Keynote presentation of Yannis Dimitriadis at Intelligent Tutoring Systems 2022: Human-Centered Learning Analytics: Designing for balanced human and computational agency
Human-Centered Learning Analytics and Artificial Intelligence in Education: H...Yannis
Although Artificial Intelligence (AI) and Learning Analytics (LA) have shown their potential in Education, stakeholders’ agency seems to be threatened. On the other hand, multiple issues regarding FATE (Fairness, Accountability, Transparency and Ethics) have been raised when AI or LA-based solutions are designed and implemented. These issues have been especially acute since the emergence of Large Language Models and Generative AI.
This talk discusses the quest for an optimal balance between human and computational agents, when LA tools and services are employed in a Technology Enhanced Learning (TEL) ecosystem. Through the discussion of relevant conceptual models and examples, it argues for Human-Centered Learning Analytics (HCLA) and Human-Centered Artificial Intelligence (HCAI) approaches, where agency and FATE principles are essential design parameters.
The talk focuses especially on LA/AI solutions that may position teachers as designers of effective interventions and orchestration actions. Selected Human-Centered Design (HCD) principles are discussed and illustrated, and directions for future research and development are formulated to overcome the main obstacles for adoption of human-centered approaches for LA and AI in education.
Are we currently moving from the age of mobolism to age of artificail intelli...Jari Laru
The 13th annual International Technology, Education and Development Conference, INTED2019,IValencia (Spain). 11th-13th of March, 2019. Special Learning Technology Accelerator (Lea) Horizon 2020 project session: Innovation procurement to steer user-driven innovations for digital learning.
Keynote presentation of Yannis Dimitriadis at Intelligent Tutoring Systems 2022: Human-Centered Learning Analytics: Designing for balanced human and computational agency
Human-Centered Learning Analytics and Artificial Intelligence in Education: H...Yannis
Although Artificial Intelligence (AI) and Learning Analytics (LA) have shown their potential in Education, stakeholders’ agency seems to be threatened. On the other hand, multiple issues regarding FATE (Fairness, Accountability, Transparency and Ethics) have been raised when AI or LA-based solutions are designed and implemented. These issues have been especially acute since the emergence of Large Language Models and Generative AI.
This talk discusses the quest for an optimal balance between human and computational agents, when LA tools and services are employed in a Technology Enhanced Learning (TEL) ecosystem. Through the discussion of relevant conceptual models and examples, it argues for Human-Centered Learning Analytics (HCLA) and Human-Centered Artificial Intelligence (HCAI) approaches, where agency and FATE principles are essential design parameters.
The talk focuses especially on LA/AI solutions that may position teachers as designers of effective interventions and orchestration actions. Selected Human-Centered Design (HCD) principles are discussed and illustrated, and directions for future research and development are formulated to overcome the main obstacles for adoption of human-centered approaches for LA and AI in education.
Are we currently moving from the age of mobolism to age of artificail intelli...Jari Laru
The 13th annual International Technology, Education and Development Conference, INTED2019,IValencia (Spain). 11th-13th of March, 2019. Special Learning Technology Accelerator (Lea) Horizon 2020 project session: Innovation procurement to steer user-driven innovations for digital learning.
Keynote Presentation: Implementing learning analytics and learning design at ...Bart Rienties
The University of the Roller Coaster
How can Higher Education function in a world struggling to save itself from climate change, pandemics and war? How can it drive innovation and shape the future as the pace of technological change constantly increases? How can it re-invent itself to respond imaginatively to the new challenges facing humanity?
We are living in an uncertain, unpredictable world with no “back to normal” any more. So, how can we re-imagine higher education when nothing can be taken for granted? What kind of technologies can help universities to adapt? What lessons can we learn from recent successes and failures? What 'best practice' examples point the way into the future? How can we shape the development of institutions, so that they are neither “ivory towers” nor “competence factories"? How can we encourage future-oriented universities in which both pedagogy and research are fit for the challenges ahead?
In the Academic Plenary, our experts will examine the threats and opportunities facing higher education today and ask how we can design new approaches that prepare staff and students to thrive in the University of the Roller Coaster.
Edutech_Europe Keynote Presentation: Implementing learning analytics and lear...Bart Rienties
This keynote will help you:
-Understand where to start with learning analytics
-Understand how to effectively support your staff to use data
-Critically review whether learning analytics is something for your organisation
https://www.terrapinn.com/exhibition/edutech-europe/speaker-bart-RIENTIES.stm
Davinia Hernandez-Leo, from University Pompeu Fabra of Barcelona the 6th of march from 14h to 16h for a conference entitled "Learning design technologies: supporting collective and inclusive approaches".
Davinia Hernández-Leo is Full Professor at the Department of Information and Communications Technologies Department (DTIC) at UPF, the head of the Interactive and Distributed Technologies for Education group (TIDE) and Commissioner for Research in Educational Innovation at UPF. She has published extensively and received several awards, has been Vice-President of the European Association for Technology-Enhanced Learning, a Associate Editor of the IEEE Transactions of Learning Technologies, and is currently an elected member of the CSCL Committee within the International Society of the Learning Sciences and member of the Steering Committee of the European Conference on Technology-Enhanced Learning. Her research activity is broadly centered on the domain of learning technologies, spanning fields such as learning design technology, computer-supported collaborative learning (CSCL), community platforms, learning analytics, and architectures and devices for learning.
She will present how an overview of how 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) is involved in reflective and collaborative dispositions for teachers professionnal development. The overview will be articulated around the perspective, central to TIDE work, of supporting teachers and teacher communities 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 and the use of data analytics. A special focus will be put in a case that considers voice inclusive pedagogy, which urges the incorporation of children’s voices within their teaching practice. The case is a customized version of ILDE (BLENDI) which includes an authoring tool that facilitates the co-design of blended learning lesson plans between teachers and students.
The power of learning analytics to unpack learning and teaching: a critical p...Bart Rienties
Across the globe institutions are exploring the opportunities technology affords to provide a better,
more consistent, and more personalised service to their students and stakeholders In particular, the
development of learning analytics may empower distance learning institutions to provide near realtime
actionable feedback to teachers and students about what the “best” next step in their learning
journeys might be. For example, several institutions have started to explore the use of learning
analytics dashboards that can display learner and learning behaviour to teachers and instructional
designers in order to provide more real-time, or just-in-time support for students. Learning analytics
might provide opportunities for (semi-) automatic personalisation as well as increased flexibility of
online provision, while at the same time potentially benefiting from efficiency and retention gains
when providing education at scale. Nonetheless, there are several critics towards this learning
analytics and data-centred movement. Some critics tend to focus on the perceived dilution of the
role of the human teacher as a provider of the personal support role to (semi-) automated support
provisions. In this BERA keynote, I aim to provide a balanced perspectives of the affordances and
limitations of learning analytics
https://www.bera.ac.uk/event/ed-tech-nov
Keynote SEC2019 Leeds: The power of learning analytics to impact learning and...Bart Rienties
The second keynote will be delivered by Professor Bart Rienties of the Open University who will discuss how the power of learning and teaching can be unharnessed by using learning analytics on Friday, January 11 .
The theme – Learning Spaces – will examine the many arenas in which students can learn and develop, create and collaborate, forge partnerships with communities, cross thresholds or take risks.
Over the course of both days, plenaries, breakout sessions and a panel will also consider sub-themes, such as informal learning spaces and architecture, digital platforms and technology enhanced learning environments.
http://teachingexcellence.leeds.ac.uk/events/keynoted-announced-and-bookings-now-open-for-sec2019/
Keynote Data Matters JISC What is the impact? Six years of learning analytics...Bart Rienties
The Open University (OU) was an early adopter of learning analytics, and after six years has had the opportunity to reflect on the impact of large scale adoption across the institution.
Has there been an impact on student retention/progress/completion?
How are the positives (or negatives) reflected in student satisfaction surveys?
What worked, what didn't, and with this benefit of hindsight what is, or should be, next?
Mobile devices have been the focus of a push in many nations and internationally as part of
efforts to achieve greater literacy and numeracy among students. Research has shown a strong
link between Internet usage, the spread of broadband in a country, and its GDP. Those countries
that are the highest performing educationally already integrate mobile devices in their
education. This paper synthesizes empirical research on mobile devices from 2010 to 2013 in
K-12 schools by focusing on studies that demonstrate emerging themes in this area. It is also
clear that the pedagogy needed to be successful in creating positive outcomes in the use of
technology has to be student-centered with the aim of personalizing the learning experience.
Research found that students could become collaborators in designing their own learning
process. As students become independent learners, they become more prepared in the skills
needed for college and in their careers.
The evolution and adoption of Learning Analytics (LA) participates in the debate about the ethical challenges associated to technological advancement and the need to provide responsible technology. This debate in the field of educational technology focuses on the tension between the potential of LA to achieve more effective education and its impact on human behavior and well-being. In this talk I will present examples of solutions based on learning analytics proposed in the TIDE research group of Pompeu Fabra University - Barcelona (https://www.upf.edu/web/tide) that try to meet requirements of human-centred design, support for human agency, transparency, or human well-being. Examples include systems with LA components to support the design and orchestration of active learning activities, especially collaborative learning activities.
Keynote APT 2018 The power of learning analytics for teaching and academic de...Bart Rienties
Across the globe many educational institutions are collecting vast amounts of small and big data about students and their learning behaviour, such as their class attendance, online activities, or assessment scores. As a result, the emerging field of Learning Analytics is exploring how data can be used to empower teachers and institutions to effectively support learners. The way teachers design learning and teaching practices have a substantial impact how our students are engaging in- and outside class. Recent research within the Institute of Educational Technology has found that 69% of how students learn on a weekly basis is determined by what we as teachers design and teach. Furthermore, how teachers are using learning analytics data significantly can help to support students, but what if teachers do not want or are able to embrace big data? In this APT2018 keynote, based upon 6 years of experience with LA data and large-scale implementations amongst 450000+ students and 400+ teachers at a range of contexts, I will use an interactive format to discuss and debate three major questions: 1) To what extent is learning analytics the new holy grail of learning and teaching? 2) How can learning design be optimised using the principles of learning analytics?; 3) How should institutions provide academic development opportunities to learn to embrace the affordances and limitations of learning analytics?
Cognitive Computing and Education and Learningijtsrd
Its enormous potential in learning spurs Cognitive Computing. The overreaching purpose here is to devise computational frameworks to help us learn better by exploiting the learning process and activities. The research challenge recognized the broad spectrum of human learning, the complex and not fully understood human learning process, and various learning factors, such as pedagogy, technology, and social elements. From the theoretical point of view, Cognitive Computing could replace existing calculators in many applications. This paper focuses on applying data mining and learning analytics, clustering student modeling, and predicting student performance when involved in the education field with possible approaches. Latifa Rahman "Cognitive Computing and Education and Learning" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-3 , April 2022, URL: https://www.ijtsrd.com/papers/ijtsrd49783.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/49783/cognitive-computing-and-education-and-learning/latifa-rahman
Efficient and effective mobile collaborative learningdavinia.hl
Keynote at mLearn22 https://www.iamlearn.org/mlearn/
In this talk I will summarize research results leading to practical implications in the achievement of efficient and effective (enjoyable, appealing) collaborative learning, both from the perspective of learners and teachers. In particular, I will focus on how technology can support the design and orchestration of mobile collaborative learning scenarios. The technology presented will include authoring tools, teaching community platforms, enactment systems, orchestration dashboards and data-driven intervention based on learning analytics. I will also discuss synergies between technological solutions emphasizing human-in-control and machine-in-control perspectives. During the talk, participants will be able to experience some notions covered by interacting using the PyramidApp tool.
The doctoral thesis trajectory has been often characterized as a “long and windy road” or a journey to “Ithaka”, suggesting the promises and challenges of this journey of initiation to research.
The doctoral candidates need to complete such journey
preserving and even enhancing their wellbeing,
overcoming the many challenges through resilience, while keeping
high standards of ethics and
scientific rigor.
This talk will provide a personal account of lessons learnt and recommendations from a senior researcher over his 30+ years of doctoral supervision and care for doctoral students.
Specific attention will be paid on the special features of the
(interdisciplinary doctoral research in Technology Enhanced Learning (TEL),
the eventual convergence of mindsets and epistemological traditions in Information and Communications Technologies (ICT) and human-oriented learning, educational or social sciences, as well as
the specific challenges posed by the human-oriented features of the TEL field.
Keynote Presentation: Implementing learning analytics and learning design at ...Bart Rienties
The University of the Roller Coaster
How can Higher Education function in a world struggling to save itself from climate change, pandemics and war? How can it drive innovation and shape the future as the pace of technological change constantly increases? How can it re-invent itself to respond imaginatively to the new challenges facing humanity?
We are living in an uncertain, unpredictable world with no “back to normal” any more. So, how can we re-imagine higher education when nothing can be taken for granted? What kind of technologies can help universities to adapt? What lessons can we learn from recent successes and failures? What 'best practice' examples point the way into the future? How can we shape the development of institutions, so that they are neither “ivory towers” nor “competence factories"? How can we encourage future-oriented universities in which both pedagogy and research are fit for the challenges ahead?
In the Academic Plenary, our experts will examine the threats and opportunities facing higher education today and ask how we can design new approaches that prepare staff and students to thrive in the University of the Roller Coaster.
Edutech_Europe Keynote Presentation: Implementing learning analytics and lear...Bart Rienties
This keynote will help you:
-Understand where to start with learning analytics
-Understand how to effectively support your staff to use data
-Critically review whether learning analytics is something for your organisation
https://www.terrapinn.com/exhibition/edutech-europe/speaker-bart-RIENTIES.stm
Davinia Hernandez-Leo, from University Pompeu Fabra of Barcelona the 6th of march from 14h to 16h for a conference entitled "Learning design technologies: supporting collective and inclusive approaches".
Davinia Hernández-Leo is Full Professor at the Department of Information and Communications Technologies Department (DTIC) at UPF, the head of the Interactive and Distributed Technologies for Education group (TIDE) and Commissioner for Research in Educational Innovation at UPF. She has published extensively and received several awards, has been Vice-President of the European Association for Technology-Enhanced Learning, a Associate Editor of the IEEE Transactions of Learning Technologies, and is currently an elected member of the CSCL Committee within the International Society of the Learning Sciences and member of the Steering Committee of the European Conference on Technology-Enhanced Learning. Her research activity is broadly centered on the domain of learning technologies, spanning fields such as learning design technology, computer-supported collaborative learning (CSCL), community platforms, learning analytics, and architectures and devices for learning.
She will present how an overview of how 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) is involved in reflective and collaborative dispositions for teachers professionnal development. The overview will be articulated around the perspective, central to TIDE work, of supporting teachers and teacher communities 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 and the use of data analytics. A special focus will be put in a case that considers voice inclusive pedagogy, which urges the incorporation of children’s voices within their teaching practice. The case is a customized version of ILDE (BLENDI) which includes an authoring tool that facilitates the co-design of blended learning lesson plans between teachers and students.
The power of learning analytics to unpack learning and teaching: a critical p...Bart Rienties
Across the globe institutions are exploring the opportunities technology affords to provide a better,
more consistent, and more personalised service to their students and stakeholders In particular, the
development of learning analytics may empower distance learning institutions to provide near realtime
actionable feedback to teachers and students about what the “best” next step in their learning
journeys might be. For example, several institutions have started to explore the use of learning
analytics dashboards that can display learner and learning behaviour to teachers and instructional
designers in order to provide more real-time, or just-in-time support for students. Learning analytics
might provide opportunities for (semi-) automatic personalisation as well as increased flexibility of
online provision, while at the same time potentially benefiting from efficiency and retention gains
when providing education at scale. Nonetheless, there are several critics towards this learning
analytics and data-centred movement. Some critics tend to focus on the perceived dilution of the
role of the human teacher as a provider of the personal support role to (semi-) automated support
provisions. In this BERA keynote, I aim to provide a balanced perspectives of the affordances and
limitations of learning analytics
https://www.bera.ac.uk/event/ed-tech-nov
Keynote SEC2019 Leeds: The power of learning analytics to impact learning and...Bart Rienties
The second keynote will be delivered by Professor Bart Rienties of the Open University who will discuss how the power of learning and teaching can be unharnessed by using learning analytics on Friday, January 11 .
The theme – Learning Spaces – will examine the many arenas in which students can learn and develop, create and collaborate, forge partnerships with communities, cross thresholds or take risks.
Over the course of both days, plenaries, breakout sessions and a panel will also consider sub-themes, such as informal learning spaces and architecture, digital platforms and technology enhanced learning environments.
http://teachingexcellence.leeds.ac.uk/events/keynoted-announced-and-bookings-now-open-for-sec2019/
Keynote Data Matters JISC What is the impact? Six years of learning analytics...Bart Rienties
The Open University (OU) was an early adopter of learning analytics, and after six years has had the opportunity to reflect on the impact of large scale adoption across the institution.
Has there been an impact on student retention/progress/completion?
How are the positives (or negatives) reflected in student satisfaction surveys?
What worked, what didn't, and with this benefit of hindsight what is, or should be, next?
Mobile devices have been the focus of a push in many nations and internationally as part of
efforts to achieve greater literacy and numeracy among students. Research has shown a strong
link between Internet usage, the spread of broadband in a country, and its GDP. Those countries
that are the highest performing educationally already integrate mobile devices in their
education. This paper synthesizes empirical research on mobile devices from 2010 to 2013 in
K-12 schools by focusing on studies that demonstrate emerging themes in this area. It is also
clear that the pedagogy needed to be successful in creating positive outcomes in the use of
technology has to be student-centered with the aim of personalizing the learning experience.
Research found that students could become collaborators in designing their own learning
process. As students become independent learners, they become more prepared in the skills
needed for college and in their careers.
The evolution and adoption of Learning Analytics (LA) participates in the debate about the ethical challenges associated to technological advancement and the need to provide responsible technology. This debate in the field of educational technology focuses on the tension between the potential of LA to achieve more effective education and its impact on human behavior and well-being. In this talk I will present examples of solutions based on learning analytics proposed in the TIDE research group of Pompeu Fabra University - Barcelona (https://www.upf.edu/web/tide) that try to meet requirements of human-centred design, support for human agency, transparency, or human well-being. Examples include systems with LA components to support the design and orchestration of active learning activities, especially collaborative learning activities.
Keynote APT 2018 The power of learning analytics for teaching and academic de...Bart Rienties
Across the globe many educational institutions are collecting vast amounts of small and big data about students and their learning behaviour, such as their class attendance, online activities, or assessment scores. As a result, the emerging field of Learning Analytics is exploring how data can be used to empower teachers and institutions to effectively support learners. The way teachers design learning and teaching practices have a substantial impact how our students are engaging in- and outside class. Recent research within the Institute of Educational Technology has found that 69% of how students learn on a weekly basis is determined by what we as teachers design and teach. Furthermore, how teachers are using learning analytics data significantly can help to support students, but what if teachers do not want or are able to embrace big data? In this APT2018 keynote, based upon 6 years of experience with LA data and large-scale implementations amongst 450000+ students and 400+ teachers at a range of contexts, I will use an interactive format to discuss and debate three major questions: 1) To what extent is learning analytics the new holy grail of learning and teaching? 2) How can learning design be optimised using the principles of learning analytics?; 3) How should institutions provide academic development opportunities to learn to embrace the affordances and limitations of learning analytics?
Cognitive Computing and Education and Learningijtsrd
Its enormous potential in learning spurs Cognitive Computing. The overreaching purpose here is to devise computational frameworks to help us learn better by exploiting the learning process and activities. The research challenge recognized the broad spectrum of human learning, the complex and not fully understood human learning process, and various learning factors, such as pedagogy, technology, and social elements. From the theoretical point of view, Cognitive Computing could replace existing calculators in many applications. This paper focuses on applying data mining and learning analytics, clustering student modeling, and predicting student performance when involved in the education field with possible approaches. Latifa Rahman "Cognitive Computing and Education and Learning" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-3 , April 2022, URL: https://www.ijtsrd.com/papers/ijtsrd49783.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/49783/cognitive-computing-and-education-and-learning/latifa-rahman
Efficient and effective mobile collaborative learningdavinia.hl
Keynote at mLearn22 https://www.iamlearn.org/mlearn/
In this talk I will summarize research results leading to practical implications in the achievement of efficient and effective (enjoyable, appealing) collaborative learning, both from the perspective of learners and teachers. In particular, I will focus on how technology can support the design and orchestration of mobile collaborative learning scenarios. The technology presented will include authoring tools, teaching community platforms, enactment systems, orchestration dashboards and data-driven intervention based on learning analytics. I will also discuss synergies between technological solutions emphasizing human-in-control and machine-in-control perspectives. During the talk, participants will be able to experience some notions covered by interacting using the PyramidApp tool.
The doctoral thesis trajectory has been often characterized as a “long and windy road” or a journey to “Ithaka”, suggesting the promises and challenges of this journey of initiation to research.
The doctoral candidates need to complete such journey
preserving and even enhancing their wellbeing,
overcoming the many challenges through resilience, while keeping
high standards of ethics and
scientific rigor.
This talk will provide a personal account of lessons learnt and recommendations from a senior researcher over his 30+ years of doctoral supervision and care for doctoral students.
Specific attention will be paid on the special features of the
(interdisciplinary doctoral research in Technology Enhanced Learning (TEL),
the eventual convergence of mindsets and epistemological traditions in Information and Communications Technologies (ICT) and human-oriented learning, educational or social sciences, as well as
the specific challenges posed by the human-oriented features of the TEL field.
Keynote talk at CollabTech2022 (November 9, 2022):
Design and orchestration of technology-enhanced collaborative learning can be very challenging for teachers or even instructional designers. This keynote presentation deals with design for effective and efficient collaborative learning, and how teachers as designers and orchestrators may be supported in complex ecosystems.
We present the main challenges and solutions regarding conceptual and technological tools which may be developed, building on, and adapting to existing design knowledge.
The talk will provide an overview of patterns, approaches, tools, and systems that should respect teachers’ agency while taking advantage of complex computational approaches, typically based on artificial intelligence.
We pay special attention to recent research on how learning analytics solutions may be designed and implemented using human-centered approaches, and how socially shared regulated learning may be better supported.
Several illustrating examples will be shown drawing on the literature and the research work of the presented during the last 25 years.
Some prominent pending issues will be posed that may guide future research in supporting teachers as designers and orchestrators.
Designing for effective and efficient pedagogical interventions and orchestration in complex Technology-Enhanced Learning (TEL) ecosystems is an increasingly challenging issue.
In spite of the significant potential of Learning Analytics (LA) research, it is still unclear how can LA be designed to position teachers as designers of effective interventions and orchestration actions.
This talk argues for Human-Centered Design (HCD) and orchestration of actionable learning analytics. It provides a review of needs and existing approaches for HCD in LA is provided, and it proposes three HCD principles for LA solutions, i.e., agentic positioning of teachers and other stakeholders; integration of the learning design cycle and the LA design process; and reliance on educational theories to guide the LA solution design and implementation.
The HCD principles are illustrated and discussed through two case studies in authentic learning contexts.
Finally, some directions for future research and development are formulated to overcome the main obstacles for adoption of HCD for LA.
Supporting teachers as designers: (Some) Research threads at GSIC/EMICYannis
Some current research threads at GSIC/EMIC: (1) Design for Learning, (2) Some systems: ILDE and GluePS-AR, (3) Aligning Learning Analytics, Design for Learning, Orchestration
Design and orchestration of CSCL educational scenarios is still a challenge for teachers and instructional designers.
Conceptual and technological support to teachers as designers is essential for a sustainable, effective and efficient adoption of innovative pedagogical approaches in increasing complex technology-enhanced learning ecosystems.
This talk presents an overview of patterns, software architectures and environments that support design for learning, drawn from proposals made by the GSIC/EMIC group, together with illustrative examples.
Finally, we discuss some issues regarding effective orchestration actions and pedagogical interventions based on learning analytics and aligned with the design of the educational scenarios.
Technology-enhanced learning ecosystems are becoming quite complex, especially when non-conventional approaches, such as collaborative or inquiry learning are employed.
On the other hand, the recent advances in the learning analytics field have been very promising, for purposes of understanding and optimizing learning and the environments in which it occurs.
However, the alignment between design for learning and learning analytics has been recently shown to be a pending, albeit essential, issue that would allow for effective and efficient pedagogical interventions and orchestration.
This seminar focuses on design for learning, and especially on the eventual support to teachers as designers of pedagogical interventions and classroom orchestration.
Taking into account the “In Media Res” and the “Orchestration and Learning Analytics” frameworks,
this seminar presents some important issues, design principles - patterns, proposals and illustrating examples, regarding the involvement of teachers in the loop of design for effective use of learning analytics.
Learning design, learning analytics, technology enhanced learning
Patterns, approaches and systems to support teachers in designing fortechnol...Yannis
Technology-enhanced collaborative learning can be very challenging for teachers and instructional designers. This seminar deals with design for learning in such contexts showing how pedagogical collaborative learning flow and atomic patterns can be employed in order to promote effective and efficient learning.
Moreover, the talks presents the “In media res framework” and the associated forward-oriented approach of design for
learning, as well as ICT environments and systems that may support teachers. Examples are provided that illustrate crucial elements that can be designed for orchestration, awareness, analytics, reflection and redesign. Finally, some current and future lines of research are presented with respect to the mutual connection between learning design and learning analytics in collaborative learning contexts.
Conferencia invitada de Yannis Dimitriadis "Diseñando para orquestrar situaciones CSCL", Seminario de eMadrid sobre Tecnologías para el Aprendizaje Colaborativo, Madrid, 15 de febrero de 2013
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Acetabularia Information For Class 9 .docxvaibhavrinwa19
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1. Human-Centered Learning
Analytics: Designing for balanced
human and computational agency
Prof. Yannis Dimitriadis
GSIC/EMIC group
University of Valladolid, Spain
East China Normal University
October 27, 2022
3. Learning Analytics (LA)
in Technology Enhanced Learning (TEL)
Learning Analytics
“measurement, collection, analysis and reporting of data
about learners and their contexts, for purposes of
understanding and optimizing learning and the
environments in which it occurs”
n Most R&D - Innovation has been devoted to
– Mining patterns
– Deriving predictive models
– Providing dashboards
– Supporting smart learning environments
3
4. Predictive models with LA
(At-risk students)
4
Herodotou, C.; Hlosta, M.; Boroowa, Avinash; R., Bart; Zdrahal, Z. and Mangafa, C. (2019). Empowering online
teachers through predictive learning analytics. British Journal of Educational Technology, 50(6) pp. 3064–3079.
How does the predictive model work and how it was trained?
How were the data collected for this prediction model?
Who was involved in its design and who can use the data?
5. Pattern mining using LA
(Detection of learning strategies)
5
J. B. J. Huang, A. Y. Q. Huang, O. H. T. Lu and S. J. H. Yang, "Exploring Learning Strategies by Sequence Clustering
and Analysing their Correlation with Student's Engagement and Learning Outcome," 2021 International Conference
on Advanced Learning Technologies (ICALT), 2021, pp. 360-362, doi: 10.1109/ICALT52272.2021.00115.
How are the proxies for strategies DEFINED AND COMPUTED?
Who can interpret this data and how?
Is there any student bias regarding these strategies?
6. LA-based dashboards
(Monitoring and sense-making)
6
S. Charleer, A. V. Moere, J. Klerkx, K. Verbert and T. De Laet, "Learning Analytics Dashboards to Support Adviser-
Student Dialogue," in IEEE Transactions on Learning Technologies, vol. 11, no. 3, pp. 389-399, 1 July-Sept. 2018,
doi: 10.1109/TLT.2017.2720670
How effective is sense-making out of those dashboards?
Do teachers-students need to improve their data literacy?
Can we compensate the sense-making workload?
7. Smart Learning Environments
(Personalized recommendations-resources)
7
S. Serrano-Iglesias, E. Gómez-Sánchez, M. L. Bote-Lorenzo, G. Vega-Gorgojo, A. Ruiz-Calleja and J. I. Asensio-Pérez,
"From Informal to Formal: Connecting Learning Experiences in Smart Learning Environments," 2021 International
Conference on Advanced Learning Technologies (ICALT), 2021, pp. 363-364, doi: 10.1109/ICALT52272.2021.00116.
How is the student model built?
Do teachers/students get involved in the reaction scripts?
What about privacy in informal learning settings?
8. Two dilemmas on Agency (I)
Dilemma 1: Learning Analytics (LA) may be
helpful when embedded in Technology-Enhanced
Learning (TEL) contexts. They are typically
designed by researchers and developers, that best
know about efficiency and effectiveness. But
existing LA solutions mostly ignore teachers as
orchestrators (designers and enactors).
What about teachers’ agency?
8
9. Two dilemmas on Agency (II)
Dilemma 2: Artificial Intelligence (AI) agents that
are using LA may support and eventually maximize
students’ learning but how can they be transparent,
trustful, responsible or ethical?
What about students’ agency?
9
10. What is this talk about
n Discuss the dilemma regarding teachers’
agency when designing and orchestrating LA
solutions
n Analyze models for human-LA complementarity
and teachers’ augmentation
n Formulate design principles for Human-
Centered Learning Analytics (HCLA)
n Illustrate the HCLA approach
10
11. A definition of teachers’ agency
11
Priestley, M., Biesta, G., & Robinson, S. (2015). Teacher agency: What is it and why does it matter? In R. Kneyber & J. Evers (Eds.), Flip
the System: Changing Education from the Ground Up (pp. 134–148). Routledge. https://doi.org/10.4324/9781315678573 (adapted)
Agency entails the capacity of actors to make practical and normative judgments
among alternative possible trajectories of action, in response to the emerging
demands, dilemmas, and ambiguities of presently evolving situations
12. A socio-cultural perspective of
professional agency
12
Eteläpelto, A., Vähäsantanen, K., Hökkä, P., & Paloniemi, S. (2013). What is agency? Conceptualizing professional
agency at work. Educational Research Review, 10, 45–65. https://doi.org/10.1016/j.edurev.2013.05.001 (adapted)
13. Teachers as producers and shapers
13
Jenkins, G. (2020). Teacher agency: the effects of active and passive responses to curriculum change. Australian
Educational Researcher, 47(1), 167–181. https://doi.org/10.1007/s13384-019-00334-2
14. Digital agency
14
Passey, D., Shonfeld, M., Appleby, L., Judge, M., Saito, T., & Smits, A. (2018). Digital Agency: Empowering Equity in
and through Education. Technology, Knowledge and Learning, 23(3), 425–439. https://doi.org/10.1007/s10758-018-
9384-x (adapted)
Control over and adapt to …
Be proactive producers
Be aware of the data
Decide what data is relevant
16. From User-Centered Design to Co-Design
16
User-centred design Co-creation (co-design)
User
Researcher
Designer
Sanders, E. B. N., & Stappers, P. J. (2008). Co-creation and the new landscapes of design. Co-design, 4(1), 5-18.
18. Human-Centered Learning Analytics
18
Human centeredness has been identified in other
fields as a characteristic of systems that have been
carefully designed by:
• identifying the critical stakeholders,
• their relationships, and
• the contexts in which those systems will function
.
19. Human-Centered Learning Analytics
19
HCD should involve:
Inclusion via stakeholder participation in the design process
+
Empathic experiences (particularly when making design
decisions).
Giacomin, J. (2014). What is human centred design? The Design Journal,
17(4), 606–623. https://doi.org/10.2752/175630614X140561854801.
20. Human-Centered Learning Analytics
Human-centered design considered harmful…
“Most items in the world have been designed without the
benefit of user studies and the methods of Human-Centered
Design. Yet they do quite well.”
What Adapts? Technology or People?
Don Norman proposes stronger focus on tasks and activities
Norman, D. A. (2005). Human-centered design considered harmful. interactions, 12(4), 14-19.
21. Human-Centered Learning Analytics
the human centered (not centric)
All the human factors,
social factors and
technology factors
interact together under the
human activity umbrella.
22. Augmented teacher
(Human-AI complementarity)
22
Holstein, K., Aleven, V., Rummel, N. (2020). A Conceptual Framework for Human–AI Hybrid Adaptivity in Education.
In: Bittencourt, I., Cukurova, M., Muldner, K., Luckin, R., Millán, E. (eds) Artificial Intelligence in Education. AIED
2020. Lecture Notes in Computer Science(), vol 12163. Springer, Cham. https://doi.org/10.1007/978-3-030-52237-
7_20
n Augmentation
– Complementary strengths and weaknesses
– Improvement (co-learning) over time
n Goals
– Optimized objective functions + design
decisions
n Perceptions
– Sense, attention, interpretation
23. Augmented teacher
(Human-AI complementarity)
23
Holstein, K., Aleven, V., Rummel, N. (2020). A Conceptual Framework for Human–AI Hybrid Adaptivity in Education.
In: Bittencourt, I., Cukurova, M., Muldner, K., Luckin, R., Millán, E. (eds) Artificial Intelligence in Education. AIED
2020. Lecture Notes in Computer Science(), vol 12163. Springer, Cham. https://doi.org/10.1007/978-3-030-52237-
7_20
n Actions
– Action space, scalability and capacity
n Decisions
– Link perception and action – take effective
pedagogical interventions
n Timing and granularity
– e.g., adaptation by teachers through LA
dashboards, during learn time, regarding a
task
24. Augmented teacher
(Human-centered approach)
24
Holstein, K., & Aleven, V. (2022). Designing for human-AI complementarity in K-12 education. ArXiv, abs/2104.01266
Echevarría, V. Yang, K., Lawrence, L., Rummel, N., Aleven V., (2020). Exploring Human–AI Control Over Dynamic
Transitions Between Individual and Collaborative Learning, In Proceedings of ECTEL 2020
n Lumilo project (CMU) on human-AI
partnership in real-world K-12 education
n Co-orchestration (ITS and teachers) of
transitions from individual to group
activities
n Adoption of participatory (human-
centered) approach to design and
development lifecycle
25. Levels of human-centeredness
25
Smuha N.A. (2023). “Pitfalls and pathways for trustworthy Artificial Intelligence in education” in The Ethics of Artificial
Intelligence in Education Practices, Challenges, and Debates, W. Holmes, K. Porayska-Pomsta (Eds). Taylor and
Francis.
n Human in command
– Oversee when and how to use AI/ITS
n Human on the loop
– Participate in design and operation
n Human in the loop
– Get involved in every lifecycle phase
26. Human-Centeredness in MMLA-AIED
26
Kukurova, M. (2022). “Multimodal Learning Analytics in Real-world Practice: A Bridge Too Far?”, Webinar at Spanish
Network of Learning Analytics (SNOLA), May 2022. https://snola.es/2022/05/03/webinar-multimodal-learning-
analytics-in-real-world-practice-a-bridge-too-far-mutlu-cukurova/
27. Some elements to consider
n LA solutions were eventually pushed by new
technological (Data and AI) affordances
n Teachers as designers were not always
considered in complex real-world TEL spaces
n The hybrid AI-human models and their trade-
offs were not fully studied
n Learning theories have not been used
extensively while designing LA solutions
27
28. The complexity of TEL ecosystems
(Hybrid Learning Spaces)
28
Gil, Mor, Dimitriadis & Köppe (2022): Hybrid Learning Spaces, Springer https://doi.org/10.1007/978-3-030-88520-5
29. Design and orchestration
29
Prieto, L. P., Y. Dimitriadis, J. I. Asensio-Pérez, C. K. Looi (2015). “Orchestration in learning technology
research: evaluation of a conceptual framework”. In: Research in Learning Technology 23.0
How to support teachers as designers and reduce/optimize their
orchestration load?
30. Teachers as designers
n Pedagogical knowledge
– Eventually embedded in tools
– Complements / cooperates with the tacit and
explicit knowledge of the teachers
n Teachers
– Are and can serve as designers
– Should participate in the design and
orchestration of the teaching and learning
processes
30
Kali, McKenney & Sagy (2015)
32. Balancing computer-human agents
32
Sharples, M. (2013). Shared Orchestration Within and Beyond the Classroom. Computers &
Education. 69. 504-506. 10.1016/j.compedu.2013.04.014.
33. Mirroring, Advising, Guiding through LA
33
Soller, A., Martínez-Monés, A., Jermann, P., Muehlenbrock, M. (2005) From Mirroring to Guiding:
A Review of the State of the Art Technology for Supporting Collaborative Learning International
Journal of Artificial Intelligence in Education (ijAIED). 15:261-290
34. Distributed scaffolding
34
• Puntambekar, S. Distributed Scaffolding: Scaffolding Students in Classroom Environments.
Educ Psychol Rev (2021). https://doi.org/10.1007/s10648-021-09636-3
• https://www.imec-int.com/en/research-portfolio/steams: Supporting TEAMS in ambient learning
spaces
Across
1. Tools and social scaffolds
2. Levels (individual, group, and whole class)
3. Time and Contexts
35. A Hybrid human-AI learning model
35
• Molenaar, I. (2021), "Personalisation of learning: Towards hybrid human-AI learning
technologies", in OECD Digital Education Outlook 2021: Pushing the Frontiers with Artificial
Intelligence, Blockchain and Robots, OECD Publishing, Paris,
https://doi.org/10.1787/2cc25e37-en.
36. Human-AI extended model
n Teacher monitors and controls
– the learning design prior to execution
(configuration phase)
– the orchestration of the lesson (runtime)
n Learner monitors and controls learning
– Orientation and planning prior to execution
– Monitoring and control during execution
– Reflection after execution
36
37. Human-AI extended model
Timing and phases
Detect (data)
Diagnose (technique/algorithm)
Act (action)
Act components
– LA Perspective
n Inform, Advise, Guide, Recommend
– ITS Perspective
n Step, Task, Curriculum
37
38. Human-AI extended model
n The transitions of control and monitoring have
profound implications for the professional
functioning (agency) of teachers
– Giving up task has positive sides (less time on
correction, more feedback)
– but also, negative sides (less insights and
control)
n This friction cannot be resolved easily but co-
creation processes do allow for a careful
articulation of this friction
38
39. Human-AI extended model
n Static or dynamic balance
– redesign and reconfiguration
– self-, co-, socially shared regulation
n Operators for teachers’ augmentation
– Transparency, agency, explainability, …
39
40. Hybrid Intelligence
40
D. Dellermann, P. Ebel, M. Soellner, J.M. Lerimesiter, “Hybrid Intelligence”, arXiv:2105.00691v1
[cs.AI]
“… the most likely paradigm for the division of labor between
humans and machines in the next years, or probably decades,
is hybrid intelligence. … to try to combine the complementary
strengths of heterogeneous intelligences (i.e., human and
artificial agents) into a socio-technological ensemble. We
envision hybrid intelligence systems, … to accomplish complex
goals by combining human and artificial intelligence to
collectively achieve superior results than each of the could have
done in separation and continuously improve by learning from
each other”
41. Hybrid Intelligence
41
Z. Akata et al., (2020) "A Research Agenda for Hybrid Intelligence: Augmenting Human Intellect
With Collaborative, Adaptive, Responsible, and Explainable Artificial Intelligence," Computer,
53(8), 18-28, doi: 10.1109/MC.2020.2996587
n “… Hybrid intelligence (HI) can go well beyond this by creating systems
that operate as mixed teams, where humans and machines cooperate
synergistically, proactively, and purposefully to achieve shared goals,
showing AI’s potential for amplifying instead of replacing human
intelligence”
n “Collaborative HI: How do we develop AI systems that work in
synergy with humans?
› Adaptive HI: How can these systems learn from and adapt to humans
and their environment?
› Responsible HI: How do we ensure that they behave ethically and
responsibly?
› Explainable HI: How can AI systems and humans share and explain
their awareness, goals, and strategies?”
42. AI and the future of learning
42
Roschelle, J., Lester, J. & Fusco, J. (Eds.) (2020). AI and the future of learning: Expert panel
Report. Digital Promise. https://circls.org/reports/ai-report.
1. Investigate AI Designs for an Expanded Range of Learning Scenarios
2. Develop AI Systems that Assist Teachers and Improve Teaching
3. Intensify and Expand Research on AI for Assessment of Learning
4. Accelerate Development of Human-Centered or Responsible AI
5. Develop Stronger Policies for Ethics and Equity
6. Inform and Involve Educational Policy Makers and Practitioners.
7. Strengthen the Overall AI and Education Ecosystem
Seven recommendations from US expert panel
43. Human-centered and trustworthy AI
43
• Delgado Kloos, C., et al. (2022), H2O Learn - Hybrid and Human-Oriented Learning: Trustworthy and Human-
Centered Learning Analytics (TaHCLA) for Hybrid Education. IEEE Global Engineering Education
Conference, EDUCON 2022,
• HLEG-AI (High-Level Expert Group on Artificial Intelligence) (2019), “Ethics Guidelines for Trustworthy AI:
Requirements of Trustworthy AI,” Available: https://ec.europa.eu/futurium/en/ai-alliance-consultation/guidelines/1
44. Human-Centered Approaches ...
See also “sister” initiatives for Human-Centered
approaches for the design and development of truly
mixed human-AI initiatives for human empowerment
1. Recent EU call for funding of A HUMAN-CENTRED AND
ETHICAL DEVELOPMENT OF DIGITAL AND INDUSTRIAL
TECHNOLOGIES 2022 (HORIZON-CL4-2022-HUMAN-02)
2. Recent (25/10/2022) EU Ethical Guidelines on the Use of
Artificial Intelligence (AI) and data in teaching and learning for
teachers
44
45. And a few suggestions …
n Bring together LA and Learning Design (LD)
n Rely on educational theories to guide the LA
n Consider multiple needs and paths to use LA,
implemented as adaptive (by system/agent) or
adaptable (by users)
n Bring the teacher in the loop and orchestrate LA
with all stakeholders (OrLA)
n Consider the consolidated model for LA
n Adopt human-oriented workflows for LA solutions
n Consider data storytelling and explanatory LA 45
46. LD-based process for LA solutions
46
1 – LA design: LD elements selected as targets for LA solution
2 – LA implementation:
2a. Data from LA targets is analyzed by the LA tool
Resulting LA informs: 2b.) orchestration, 2c.) assessment
Dimitriadis, Martínez-Maldonado & Wiley (2020)
47. Consolidated model for LA
47
• Gasevic, Dawson & Siemens (2015)
• Saint, Gasevic, Matcha, Ahmad & Pardo (2020)
• Gasevic, Kovanovic & Joksimovic (2017) - figure
• Reimann (2016)
49. LATUX workflow for LA solutions
49
• Martinez-Maldonado, Pardo, Mirriahi, Yacef, Kay & Clayphan (2016) - figure
• Holstein, McLaren & Aleven (2019)
50. Datastorytelling and explanatory LA
50
Echeverria, Martinez-Maldonado, Buckingham Shum, Chiluiza, Granda & Conati (2018) - figures
51. Illustrative study
51
From Theory to Action:
Developing and Evaluating Learning
Analytics for Learning Design
• K. Wiley, Y. Dimitriadis, A. Bradford, & M. Linn (2020)
• K. Wiley (2020)
• Y. Dimitriadis, K. Wiley, & R. Martínez-Maldonado (2021)
52. An overview of the study
n Design and development of Teacher Action Planner,
a LA tool that supports teachers’ orchestration
actions:
– Grounded on learning theory (Knowledge Integration)
and using the Inquiry Based Learning approach.
– Aligned with the Learning Design (Global Climate
Change and Photosynthesis Units) and platform (WISE)
– Aligned with stakeholders’ needs (OrLA)
– Functional within the constraints of the technical and
learning environments
52
65. Human-Centered Design of LA
n Eventually the benefits of enhanced agency,
adoption and impact of the LA solutions
overcome the costs of difficult, time and
resource consuming participatory processes
n All important aspects of learning (cognitive,
metacognitive, affective and social) are highly
sensible and dependent on the context
n Eventually lead to hybrid human-centered
design approach that maintains both
contextual relevance and scalability
65
Buckingham Shum, S., Ferguson, R., R. (Analytics. Journal of Learning Analytics, 6(2), 1–9.
https://doi.org/10.18608/jla.2019.62.1
66. Some take-home messages (I)
n Technology-enhanced learning (TEL) ecosystems
– Especially hard to design and orchestrate
n Teachers are essential stakeholders
– LD and LA are both about learning and teaching
n Human-Centered design is necessary despite its cost
– Move from “demonstrators in a greenfield” to embedded tools and
practices in authentic contexts
n Tools are necessary to support stakeholders
– Balanced use of AI agents and human expertise and actions through
orchestration technology and distributed scaffolding
n Keep the power of LA-based models
– But complement with explanations, trust, privacy
66
67. Some take-home messages (II)
n LA for understanding and optimizing learning
– oriented to pedagogical interventions based on actionable insights
n LA benefits from
– Data Science, Learning Theory and Design
n Inter-stakeholder communication is essential
– using multiple design techniques and approaches
n Bring the human in the loop
– Through participatory user-centered design processes
n Support teachers (and learners) with
– technological and conceptual tools
67
68. Some HCLA challenges
● Can design processes from other disciplines, such as HCI,
Co-Design and Participatory design, be unproblematically
adopted for HCLA, or do they require adaptation?
● What are the obstacles to the adoption of HCLA design
processes?
● How can the voice of students be taken more into account,
besides the dominant thread of involving teachers?
● What are the lessons learnt from mid-to-long term HCLA
studies and how do they inform the aforementioned topic of
adoption?
● HCLA beyond conventional higher education
● A wider view of human-centeredness
● Human-AI complementarity
68
70. Human-Centred Learning Analytics (HCLA):
towards trustworthy learning analytics
Workshop at
Learning Analytics and Knowledge Conference 2023
March 13-14, 2023
R. Martinez-Maldonado, P. Santos, K. El Aadmi Laamech,
C. Barreiros, L. Lawrence, J.P. Sarmiento,
M. Chatti and Y. Dimitriadis
…
71. Let’s remember:
Learning Analytics are about
… Learning
… Learners
…Teachers
… Humans
… Society
This is why
Human-Centered Learning Analytics
may be worth considering