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Trusted Learning Analytics Research Program

Hendrik Drachsler, profile picture
Hendrik Drachsler

The document outlines the work and research of Professor Dr. Hendrik Drachsler and the Trusted Learning Analytics (TLA) research program, focusing on themes such as ethics, privacy, and the computational psychometrics related to learning analytics. It discusses various projects, including the development of chatbots for education, technology-based assessment initiatives, and multimodal learning analytics. The document also highlights the challenges and principles of integrating learning analytics within educational frameworks, emphasizing a trust-oriented approach to data usage and decision-making.

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Learning Analytics • Educational Technology
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Trusted Learning Analytics Research Program Prof. Dr. Hendrik Drachsler SoLAR Webinar 29.06.2021
2. Design for TLA 3.Psychomotor competence support 4. Cognitive competence support Structure 1. Ethics & Privacy 5. Computational Psychometrics 0. Who is TLA ?
WhoAmI Hendrik Drachsler Professor of Educational Technologies Head of edutec.science Research topics Learning Analytics Recommender Systems Multimodal Data for Learning Computational Psychometrics Application domains Schools HEI
EduTec School & Research https://edutec.science
TLA Research Fellows Dr. Konstantinos Georgiadis Dr. Ioana Jivet Marcel Schmitz Doctoral researcher Sambit Praharaj Doctoral researcher
TLA Research Fellows Prof. Dr. Halszka Jarodzka Dr. Leen Catryssen Prof. Dr. Frank Goldhammer Prof. Dr. Andreas Frey Prof. Dr. Holger Horz Prof. Dr. Maren Scheffel Dr. Daniel Schiffner Dr. Sarah Voß- Nakkour Dr. David Weiß Prof. Dr. Alexander Tillmann Tornike Giorgashvili
Scouting Maturing Service Identify, evaluate and test new with regard to possible application scenarios, conditions, opportunities and risks User-centred maturing process on the basis of practice-oriented iteration cycles Creation of a low-threshold, streamlined and integrated service offer Dr. Sarah Voß- Nakkour Dr. David Weiß Prof. Dr. Alexander Tillmann Scouting-Maturing-Service (SMS-Process)
SMS Outcome: Chatbot 8 Wollny, S., Schneider, J., Di Mitri, D., Weidlich, J., Rittberger, M., & Drachsler, H. (2021). Are we there yet? - A Systematic Literature Review on Chatbots in Education. Frontiers in Artificial Intelligence, 4. https://doi.org/10.3389/frai.2021.654924
Päd.-psych. Diagnostik TBA Informations- technologie Technology-Based Assessment (TBA) Prof. Dr. Frank Goldhammer Dr. Daniel Schiffner
Technology-Based Assessment (TBA)
2. Design for TLA 3.Psychomotor competence support 4. Cognitive competence support Structure 1. Ethics & Privacy 5. Computational Psychometrics 0. Who is TLA ?
Drachsler, H. & Greller, W. (2016). Privacy and Analytics – it’s a DELICATE issue. A Checklist to establish trusted Learning Analytics. 6th Learning Analytics and Knowledge Conference 2016, April 25-29, 2016, Edinburgh, UK. Trusted Learning Analytics Best Paper Award LAK16
Open algorithms Transparent indicators No automated decisions Full access to data Knowing who accesses your data Unknown algorithms Unknown data collection Automated decisions No access to raw data No control who uses it Black box vs. White box Trusted Learning Analytics Drachsler, H. & Greller, W. (2016). Privacy and Analytics – it’s a DELICATE issue. A Checklist to establish trusted Learning Analytics. 6th Learning Analytics and Knowledge Conference 2016, April 25-29, 2016, Edinburgh, UK.
1. Right to be informed 2. Right of access 3. Right to rectification 4. Right to erasure 5. Right to restrict processing 6. Right to data portability 7. Right to object automated decision making Data protection in EU (GDPR 2018) Trusted Learning Analytics
Keynote Neil Selwyn @ LAK 2018, Sydney, Australia Learning Analytics has a trust problem … Trusted Learning Analytics
… because Learning Analytics has the potential of becoming a high stakes assessment. Keynote Neil Selwyn @ LAK 2018, Sydney, Australia Trusted Learning Analytics
Keywords: Privacy, GDPR, Trust, Interoperability, Infrastructure, Big Data, Multimodality TLA Infrastructure
TLA Infrastructure
19 TLA Infrastructure Ciordas-Hertel, G. P., Schneider, J., and Drachsler, H. (2020). Which Strategies are Used in the Design of Technical LA Infrastructure?: A Qualitative Interview Study, IEEE Global Engineering Education Conference (EDUCON), Virtual Event, Portugal, 2020, pp. 96-105, doi: 10.1109/EDUCON45650.2020.9125363. * Best Paper award Best Paper Award
TLA Infrastructure Ciordas-Hertel, G. P., Schneider, J., and Drachsler, H. (2020). Which Strategies are Used in the Design of Technical LA Infrastructure?: A Qualitative Interview Study, IEEE Global Engineering Education Conference (EDUCON), Virtual Event, Portugal, 2020, pp. 96-105, doi: 10.1109/EDUCON45650.2020.9125363. * Best Paper award
1. Right to be informed 2. Right of access 3. Right to rectification 4. Right to erasure 5. Right to restrict processing 6. Right to data portability 7. Right to object automated decision making This is a costly effort and learners are most of the time are overwhelmed by the potential choices and consequences and do not use the tools at the end. Ciordas-Hertel, G., P., Schneider, J., Ternier, S., Drachsler, H., (2019). Adopting Trust in Learning Analytics Infrastructure: A Structured Literature Review. Journal of Universal Computer Science, Vol. 25, No. 13, pp. 1668-1686. TLA Infrastructure
http://www.sheilaproject.eu Yi-Shan Tsai, Pedro Manuel Moreno-Marcos, Kairit Tammets, Kaire Kollom, and Dragan Gašević. 2018. SHEILA policy framework: informing institutional strategies and policy processes of learning analytics. In Proceedings of the 8th International Conference on Learning Analytics and Knowledge (LAK '18). ACM, New York, NY, USA, 320-329. DOI: https://doi.org/10.1145/3170358.3170367 Policy making for learning analytics
Tsai, Y-S, Rates, D., Moreno-Marcos, M. P., Muñoz-Merino, P. J., Jivet, I., Scheffel, M., Drachsler H., Delgado Kloos, C, Gašević, D (2020). Learning analytics in European higher education–trends and barriers, Computers & Education, 103933, https://doi.org/10.1016/j.compedu.2020.103933. Challenge 1: Stakeholder engagement and buy-in. Challenge 2: Weak pedagogical grounding. Challenge 3: Resource demand. Challenge 4: Ethics and privacy. Trusted Learning Analytics Design-Based Research Methodology
Hansen, J., Rensing, C., Hermann, O., & Drachsler, H. (2020). Verhaltenskodex für Trusted Learning Analytics: Entwurf für die Hessischen Hochschulen. Frankfurt am Main, Germany. https://bit.ly/German_CoC_LA 7 Principles 1. Improving conditions for learning and teaching 2. Support services for all students 3. Transparent handling of data 4. Critical handling of data 5. Human control 6. Managerial responsibility 7. Commitment to continuing training German Code of Conduct for LA
TLA - Startups StudyCore Start-up: • Adaptive quiz with gamification-elements • Learning Analytics Dashboards for teachers and students • Instructors can deliver personalized feedback at scale https://studycore.de Karademir, O., Ahmad, A., Schneider, J., Di Mitri, D., Jivet, I. & Drachsler, H. (2021). Designing the Learning Analytics Cockpit - a Dashboard that Enables Interventions. MIS4TEL'21: 11th International Conference in Methodologies and Intelligent Systems for Technology Enhanced Learn.
• on premise installation on university servers • no personal data collected, only pseudonyms used • students login with their university account via LDAP or OAuth authentication. • GDPR compliant TLA - Startups https://studycore.de
2. Design for TLA 3.Psychomotor competence support 4. Cognitive competence support Structure 1. Ethics & Privacy 5. Computational Psychometrics 0. Who is TLA ?
Learning Analytics supported Learning Design Prof Dr. Maren Scheffel Marcel Schmitz Doctoral researcher Prof. Dr. Halszka Jarodzka Dr. Sarah Voß- Nakkour Prof. Dr. Alexander Tillmann Dr. David Weiß
Learning Analytics supported Learning Design Schmitz M., Scheffel M., van Limbeek E., Bemelmans R., Drachsler H. (2018) “Make It Personal!” - Gathering Input from Stakeholders for a Learning Analytics-Supported Learning Design Tool. EC-TEL 2018. LNCS, vol 11082. Springer, Cham Marcel Schmitz Doctoral researcher
Slide 30 Drachsler & Weidlich | Educational Technologies Digital Cycle for Education (DC4E) Scheffel, M., van Limbeek, E., Joppe, D., van Hooijdonk, J., Kockelkoren, C., Schmitz, M., Ebus, P., Sloep, P., and Drachsler, H. (2019). The means to a blend: A practical model for the redesign of face-to-face education to blended learning. 14th European Conference on Technology Enhanced Learning, EC-TEL 2019, Delft, 16-19 September 2019, Proceedings (Lecture Notes in Computer Science).Cham: Springer
Slide 31 DC4E: Knowledge Acquisition Metapher Scheffel, M., Schmitz, M., van Hooijdonk, J., van Limbeek, E., Kockelkoren, C., Joppe, D., & Drachsler, H. (2021). The Design Cycle for Education (DC4E) – A practical model for the design of blended and online education. Andrea Kienle et. al. (Hrsg.): Die 19. Fachtagung Bildungstechnologien (DELFI),Lecture Notes in Informatics (LNI), Gesellschaft für Informatik, Bonn 2021
Slide 32 DC4E: Co-Creation Metapher Scheffel, M., Schmitz, M., van Hooijdonk, J., van Limbeek, E., Kockelkoren, C., Joppe, D., & Drachsler, H. (2021). The Design Cycle for Education (DC4E) – A practical model for the design of blended and online education. Andrea Kienle et. al. (Hrsg.): Die 19. Fachtagung Bildungstechnologien (DELFI),Lecture Notes in Informatics (LNI), Gesellschaft für Informatik, Bonn 2021
Slide 33 DC4E: Learning Analytics supported Curricula Scheffel, M., Schmitz, M., van Hooijdonk, J., van Limbeek, E., Kockelkoren, C., Joppe, D., & Drachsler, H. (2021). The Design Cycle for Education (DC4E) – A practical model for the design of blended and online education. Andrea Kienle et. al. (Hrsg.): Die 19. Fachtagung Bildungstechnologien (DELFI),Lecture Notes in Informatics (LNI), Gesellschaft für Informatik, Bonn 2021
Slide 34 Learning Analytics supported Learning Design Schmitz, Marcel; Scheffel, Maren; Bemelmans, Roger; Drachsler, Hendrik (2020): Fellowship Of The Learning Activity – Learning Analytics 4 Learning Design https://doi.org/10.25385/zuyd.9884279
Slide 35 Learning Analytics supported Learning Design Schmitz, Marcel; Scheffel, Maren; Bemelmans, Roger; Drachsler, Hendrik (2020): Fellowship Of The Learning Activity – Learning Analytics 4 Learning Design https://doi.org/10.25385/zuyd.9884279
LA Indicator Repository A tree view of 'Receive' event followed by the learning activities, indicator, and metrics Ahmad, A., Schneider, J., & Drachsler, H. (2020, September). OpenLAIR an Open Learning Analytics Indicator Repository Dashboard. In European Conference on Technology Enhanced Learning (pp. 467-471). Springer, Cham.
Ahmad, A., Schneider, J., & Drachsler, H. (2020, September). OpenLAIR an Open Learning Analytics Indicator Repository Dashboard. In European Conference on Technology Enhanced Learning (pp. 467-471). Springer, Cham. A tree view of ‘Explore' event followed by the learning activities, indicator, and metrics LA Indicator Repository
LA Indicator Repository Ahmad, A., Schneider, J., & Drachsler, H. (2020, September). OpenLAIR an Open Learning Analytics Indicator Repository Dashboard. In European Conference on Technology Enhanced Learning (pp. 467-471). Springer, Cham.
LA Indicator Repository Ahmad, A., Schneider, J., & Drachsler, H. (2020, September). OpenLAIR an Open Learning Analytics Indicator Repository Dashboard. In European Conference on Technology Enhanced Learning (pp. 467-471). Springer, Cham.
2. Design for TLA 3.Psychomotor competence support 4. Cognitive competence support Structure 1. Ethics & Privacy 5. Computational Psychometrics 0. Who is TLA ?
41 Multimodal Learning Analytics Prof Dr. Maren Scheffel
Streetlight effect
43 Multimodal Learning Analytics Di Mitri D, Schneider J, Specht M, Drachsler H. (2018). From signals to knowledge: A conceptual model for multimodal learning analytics. J Comput Assist Learn. 2018;34:338–349.
Multimodal Learning Analytics Di Mitri D, Schneider J, Specht M, Drachsler H. (2018). From signals to knowledge: A conceptual model for multimodal learning analytics. J Comput Assist Learn. 2018;34:338–349.
Multimodal Learning Analytics Di Mitri D, Schneider J, Specht M, Drachsler H. (2018). From signals to knowledge: A conceptual model for multimodal learning analytics. J Comput Assist Learn. 2018;34:338–349.
Multimodal Learning Analytics Di Mitri D, Schneider J, Specht M, Drachsler H. (2018). From signals to knowledge: A conceptual model for multimodal learning analytics. J Comput Assist Learn. 2018;34:338–349.
Presentation Trainer Schneider, J., Börner, D., Van Rosmalen, P., & Specht, M. (2015, November). Presentation trainer, your public speaking multimodal coach. In Proceedings of the 2015 ACM on International Conference on Multimodal Interaction (pp. 539-546). ACM. ISO 690
Presentation Trainer Schneider, J., Romano, G., & Drachsler, H. (2019). Beyond Reality—Extending a Presentation Trainer with an Immersive VR Module. Sensors, 19(16), 3457.
Salsa Trainer Romano, G., and Schneider, J., and Drachsler, H. (2019). Dancing Salsa with Machines Filling the Gap of Dancing Learning Solutions. Sensors 2019, 17, 3661.
CPR Trainer Di Mitri, D.; Schneider, J.; Specht, M.; Drachsler, H. (2019) Detecting Mistakes in CPR Training with Multimodal Data and Neural Networks. Sensors 2019, 17, 3099.
Praharaj, S.; Scheffel, M.; Schmitz, M.; Specht, M.; Drachsler, H. Towards Automatic Collaboration Analytics for Group Speech Data Using Learning Analytics. Sensors 2021, 21, 3156. https://doi.org/10.3390/s21093156 MMLA for CSCL Praharaj, S., Scheffel, M., Drachsler, H. & Specht, M. (2018). Multimodal Analytics for Real-Time Feedback in Co-located Collaboration. 13th European Conference on Technology Enhanced Learning, EC-TEL 2018, Leeds, UK, September 3-5, 2018, Proceedings (Lecture Notes in Computer Science, Vol. 11082, pp. 187- 201). Cham: Springer Sambit Praharaj Doctoral researcher
New AI grant
2. Design for TLA 3.Psychomotor competence support 4. Cognitive competence support Structure 1. Ethics & Privacy 5. Computational Psychometrics 0. Who is TLA ?
Ioana Jivet Jivet, I., Scheffel, M., Drachsler, H., and Specht, M. (2017). Awareness is not enough. Pitfalls of learning analytics dashboards in the educational practise. EC-TEL 2017. Jivet, Scheffel, Specht, and Drachsler. 2018. License to evaluate: Preparing learning analytics dashboards for educational practice. LAK2018, Sydney. Meta-Cognitive support
A. What indicators do learners choose? B. Is there a relationship between the way learners formulate their goals and the indicators they choose to monitor? Jivet, I., Wong, J., Scheffel, M., Valle Torre, M., Specht, M., and Drachsler, H. 2021. Quantum of Choice: How learners’ feedback monitoring decisions, goals and self-regulated learning skills are related. In LAK21: 11th International Learning Analytics and Knowledge Conference(LAK21). ACM. USA, 416–427. Meta-Cognitive support
56 Jivet, I., Wong, J., Scheffel, M., Valle Torre, M., Specht, M., and Drachsler, H. 2021. Quantum of Choice: How learners’ feedback monitoring decisions, goals and self-regulated learning skills are related. In LAK21: 11th International Learning Analytics and Knowledge Conference(LAK21). ACM. USA, 416–427. Meta-Cognitive support Best Paper Award LAK21 Behav. Indicat. Content Indicat.
2. Design for TLA 3.Psychomotor competence support 4. Cognitive competence support Structure 1. Ethics & Privacy 5. Computational Psychometrics 0. Who is TLA ?
Computational Psychometrics Prof. Dr. Frank Goldhammer Prof. Dr. Andreas Frey Prof. Dr. Holger Horz Dr. David Weiß Prof. Dr. Alexander Tillmann Dr. Ioana Jivet
Drachsler, H. J., & Goldhammer, F. (2020). Learning Analytics and eAssessment: Towards Computational Psychometrics by Combining Psychometrics with Learning Analytics. In D. Burgos (Ed.), Radical Solutions and Learning Analytics: Personalised Learning and Teaching Through Big Data (pp. 67-80). Springer Nature Singapore. Lecture Notes in Educational Technology https://doi.org/10.1007/978-981-15-4526-9_5 Computational Psychometrics
Computational Psychometrics HICOF-DL Highly Informative and Competence-based Feedback for Digital Learning Digital Formative Assessment – Unfolding its full potential by combining psychometrics with learning analytics DiFA
● Formative & Summative Assessment ● Evaluation of learning and competence development ● LA supported Process & Competence Model ● Feedback on learning process & learning outcomes 61 Computational Psychometrics
62 Eichhorn, M., Müller, R., & Tillmann, A. (2017). Entwicklung eines Kompetenzrasters zur Erfassung der " Digitalen Kompetenz" von Hochschullehrenden (pp. 209-219). Computational Psychometrics
Computational Psychometrics
Computational Psychometrics https://edutec.science/products/
Number of Events per User total Click M: 994.45 SD: 747.39 Mousemove M: 1858.82 SD: 1746.40 Expand Sources M: 6.11 SD: 20.73 Expand References M: 3.44 SD: 11.01 Computational Psychometrics https://edutec.science/products/
Adaptive feedback on text Textfield with relevant sources Computational Psychometrics
Feedback Hattie & Timperley 2007 Slide 67 Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
High Informative Feedback Pardo, A., Bartimote, K., Shum, S. B., Dawson, S., Gao, J., Gašević, D., ... & Vigentini, L. (2018). OnTask: Delivering data-informed, personalized learning support actions. Journal of Learning Analytics, 5(3), 235- 249. https://learning-analytics.info/index.php/JLA/article/view/5988
High Informative Feedback Pardo, A., Bartimote, K., Shum, S. B., Dawson, S., Gao, J., Gašević, D., ... & Vigentini, L. (2018). OnTask: Delivering data-informed, personalized learning support actions. Journal of Learning Analytics, 5(3), 235- 249. https://learning-analytics.info/index.php/JLA/article/view/5988 Tornike Giorgashvili Dr. Ioana Jivet
What is the effect of different formative and summative feedback types for assignment results, exam performance, and affective student variables? High Informative Feedback
Questions? @hdrachsler drachsler@dipf.de https://www.linkedin.com/in/hendrikdrachsler edutec.science

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Trusted Learning Analytics Research Program

  • 1. Trusted Learning Analytics Research Program Prof. Dr. Hendrik Drachsler SoLAR Webinar 29.06.2021
  • 2. 2. Design for TLA 3.Psychomotor competence support 4. Cognitive competence support Structure 1. Ethics & Privacy 5. Computational Psychometrics 0. Who is TLA ?
  • 3. WhoAmI Hendrik Drachsler Professor of Educational Technologies Head of edutec.science Research topics Learning Analytics Recommender Systems Multimodal Data for Learning Computational Psychometrics Application domains Schools HEI
  • 4. EduTec School & Research https://edutec.science
  • 5. TLA Research Fellows Dr. Konstantinos Georgiadis Dr. Ioana Jivet Marcel Schmitz Doctoral researcher Sambit Praharaj Doctoral researcher
  • 6. TLA Research Fellows Prof. Dr. Halszka Jarodzka Dr. Leen Catryssen Prof. Dr. Frank Goldhammer Prof. Dr. Andreas Frey Prof. Dr. Holger Horz Prof. Dr. Maren Scheffel Dr. Daniel Schiffner Dr. Sarah Voß- Nakkour Dr. David Weiß Prof. Dr. Alexander Tillmann Tornike Giorgashvili
  • 7. Scouting Maturing Service Identify, evaluate and test new with regard to possible application scenarios, conditions, opportunities and risks User-centred maturing process on the basis of practice-oriented iteration cycles Creation of a low-threshold, streamlined and integrated service offer Dr. Sarah Voß- Nakkour Dr. David Weiß Prof. Dr. Alexander Tillmann Scouting-Maturing-Service (SMS-Process)
  • 8. SMS Outcome: Chatbot 8 Wollny, S., Schneider, J., Di Mitri, D., Weidlich, J., Rittberger, M., & Drachsler, H. (2021). Are we there yet? - A Systematic Literature Review on Chatbots in Education. Frontiers in Artificial Intelligence, 4. https://doi.org/10.3389/frai.2021.654924
  • 9. Päd.-psych. Diagnostik TBA Informations- technologie Technology-Based Assessment (TBA) Prof. Dr. Frank Goldhammer Dr. Daniel Schiffner
  • 11. 2. Design for TLA 3.Psychomotor competence support 4. Cognitive competence support Structure 1. Ethics & Privacy 5. Computational Psychometrics 0. Who is TLA ?
  • 12. Drachsler, H. & Greller, W. (2016). Privacy and Analytics – it’s a DELICATE issue. A Checklist to establish trusted Learning Analytics. 6th Learning Analytics and Knowledge Conference 2016, April 25-29, 2016, Edinburgh, UK. Trusted Learning Analytics Best Paper Award LAK16
  • 13. Open algorithms Transparent indicators No automated decisions Full access to data Knowing who accesses your data Unknown algorithms Unknown data collection Automated decisions No access to raw data No control who uses it Black box vs. White box Trusted Learning Analytics Drachsler, H. & Greller, W. (2016). Privacy and Analytics – it’s a DELICATE issue. A Checklist to establish trusted Learning Analytics. 6th Learning Analytics and Knowledge Conference 2016, April 25-29, 2016, Edinburgh, UK.
  • 14. 1. Right to be informed 2. Right of access 3. Right to rectification 4. Right to erasure 5. Right to restrict processing 6. Right to data portability 7. Right to object automated decision making Data protection in EU (GDPR 2018) Trusted Learning Analytics
  • 15. Keynote Neil Selwyn @ LAK 2018, Sydney, Australia Learning Analytics has a trust problem … Trusted Learning Analytics
  • 16. … because Learning Analytics has the potential of becoming a high stakes assessment. Keynote Neil Selwyn @ LAK 2018, Sydney, Australia Trusted Learning Analytics
  • 17. Keywords: Privacy, GDPR, Trust, Interoperability, Infrastructure, Big Data, Multimodality TLA Infrastructure
  • 19. 19 TLA Infrastructure Ciordas-Hertel, G. P., Schneider, J., and Drachsler, H. (2020). Which Strategies are Used in the Design of Technical LA Infrastructure?: A Qualitative Interview Study, IEEE Global Engineering Education Conference (EDUCON), Virtual Event, Portugal, 2020, pp. 96-105, doi: 10.1109/EDUCON45650.2020.9125363. * Best Paper award Best Paper Award
  • 20. TLA Infrastructure Ciordas-Hertel, G. P., Schneider, J., and Drachsler, H. (2020). Which Strategies are Used in the Design of Technical LA Infrastructure?: A Qualitative Interview Study, IEEE Global Engineering Education Conference (EDUCON), Virtual Event, Portugal, 2020, pp. 96-105, doi: 10.1109/EDUCON45650.2020.9125363. * Best Paper award
  • 21. 1. Right to be informed 2. Right of access 3. Right to rectification 4. Right to erasure 5. Right to restrict processing 6. Right to data portability 7. Right to object automated decision making This is a costly effort and learners are most of the time are overwhelmed by the potential choices and consequences and do not use the tools at the end. Ciordas-Hertel, G., P., Schneider, J., Ternier, S., Drachsler, H., (2019). Adopting Trust in Learning Analytics Infrastructure: A Structured Literature Review. Journal of Universal Computer Science, Vol. 25, No. 13, pp. 1668-1686. TLA Infrastructure
  • 22. http://www.sheilaproject.eu Yi-Shan Tsai, Pedro Manuel Moreno-Marcos, Kairit Tammets, Kaire Kollom, and Dragan Gašević. 2018. SHEILA policy framework: informing institutional strategies and policy processes of learning analytics. In Proceedings of the 8th International Conference on Learning Analytics and Knowledge (LAK '18). ACM, New York, NY, USA, 320-329. DOI: https://doi.org/10.1145/3170358.3170367 Policy making for learning analytics
  • 23. Tsai, Y-S, Rates, D., Moreno-Marcos, M. P., Muñoz-Merino, P. J., Jivet, I., Scheffel, M., Drachsler H., Delgado Kloos, C, Gašević, D (2020). Learning analytics in European higher education–trends and barriers, Computers & Education, 103933, https://doi.org/10.1016/j.compedu.2020.103933. Challenge 1: Stakeholder engagement and buy-in. Challenge 2: Weak pedagogical grounding. Challenge 3: Resource demand. Challenge 4: Ethics and privacy. Trusted Learning Analytics Design-Based Research Methodology
  • 24. Hansen, J., Rensing, C., Hermann, O., & Drachsler, H. (2020). Verhaltenskodex für Trusted Learning Analytics: Entwurf für die Hessischen Hochschulen. Frankfurt am Main, Germany. https://bit.ly/German_CoC_LA 7 Principles 1. Improving conditions for learning and teaching 2. Support services for all students 3. Transparent handling of data 4. Critical handling of data 5. Human control 6. Managerial responsibility 7. Commitment to continuing training German Code of Conduct for LA
  • 25. TLA - Startups StudyCore Start-up: • Adaptive quiz with gamification-elements • Learning Analytics Dashboards for teachers and students • Instructors can deliver personalized feedback at scale https://studycore.de Karademir, O., Ahmad, A., Schneider, J., Di Mitri, D., Jivet, I. & Drachsler, H. (2021). Designing the Learning Analytics Cockpit - a Dashboard that Enables Interventions. MIS4TEL'21: 11th International Conference in Methodologies and Intelligent Systems for Technology Enhanced Learn.
  • 26. • on premise installation on university servers • no personal data collected, only pseudonyms used • students login with their university account via LDAP or OAuth authentication. • GDPR compliant TLA - Startups https://studycore.de
  • 27. 2. Design for TLA 3.Psychomotor competence support 4. Cognitive competence support Structure 1. Ethics & Privacy 5. Computational Psychometrics 0. Who is TLA ?
  • 28. Learning Analytics supported Learning Design Prof Dr. Maren Scheffel Marcel Schmitz Doctoral researcher Prof. Dr. Halszka Jarodzka Dr. Sarah Voß- Nakkour Prof. Dr. Alexander Tillmann Dr. David Weiß
  • 29. Learning Analytics supported Learning Design Schmitz M., Scheffel M., van Limbeek E., Bemelmans R., Drachsler H. (2018) “Make It Personal!” - Gathering Input from Stakeholders for a Learning Analytics-Supported Learning Design Tool. EC-TEL 2018. LNCS, vol 11082. Springer, Cham Marcel Schmitz Doctoral researcher
  • 30. Slide 30 Drachsler & Weidlich | Educational Technologies Digital Cycle for Education (DC4E) Scheffel, M., van Limbeek, E., Joppe, D., van Hooijdonk, J., Kockelkoren, C., Schmitz, M., Ebus, P., Sloep, P., and Drachsler, H. (2019). The means to a blend: A practical model for the redesign of face-to-face education to blended learning. 14th European Conference on Technology Enhanced Learning, EC-TEL 2019, Delft, 16-19 September 2019, Proceedings (Lecture Notes in Computer Science).Cham: Springer
  • 31. Slide 31 DC4E: Knowledge Acquisition Metapher Scheffel, M., Schmitz, M., van Hooijdonk, J., van Limbeek, E., Kockelkoren, C., Joppe, D., & Drachsler, H. (2021). The Design Cycle for Education (DC4E) – A practical model for the design of blended and online education. Andrea Kienle et. al. (Hrsg.): Die 19. Fachtagung Bildungstechnologien (DELFI),Lecture Notes in Informatics (LNI), Gesellschaft für Informatik, Bonn 2021
  • 32. Slide 32 DC4E: Co-Creation Metapher Scheffel, M., Schmitz, M., van Hooijdonk, J., van Limbeek, E., Kockelkoren, C., Joppe, D., & Drachsler, H. (2021). The Design Cycle for Education (DC4E) – A practical model for the design of blended and online education. Andrea Kienle et. al. (Hrsg.): Die 19. Fachtagung Bildungstechnologien (DELFI),Lecture Notes in Informatics (LNI), Gesellschaft für Informatik, Bonn 2021
  • 33. Slide 33 DC4E: Learning Analytics supported Curricula Scheffel, M., Schmitz, M., van Hooijdonk, J., van Limbeek, E., Kockelkoren, C., Joppe, D., & Drachsler, H. (2021). The Design Cycle for Education (DC4E) – A practical model for the design of blended and online education. Andrea Kienle et. al. (Hrsg.): Die 19. Fachtagung Bildungstechnologien (DELFI),Lecture Notes in Informatics (LNI), Gesellschaft für Informatik, Bonn 2021
  • 34. Slide 34 Learning Analytics supported Learning Design Schmitz, Marcel; Scheffel, Maren; Bemelmans, Roger; Drachsler, Hendrik (2020): Fellowship Of The Learning Activity – Learning Analytics 4 Learning Design https://doi.org/10.25385/zuyd.9884279
  • 35. Slide 35 Learning Analytics supported Learning Design Schmitz, Marcel; Scheffel, Maren; Bemelmans, Roger; Drachsler, Hendrik (2020): Fellowship Of The Learning Activity – Learning Analytics 4 Learning Design https://doi.org/10.25385/zuyd.9884279
  • 36. LA Indicator Repository A tree view of 'Receive' event followed by the learning activities, indicator, and metrics Ahmad, A., Schneider, J., & Drachsler, H. (2020, September). OpenLAIR an Open Learning Analytics Indicator Repository Dashboard. In European Conference on Technology Enhanced Learning (pp. 467-471). Springer, Cham.
  • 37. Ahmad, A., Schneider, J., & Drachsler, H. (2020, September). OpenLAIR an Open Learning Analytics Indicator Repository Dashboard. In European Conference on Technology Enhanced Learning (pp. 467-471). Springer, Cham. A tree view of ‘Explore' event followed by the learning activities, indicator, and metrics LA Indicator Repository
  • 38. LA Indicator Repository Ahmad, A., Schneider, J., & Drachsler, H. (2020, September). OpenLAIR an Open Learning Analytics Indicator Repository Dashboard. In European Conference on Technology Enhanced Learning (pp. 467-471). Springer, Cham.
  • 39. LA Indicator Repository Ahmad, A., Schneider, J., & Drachsler, H. (2020, September). OpenLAIR an Open Learning Analytics Indicator Repository Dashboard. In European Conference on Technology Enhanced Learning (pp. 467-471). Springer, Cham.
  • 40. 2. Design for TLA 3.Psychomotor competence support 4. Cognitive competence support Structure 1. Ethics & Privacy 5. Computational Psychometrics 0. Who is TLA ?
  • 43. 43 Multimodal Learning Analytics Di Mitri D, Schneider J, Specht M, Drachsler H. (2018). From signals to knowledge: A conceptual model for multimodal learning analytics. J Comput Assist Learn. 2018;34:338–349.
  • 44. Multimodal Learning Analytics Di Mitri D, Schneider J, Specht M, Drachsler H. (2018). From signals to knowledge: A conceptual model for multimodal learning analytics. J Comput Assist Learn. 2018;34:338–349.
  • 45. Multimodal Learning Analytics Di Mitri D, Schneider J, Specht M, Drachsler H. (2018). From signals to knowledge: A conceptual model for multimodal learning analytics. J Comput Assist Learn. 2018;34:338–349.
  • 46. Multimodal Learning Analytics Di Mitri D, Schneider J, Specht M, Drachsler H. (2018). From signals to knowledge: A conceptual model for multimodal learning analytics. J Comput Assist Learn. 2018;34:338–349.
  • 47. Presentation Trainer Schneider, J., Börner, D., Van Rosmalen, P., & Specht, M. (2015, November). Presentation trainer, your public speaking multimodal coach. In Proceedings of the 2015 ACM on International Conference on Multimodal Interaction (pp. 539-546). ACM. ISO 690
  • 48. Presentation Trainer Schneider, J., Romano, G., & Drachsler, H. (2019). Beyond Reality—Extending a Presentation Trainer with an Immersive VR Module. Sensors, 19(16), 3457.
  • 49. Salsa Trainer Romano, G., and Schneider, J., and Drachsler, H. (2019). Dancing Salsa with Machines Filling the Gap of Dancing Learning Solutions. Sensors 2019, 17, 3661.
  • 50. CPR Trainer Di Mitri, D.; Schneider, J.; Specht, M.; Drachsler, H. (2019) Detecting Mistakes in CPR Training with Multimodal Data and Neural Networks. Sensors 2019, 17, 3099.
  • 51. Praharaj, S.; Scheffel, M.; Schmitz, M.; Specht, M.; Drachsler, H. Towards Automatic Collaboration Analytics for Group Speech Data Using Learning Analytics. Sensors 2021, 21, 3156. https://doi.org/10.3390/s21093156 MMLA for CSCL Praharaj, S., Scheffel, M., Drachsler, H. & Specht, M. (2018). Multimodal Analytics for Real-Time Feedback in Co-located Collaboration. 13th European Conference on Technology Enhanced Learning, EC-TEL 2018, Leeds, UK, September 3-5, 2018, Proceedings (Lecture Notes in Computer Science, Vol. 11082, pp. 187- 201). Cham: Springer Sambit Praharaj Doctoral researcher
  • 53. 2. Design for TLA 3.Psychomotor competence support 4. Cognitive competence support Structure 1. Ethics & Privacy 5. Computational Psychometrics 0. Who is TLA ?
  • 54. Ioana Jivet Jivet, I., Scheffel, M., Drachsler, H., and Specht, M. (2017). Awareness is not enough. Pitfalls of learning analytics dashboards in the educational practise. EC-TEL 2017. Jivet, Scheffel, Specht, and Drachsler. 2018. License to evaluate: Preparing learning analytics dashboards for educational practice. LAK2018, Sydney. Meta-Cognitive support
  • 55. A. What indicators do learners choose? B. Is there a relationship between the way learners formulate their goals and the indicators they choose to monitor? Jivet, I., Wong, J., Scheffel, M., Valle Torre, M., Specht, M., and Drachsler, H. 2021. Quantum of Choice: How learners’ feedback monitoring decisions, goals and self-regulated learning skills are related. In LAK21: 11th International Learning Analytics and Knowledge Conference(LAK21). ACM. USA, 416–427. Meta-Cognitive support
  • 56. 56 Jivet, I., Wong, J., Scheffel, M., Valle Torre, M., Specht, M., and Drachsler, H. 2021. Quantum of Choice: How learners’ feedback monitoring decisions, goals and self-regulated learning skills are related. In LAK21: 11th International Learning Analytics and Knowledge Conference(LAK21). ACM. USA, 416–427. Meta-Cognitive support Best Paper Award LAK21 Behav. Indicat. Content Indicat.
  • 57. 2. Design for TLA 3.Psychomotor competence support 4. Cognitive competence support Structure 1. Ethics & Privacy 5. Computational Psychometrics 0. Who is TLA ?
  • 58. Computational Psychometrics Prof. Dr. Frank Goldhammer Prof. Dr. Andreas Frey Prof. Dr. Holger Horz Dr. David Weiß Prof. Dr. Alexander Tillmann Dr. Ioana Jivet
  • 59. Drachsler, H. J., & Goldhammer, F. (2020). Learning Analytics and eAssessment: Towards Computational Psychometrics by Combining Psychometrics with Learning Analytics. In D. Burgos (Ed.), Radical Solutions and Learning Analytics: Personalised Learning and Teaching Through Big Data (pp. 67-80). Springer Nature Singapore. Lecture Notes in Educational Technology https://doi.org/10.1007/978-981-15-4526-9_5 Computational Psychometrics
  • 60. Computational Psychometrics HICOF-DL Highly Informative and Competence-based Feedback for Digital Learning Digital Formative Assessment – Unfolding its full potential by combining psychometrics with learning analytics DiFA
  • 61. ● Formative & Summative Assessment ● Evaluation of learning and competence development ● LA supported Process & Competence Model ● Feedback on learning process & learning outcomes 61 Computational Psychometrics
  • 62. 62 Eichhorn, M., Müller, R., & Tillmann, A. (2017). Entwicklung eines Kompetenzrasters zur Erfassung der " Digitalen Kompetenz" von Hochschullehrenden (pp. 209-219). Computational Psychometrics
  • 65. Number of Events per User total Click M: 994.45 SD: 747.39 Mousemove M: 1858.82 SD: 1746.40 Expand Sources M: 6.11 SD: 20.73 Expand References M: 3.44 SD: 11.01 Computational Psychometrics https://edutec.science/products/
  • 66. Adaptive feedback on text Textfield with relevant sources Computational Psychometrics
  • 67. Feedback Hattie & Timperley 2007 Slide 67 Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
  • 68. High Informative Feedback Pardo, A., Bartimote, K., Shum, S. B., Dawson, S., Gao, J., Gašević, D., ... & Vigentini, L. (2018). OnTask: Delivering data-informed, personalized learning support actions. Journal of Learning Analytics, 5(3), 235- 249. https://learning-analytics.info/index.php/JLA/article/view/5988
  • 69. High Informative Feedback Pardo, A., Bartimote, K., Shum, S. B., Dawson, S., Gao, J., Gašević, D., ... & Vigentini, L. (2018). OnTask: Delivering data-informed, personalized learning support actions. Journal of Learning Analytics, 5(3), 235- 249. https://learning-analytics.info/index.php/JLA/article/view/5988 Tornike Giorgashvili Dr. Ioana Jivet
  • 70. What is the effect of different formative and summative feedback types for assignment results, exam performance, and affective student variables? High Informative Feedback