Keynote-Presentation Portoroz, September 2018

1. Challenges and Opportunities for
ICT supported innovative Teaching and Learning
Portorož, Slovenia
1
How Learning Analytics can Support
Teaching and Learning
Markus Ebner – Graz University of Technology

2. 2

3. Structure
3
What is Learning Analytics (LA)?
Constraints
Why Learning Analytics?
How? – Examples of Learning Analytics

4. 4
What is Learning Analytics?

5. 5
George Siemens (2010), available online: http://www.elearnspace.org/blog/2010/08/25/what-are-learning-analytics
Erik Duval (2012) http://www.slideshare.net/erik.duval/learninganalytics-13050389
Learning Analytics is about collecting traces
that learners leave behind and
using those traces to improve learning.
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.

6. 6
GeorgeSiemens(2013),availableonline:
http://de.slideshare.net/gsiemens/columbia-tc

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Greller, W., & Drachsler, H. (2012). Translating learning into numbers: A generic framework for
learning analytics. Journal of Educational Technology & Society, 15(3), 42-57.

8. 8
Khalilet.al,(2016)TypesofLearningAnalytics

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Potential is still difficult to quantify today,
as completely new perspectives can be gained
as the amount of data increases.
Ebner, M., Schön, S. (2012) Die Zukunft von Lern- und Lehrmaterialien: Entwicklungen, Initiativen,
Vorhersagen. Book on Demand GmbH., Norderstedt

10. 10
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
Constraints

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Handling of personal data
Who is allowed to access
the data? (Access levels)
What is collected and
how is it evaluated?
How to delete the
data and when?

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Confidentiality,
completeness and availability
Error of the analysis
Laws that must be
obeyed
Who owns the data?

13. What is Learning Analytics?
13
Martin Ebner
Learning Analytics is the interpretation of
learner-specific data in order to improve
the individual learning process in a targeted manner,
taking into account the (legal) framework conditions.

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Why Learning Analytics?

15. 15
Taraghi,B.,Frey,M.,Saranti,A.,Ebner,M.,Müller,V.Großmann,
A.(2015)DeterminingtheCausingFactorsofErrorsfor
MultiplicationProblems.In:ImmersiveEducation.Ebner,M.,
Erenli,K.,Malaka,R.,Pirker,J.,Walsh,A.(Eds.).Communications
inComputerandInformationScience486.Springer.pp.27-38
data analysis
(double-digit multiplication example)

16. 16
data sequences
(one-digit multiplication example)
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

17. 17
Khalil,M.,Ebner,M.(2015)ASTEMMOOCforSchoolChildren-WhatDoes
LearningAnalyticsTellus?In:Proceedingsof2015InternationalConference
onInteractiveCollaborativeLearning(ICL),Florence,Italy,pp.1-7

18. 18
Lackner,E.,Ebner,M.,Khalil,M.(2016)Howtofosterforum
discussionswithinMOOCs.Acasestudy,inreview

19. 19
STELA - Erasmus+ Project
562167-EPP-1-2015-1-BE-EPPKA3-PI-FORWARD
http://stela-project.eu

20. 20
STELA - Erasmus+ Project
562167-EPP-1-2015-1-BE-EPPKA3-PI-FORWARD
http://stela-project.eu

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How?
Examples of Learning Analytics

22. 22
Learning Apps
TU Graz
https://schule.learninglab.tugraz.at/
Screenshot from https://schule.learninglab.tugraz.at/ (last accessed: Sept. 23, 2018)

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What is the most difficult calculation of the
one-time-one (1x1 table)?
Learning Apps
TU Graz

24. 24
Learning Apps
TU Graz

25. 25
student
Learning Apps
TU Graz

26. 26
Schön,M.,Ebner,M.,Kothmeier,G.(2012)It'sJustAboutLearningthe
MultiplicationTable,InProceedingsofthe2ndInternationalConferenceon
LearningAnalyticsandKnowledge(LAK'12),SimonBuckinghamShum,Dragan
Gasevic,andRebeccaFerguson(Eds.).ACM,NewYork,NY,USA,73-81
Learning Apps
TU Graz

27. 27
Ebner,M.,Schön,M.,Taraghi,B.,Steyrer,M.(2013)Teachers
LittleHelper:Multi-Math-Coach,ProceedingsoftheIADIS
InternationalConferencee-Learning2013,Nunes,M.B.&
McPherson,M.(Ed.),Prague,IADISPress,p.183-190
Learning Apps
TU Graz

28. 28
Ebner,M.,Schön,M.,Taraghi,B.,Steyrer,M.(2013)Teachers
LittleHelper:Multi-Math-Coach,ProceedingsoftheIADIS
InternationalConferencee-Learning2013,Nunes,M.B.&
McPherson,M.(Ed.),Prague,IADISPress,p.183-190
Learning Apps
TU Graz

29. 29
Ebner,M.,Schön,M.,Taraghi,B.,Steyrer,M.(2013)Teachers
LittleHelper:Multi-Math-Coach,ProceedingsoftheIADIS
InternationalConferencee-Learning2013,Nunes,M.B.&
McPherson,M.(Ed.),Prague,IADISPress,p.183-190
Learning Apps
TU Graz

30. 30
Ebner,M.,Schön,M.,Taraghi,B.,Steyrer,M.(2013)Teachers
LittleHelper:Multi-Math-Coach,ProceedingsoftheIADIS
InternationalConferencee-Learning2013,Nunes,M.B.&
McPherson,M.(Ed.),Prague,IADISPress,p.183-190
Learning Apps
TU Graz

31. 31
http://iderblog.eu

32. 32
Ebner,M.,Edtstadler,K.,&Ebner,M.(2017).Tutoringwritingspellingskillswithina
web-basedplatformforchildren.UniversalAccessintheInformationSociety,1-19.

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„Fresch“ System
Standard Feedback
„Say the words out clearly.
If you hear a long vowel
then you write just one
consonant”
Learning Apps
TU Graz

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• 60 essays,
• 3rd grade,
• 405 sentences
Ebner, M., Edtstadler, K., & Ebner, M. (2017, July). Learning Analytics and Spelling Acquisition in German–Proof of Concept.
In International Conference on Learning and Collaboration Technologies (pp. 257-268). Springer, Cham

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• Contains online and
offline exercises
• Preselection and
recommendations are
made by the system
• Easy to find the right
exercises
• Congruently ordered
in categories of
spelling mistakes
Learning Apps
TU Graz

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Orthography courses
• Individual
recommendation
• Short overview with
examples
• Audio-Guide available

37. How is Learning Analytics?
37
Learning Analytics is the interpretation of learner-specific data to
specifically improve the individual learning process. This requires
appropriate interventions from teachers.
data collection
data analysis
predictions and
recommendations
Martin Ebner und Martin Schön, Das Gesammelte interpretieren - Educational Data Mining und Learning Analytics
L3T - Lehrbuch für Lernen und Lehren mit Technologien

38. 38
teacher
… remains the centre of pedagogical action
… should make interpretation

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Educational Technology
https://elearningblog.tugraz.at/