Aligning Learning Design and Learning Analytics: Towards a Human-centered Design of Actionable Learning Analytics
Yannis Dimitriadis, Group of Intelligent and Cooperative Systems (GSIC), School of Telecommunications Engineering, University of Valladolid, Spain
Classware
Pierre Dillenbourg, EPFL, Switzerland
MOOCs, Learning Analytics and OER - A Perfect Triangle for the Future of Education!
Martin Ebner, Social Learning / Computer and Information Services, Technische Universität Graz, Austria
Aligning Learning Design and Learning Analytics: Towards a Human-centered Design of Actionable Learning Analytics
Yannis Dimitriadis
Group of Intelligent and Cooperative Systems (GSIC), School of Telecommunications Engineering, University of Valladolid
Spain
http://ulises.tel.uva.es/
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Brief Bio
Dr. Yannis Dimitriadis is Full Professor of Telematics Engineering and ex Dean of the Doctoral School, University of Valladolid, Spain. He is also the coordinator of the GSIC/EMIC research group, an inter-disciplinary group, integrating over 20 researchers and practitioners from the field of Information and Communications Technologies (ICT) and Pedagogy. His recent research work has focused on learning analytics and smart learning environments, alignment of learning design and learning analytics, design patterns, conceptual and technological support to the orchestration of computer-supported collaborative learning processes, active pedagogies at scale, and across-spaces (Web, 3D worlds and augmented reality) learning. He has participated in more than 50 competitive research projects on technology-enhanced learning, co-authored more than 80 journal papers and 200 conference papers, and organized several workshops and symposia, such as the ECTEL 2019 workshop on Hybrid Learning Spaces, CSCL 2015 invited symposium on computer science challenges in CSCL, or the ICLS 2012 workshop on classroom orchestration. Dr. Dimitriadis is a senior member of IEEE, and member of ISLS, and spent his most recent sabbatical year (2017-2018) at Berkeley, University of Edinburgh, and EPFL. Home Page: https://www.gsic.uva.es/members/yannis
Abstract
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 keynote focuses on human-centered 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 lecture presents some important issues, design principles and illustrating examples, regarding the involvement of teachers in the loop of design for effective use of learning analytics.
Classware
Pierre Dillenbourg
EPFL
Switzerland
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Brief Bio
A former teacher in elementary school, Pierre Dillenbourg graduated in educational science (University of Mons, Belgium). He started his research on learning technologies in 1984. He obtained a PhD in computer science from the University of Lancaster (UK), in the domain of artificial intelligence applications for education. He has been assistant professor at the University of Geneva. He joined EPFL in 2002. He has been the academic director of Center for Digital Education, which implements the MOOC strategy of EPFL (over 2 million registrations). He is full professor in learning technologies in the School of Computer & Communication Sciences, where he is the head of the CHILI Lab: "Computer-Human Interaction for Learning & Instruction". He is the director of the leading house DUAL-T, which develops technologies for dual vocational education systems (carpenters, florists,...). With EPFL colleagues, he launched in 2017 the Swiss EdTech Collider, an incubator with 80 start-ups in learning technologies In 2018, he co-founded LEARN, the EPFL Center of Learning Sciences that brings together the local initiatives in educational innovation. He is a fellow of the International Society for Learning Sciences.
Abstract
Entering a modern car is like entering a computer with wheels, seats and windows. Similarly, entering a classroom is like entering a large digital system with chairs, windows and a board. The input devices of this system are not a keyboard and mouse, but an entire classroom equipped with sensors. The output device of this system is not a screen but a set of digital elements distributed in the class. The output is not a simple reflection of the input but input data are processed by multiple operators that aggregate, compare and visualize data. The resulting dashboards are used for monitoring the learners’ progress in order to decide when and to whom to intervene. They are also used to compile data from the constructivist activities for supporting the debriefing phase, as well as to predict the completion time of an activity. Monitoring, debriefing and timing are central processes in classroom orchestration.
MOOCs, Learning Analytics and OER - A Perfect Triangle for the Future of Education!
Martin Ebner
Social Learning / Computer and Information Services, Technische Universität Graz
Austria
http://elearningblog.tugraz.at
Brief Bio
Martin, Ebner, "Assoc. Prof. Dipl.-Ing. Dr.techn.", Graz University of Technology – Department for Social Learning; Martin is currently head of the Department for Social Learning at Graz University of Technology and therefore responsible for all university wide e-learning activities. He holds an Assoc. Prof. on media informatics and works also at the Institute for Information System Computer Media as senior researcher. His research strongly focuses on e-learning, mobile learning, learning analytics, social media, and the usage of Web 2.0 technologies for teaching and learning. Martin holds a number of lectures in this area as well as workshops and talks at international conferences. For publications as well as further research activities please visit the website: http://martinebner.at
Abstract
In this talk the different research fields of MOOCs, Learning Analytics and OER are addressed and brought together. Over a couple of years now, different proponents announcing MOOS or OER or Learning Analytics. Nevertheless, the idea is to put all the research results together and provide it as a service for education, especially in Higher Education.
Using the example from Graz University of Technology the talk will provide insights how we can deal with it in the future based on research findings and hands-on experiences with real student data.