-vis elearning in Art and Design.
Banff foundation and future of transplantationKim Solez ,
Dr. Kim Solez presents The Banff Foundation for Allograft Pathology and the Future of Transplantation for the ATI Fellows Lecture Series March 11, 2014 at the University of Alberta in Edmonton, Canada.
Dr. Kim Solez presents the "Chair's Introduction" and "Medicine Writ Large: The Ultimate in Translational Medicine" at BIT's 4th Annual World Congress of Molecular and Cell Biology, Big Challenges, Huge Opportunities, in Dalian, China on April 26, 2014.
Kim Solez tech&future of medicine for med students fall 2016 1Kim Solez ,
Dr. Kim Solez presents "Technology and the Future of Medicine for Medical Students" on Friday October 21st, 2016 at the University of Alberta in Edmonton, Alberta, Canada.
Kim Solez Renal transplant pathology and future perspectives corefall2016Kim Solez ,
Dr. Kim Solez presents "Renal transplant pathology and future perspectives. Nephrology core lecture series Fall 2016, on October 5, 2016, at the University of Alberta, Edmonton, Alberta, Canada. Copyright (c) 2016, JustMachines Inc.
Visual data-enriched design technology for blended learningLaia Albó
Presentation at Tallinn University.
Archimedes Foundation fellow - Research visit during 3 months at TLU.
Learning analytics is the most known type of data collected from specific technological environments that allow educators to evaluate how students are learning within a learning context. However, there are more types of data available, less-explored, that may contribute to better design educational practices. These include design analytics, which are the metrics of design decisions and related aspects that inform learning designs. Laia Albó, from Universitat Pompeu Fabra, will talk about how visual representations, authoring support, and design analytics can aid teachers in designing for learning in complex scenarios that blend the use of different spaces for learning and different types of technological tools and resources, e.g. Massive Open Online Courses. This presentation is based on her PhD thesis work, defended in November 2019.
Learning design and data analytics: from teacher communities to CSCL scriptsdavinia.hl
Open Seminar at the University of Oulu, 4th Dec. 2018
http://www.oulu.fi/koulutusteknologia/node/56057
Learning design and data analytics: from teacher communities to computer-supported collaborative learning scripts
Presenter: Davinia Hernández-Leo, Associate Professor, Information and Communication Technologies Department, University Pompeu Fabra, Barcelona
Brief description: I will present an overview of the educational technologies research conducted by the TIDE research group of the Information and Communication Technologies Department at Universitat Pompeu Fabra in Barcelona (http://www.upf.edu/web/tide @TIDE_UPF). The overview will be articulated around the perspective, central to TIDE work, of supporting teachers and teacher communities (e.g a school) in the design of the best possible (technology-enhanced) learning activities considering their students and their contexts. Main research contributions that will be presented include a community platform for integrated learning design (ILDE, including multiple authoring tools e.g. edCrumble), scalable and flexible orchestration of computer-supported collaborative learning scripts (PyramidApp), and the use of data analytics at different levels (learning, design, community) to support teachers in learning (re)design. The presentation will include results of European, Spanish and Catalan projects (METIS, RESET, CoT) and our initial work in recently started projects (SmartLET, Illuminated).
Hernández-Leo, D., et al. (available online) Analytics for learning design: A layered framework and tools, British Journal of Educational Technology. https://doi.org/10.1111/bjet.12645
Hernández-Leo, D., et al. (2018). An Integrated Environment for Learning Design. Frontiers in ICT, 5, 9. doi: 10.3389/fict.2018.00009
Michos, K., Hernández-Leo, D., (2018) Supporting awareness in communities of learning design practice, Computers in Human Behavior, 85, 255-270. https://doi.org/10.1016/j.chb.2018.04.008
Michos, K., & Hernández-Leo, D., Albó, L. (2018). Teacher-led inquiry in technology-supported school communities. British Journal of Educational Technology 49(6), 1077-1095. https://doi.org/10.1111/bjet.12696.
Manathunga, K., Hernández-Leo, D., (2018), Authoring and enactment ofmobile pyramid-based collaborative learning activities, British Journal ofEducational Technology, 49(2),262–275,doi:10.1111/bjet.12588
Albo L, Hernández-Leo D. edCrumble: designing for learning with data analytics. Proceedings of the 13th European Conference on Technology-Enhanced Learning (EC-TEL 2018); 2018 Sep 3-6; Leeds, UK, 605-609.
Speakers:
David Lewis, senior analytics consultant, Jisc
Mike Hughes, IT director, City University, London
An opportunity to find out about how an institution has been implementing learning analytics to support the student journey with and opportunity to discuss issues and possibilities that the use of learning analytics may create.
Five short presentations from a panel session at the Learning Analytics and Knowledge Conference 2015, on the topic of "Learning Analytics - European Perspectives", held at Marist College, Poughkeepsie on March 18th 2015. The speakers are: Rebecca Ferguson, Alejandra Martinz Mones, Kairit Tammets, Alan Berg, Anne Boyer, and Adam Cooper.
EMMA Summer School - Rebecca Ferguson - Learning design and learning analytic...EUmoocs
This hands-on workshop will work with learning design tools and with massive open online courses (MOOCs) on the FutureLearn platform to explore how learning design can be used to influence the choice and design of learning analytics. This workshop will be of interest to people who are involved in the design or presentation of online courses, and to those who want to find out more about learning design, learning analytics or MOOCs. Participants will find it helpful to have registered for FutureLearn and explored the platform for a short time in advance of the workshop.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Supporting educators as designers of complex blended learning scenarios: visu...Laia Albó
Presentation of my research work to PAWS research group, during my visit to the School of Information Sciences of the University of Pittsburgh. 26th February, 2019.
European Perspectives on Learning Analytics: LAK15 LACE panelLACE Project
Panel presentation at Learning Analytics and Knowledge 2015 (LAK15) in Poughkeepsie, NY, USA by a team of speakers from the LACE project.
Since the emergence of learning analytics in North America, researchers and practitioners have worked to develop an international community. The organization of events such as SoLAR Flares and LASI Locals, as well as the move of LAK in 2013 from North America to Europe, has supported this aim. There are now thriving learning analytics groups in North American, Europe and Australia, with smaller pockets of activity emerging on other continents. Nevertheless, much of the work carried out outside these forums, or published in languages other than English, is still inaccessible to most people in the community. This panel, organized by Europe’s Learning Analytics Community Exchange (LACE) project, brings together researchers from five European countries to examine the field from European perspectives. In doing so, it will identify the benefits and challenges associated with sharing and developing practice across national boundaries.
Learning Analytics for online and on-campus education: experience and researchTinne De Laet
This presentation was used Tinne De Laet, KU Leuven, for a keynote presentation during the event: http://www.educationandlearning.nl/agenda/2017-10-13-cel-innovation-room-10-learning-and-academic-analytics organised by Leiden University, Erasmus University Rotterdam, and Delft University of Technology.
The presentations presents the results of two case studies from the Erasmus+ project ABLE and STELA, and provides 9 recommendations regarding learning analytics.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
5. Trends shaping education
- Globalisation
- The future of the nation state
- Are cities the new countries?
- Family matters
- Technology
5
[OECD, 2016]
6. European Trends and Grand Challenges in TEL
22 Grand Challenge Problems focusing on:
- Connecting Learners
- Orchestrating Learning
- Contextualising Learning
6
[Fischer et al., 2014] [Eberle et al., 2014]
7. Strategic goals for 2020:
- Change in the learning approach
- Competent and motivated teachers
- A digital focus in lifelong learning
- Align lifelong learning opportunities & labour market needs
- Equal opportunities & increased participation in lifelong learning
The Estonian Lifelong Learning Strategy 2020
7
(*) The Estonian Lifelong Learning Strategy 2020 (2014): https://www.hm.ee/sites/default/files/estonian_lifelong_strategy.pdf
10. LASI @ Bilbao (Spain) June 28th, 2016
Orchestrating Learning Analytics Workshop (OrLA 2016)
http://lprisan.wix.com/orla2016
10
María Jesús
Rodríguez-Triana
EPFL
Luis Pablo
Prieto
EPFL
Roberto
Martinez-Maldonado
UTS
Yannis
Dimitriadis
UVa
12. Research question
How to provide that:
• Support new learning paradigms
• Integrate technological innovations
• Overcome the adoption challenges
12
• learning environments & tools
• LA algorithms & visualizations
17. ADA – Aligning learning Design & learning Analytics
17
[Wise, 2014] [Bakharia, et al., 2016]
[Rodríguez-Triana et al., 2015b] [Vozniuk et al., 2015]
[Manske et al., 2015]
Benefits
• Orchestration support
• Pedagogically grounded tools
• LA-aware learning designs
• Supervised designs
• Contextualised LA
• Formative assessment
• Personalization & gamification
Challenges
• Obtain learning designs minimizing
the user workload
• Inform the teacher about the LA
features of the learning tools
• Management of Ethical & Privacy
issues
18. ECTEL @ Lyon (France) June 28th, 2016
WS on Connecting Learning Analytics and Learning Design – CLAD 2016
http://clad2016.ld-grid.org/
SI on Connecting Learning Design and Learning Analytics the Interaction
Design & Architecture(s) journal: http://www.mifav.uniroma2.it
18
MJ. Rodríguez-Triana
EPFL
Luis P. Prieto
EPFL
Steven Warburton
US
Paul Salvador Inventado
CMU
Peter Scupelli
CMU
Davinia Hernández-Leo
UPF
Yishay Mor
PAU
Bart Rienties
OU
20. CEITER infrastructure
20
Data warehouse
Data analyses & visualization Orchestration tools
Pedagogically grounded learning tools
& other ICT tools
Design
Implementation
[Rodríguez-Triana et al., 2011] [Rodríguez-Triana et al., 2016c]
[Schwendimann et al., 2016] [Vozniuk et al., 2015]
Standards (activity tracking, learning objects)
Ethical & privacy issues
Data filtering
& Integration
Design decisions
Pedagogically grounded analyses
21. JTELSS @ Tallinn (Estonia) June 28th, 2016
WS on Ethics & Privacy in Learning Analytics
http://go.epfl.ch/JTELSS2016_EPLA
21
Andrii
Vozniuk
EPFL
María Jesús
Rodríguez-Triana
EPFL
Denis
Gillet
EPFL
ORGANISERS
22. LASI @ Bilbao (Spain) June 28th, 2016
WS on Contextual Learning analytics Enforcing data Ownership (CLEO).
Building Learning Dashboards with Elasticsearch, Logstash & Kibana
http://go.epfl.ch/LASI-CLEO2016
22
Andrii
Vozniuk
EPFL
María Jesús
Rodríguez-Triana
EPFL
Denis
Gillet
EPFL
ORGANISERS
23. CEITER infrastructure
23
[Rodríguez-Triana et al., 2011] [Rodríguez-Triana et al., 2016c]
[Schwendimann et al., 2016] [Vozniuk et al., 2015]
Benefits
• Richer data -> More accurate & deep analyses
• Interoperability between learning & analyses tools
• Ethically & privacy respectful
Challenges
• Obtain learning designs
• Degradation of privacy settings
• Maintain accuracy when students opt out of the data collection
• Align learning activities, competencies & assessment
• Integrate personal, educational & institutional ecosystems
28. Building our network and planning future research
28
Estonia: Ministry of Education & Research, Archimedes
Near countries: Interreg Central Baltic, EEA & Norway grants, Nordplus
Learning Analytics
Learning Design & Evaluation (IBL)
Infraestructure
(*) Ministry of Education and Research: https://www.hm.ee/en/activities/research-and-development/research-programmes
(*) Archimedes foundation: http://archimedes.ee/en/foundation/
(*) Interreg Central Baltic: http://centralbaltic.eu/programme-pages/specific-objective-42
(*) EEA & Norway grants: http://eeagrants.org
(*) Nordic Council of Ministers programme in the area of lifelong learning: http://www.nordplusonline.org/
29. Building our network and planning future research
29
Learning Analytics
Learning Design (CSCL/IBL)
Infrastructure & HCI (KMS, mobile)
Communities & Networks (ATEE, EUPAS, PAU, GoLab)
Ministries of Education (EUN)
European level: H2020, Erasmus+, Bilateral programs
(*) Horizon 2020: http://ec.europa.eu/programmes/horizon2020/
(*) Erasmus+: http://ec.europa.eu/programmes/erasmus-plus
(*) Estonian national scholarship programme for international students, researchers and academic staff: http://adm.archimedes.ee
(*) Swiss National Foundation: http://www.snf.ch/en/funding/programmes/sinergia
(*) Spanish I+D+I international program: http://www.idi.mineco.gob.es/
30. Building our network and planning future research
International level: H2020, MSCA, Bilateral programmes (Endeavour Scholarships, ARC)
30
Learning Analytics
Learning Design (CSCL/IBL)
(*) Endeavour Scholarships: http://orau.org/endeavourscholarships/
(*) Australian Research Council: http://www.arc.gov.au/
31. Coming calls
• Spain - Programme for Research Aimed at the Challenges of Society (June 16th, 2016)
• Australia - Endeavour Scholarships (June 30th, 2016)
• Switzerland - Sinergia (December 1st, 2016)
• H2020 (December 8th, 2016)
• ICT-11-2017: Collective Awareness Platforms for Sustainability and Social Innovation
• ICT-15-2016-2017 Big Data PPP: Large Scale Pilot actions in sectors best benefitting from
data-driven innovation
31
• Interreg Central Baltic (February 2nd, 2017)
• Skilled and socially inclusive region (vocational education and training)
• Horizontal objectives (Equality, ICT)
32. Concluding remarks
32
- Pedagogical
- Technological
- Methodological
ADA
How to provide that:
• Support new learning paradigms
• Integrate technological innovations
• Overcome the adoption challenges
learning environments & tools
LA algorithms & visualizations
C
E
I
T
E
R
34. Thank you
for your attention
María Jesús Rodríguez-Triana
Email: maria.rodrigueztriana@epfl.ch
Skype contact: chus_mjrt
34
35. References I
35
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