92 research outputs found

    The student-produced electronic portfolio in craft education

    Get PDF
    The authors studied primary school students’ experiences of using an electronic portfolio in their craft education over four years. A stimulated recall interview was applied to collect user experiences and qualitative content analysis to analyse the collected data. The results indicate that the electronic portfolio was experienced as a multipurpose tool to support learning. It makes the learning process visible and in that way helps focus on and improves the quality of learning. © ISLS.Peer reviewe

    ECO D2.5 Learning analytics requirements and metrics report

    Get PDF
    In MOOCs, learning analytics have to be addressed to the various types of learners that participate. This deliverable describes indicators that enable both teachers and learner to monitor the progress and performance as well as identify whether there are learners at risk of dropping out. How these indicators should be computed and displayed to end users by means of dashboards is also explained. Furthermore a proposal based on xAPI statements for storing relevant data and events is provided.Part of the work carried out has been funded with support from the European Commission, under the ICT Policy Support Programme, as part of the Competitiveness and Innovation Framework Programme (CIP) in the ECO project under grant agreement n° 21127

    Elearning, Communication and Open-data: Massive Mobile, Ubiquitous and Open Learning

    Get PDF
    ABSTRACT: In MOOCs, learning analytics have to be addressed to the various types of learners that participate. This deliverable describes indicators that enable both teachers and learner to monitor the progress and performance as well as identify whether there are learners at risk of dropping out. How these indicators should be computed and displayed to end users by means of dashboards is also explained. Furthermore a proposal based on xAPI statements for storing relevant data and events is provided

    European Distance and E-Learning Network (EDEN). Conference Proceedings

    Get PDF
    Erasmus+ Programme of the European UnionThe powerful combination of the information age and the consequent disruption caused by these unstable environments provides the impetus to look afresh and identify new models and approaches for education (e.g. OERs, MOOCs, PLEs, Learning Analytics etc.). For learners this has taken a fantastic leap into aggregating, curating and co-curating and co-producing outside the boundaries of formal learning environments – the networked learner is sharing voluntarily and for free, spontaneously with billions of people.Supported by Erasmus+ Programme of the European Unioninfo:eu-repo/semantics/publishedVersio

    Immersive Telepresence: A framework for training and rehearsal in a postdigital age

    Get PDF

    Promoting Andean children's learning of science through cultural and digital tools

    Get PDF
    Conference Theme: To see the world and a grain of sand: Learning across levels of space, time, and scaleIn Peru, there is a large achievement gap in rural schools. In order to overcome this problem, the study aims to design environments that enhance science learning through the integration of ICT with cultural artifacts, respecting the Andean culture and empower rural children to pursue lifelong learning. This investigation employs the Cultural-Historical Activity Theory (CHAT) framework, and the Design-Based Research (DBR) methodology using an iterative process of design, implementation and evaluation of the innovative practice.published_or_final_versio

    The Big Five:Addressing Recurrent Multimodal Learning Data Challenges

    Get PDF
    The analysis of multimodal data in learning is a growing field of research, which has led to the development of different analytics solutions. However, there is no standardised approach to handle multimodal data. In this paper, we describe and outline a solution for five recurrent challenges in the analysis of multimodal data: the data collection, storing, annotation, processing and exploitation. For each of these challenges, we envision possible solutions. The prototypes for some of the proposed solutions will be discussed during the Multimodal Challenge of the fourth Learning Analytics & Knowledge Hackathon, a two-day hands-on workshop in which the authors will open up the prototypes for trials, validation and feedback

    Multimodal Challenge: Analytics Beyond User-computer Interaction Data

    Get PDF
    This contribution describes one the challenges explored in the Fourth LAK Hackathon. This challenge aims at shifting the focus from learning situations which can be easily traced through user-computer interactions data and concentrate more on user-world interactions events, typical of co-located and practice-based learning experiences. This mission, pursued by the multimodal learning analytics (MMLA) community, seeks to bridge the gap between digital and physical learning spaces. The “multimodal” approach consists in combining learners’ motoric actions with physiological responses and data about the learning contexts. These data can be collected through multiple wearable sensors and Internet of Things (IoT) devices. This Hackathon table will confront with three main challenges arising from the analysis and valorisation of multimodal datasets: 1) the data collection and storing, 2) the data annotation, 3) the data processing and exploitation. Some research questions which will be considered in this Hackathon challenge are the following: how to process the raw sensor data streams and extract relevant features? which data mining and machine learning techniques can be applied? how can we compare two action recordings? How to combine sensor data with Experience API (xAPI)? what are meaningful visualisations for these data
    corecore