What learning analytics based prediction models tell us about feedback preferences of students

Learning analytics (LA) seeks to enhance learning processes through systematic measurements of learning related data and to provide informative feedback to learners and educators (Siemens & Long, 2011). This study examined the use of preferred feedback modes in students by using a dispositional learning analytics framework, combining learning disposition data with data extracted from digital systems. We analyzed the use of feedback of 1062 students taking an introductory mathematics and statistics course, enhanced with digital tools. Our findings indicated that compared with hints, fully worked-out solutions demonstrated a stronger effect on academic performance and acted as a better mediator between learning dispositions and academic performance. This study demonstrated how e-learners and their data can be effectively re-deployed to provide meaningful insights to both educators and learners

Prior Learning Assessment with Latent Semantic Analysis

Kalz, M., Van Bruggen, J., Giesbers, B., & Koper, R. (2007). Prior Learning Assessment with Latent Semantic Analysis. In F. Wild, M. Kalz, J. Van Bruggen & R. Koper (Eds.). Proceedings of the First European Workshop on Latent Semantic Analysis in Technology Enhanced Learning (pp. 24-25). Heerlen, The Netherlands: Open University of the Netherlands.Until now most approaches in technology enhanced learning that take into account prior learning stem from learner modeling. In the context of the TENCompetence project we are exploring alternatives to this top down approach for Prior Learning Assessment. We explore Latent Semantic Analysis as a technique to assess prior learning by correlating documents in a learner portfolio with documents in target learning activities.The work on this publication has been sponsored by the TENCompetence Integrated Project that is funded by the European Commission's 6th Framework Programme, priority IST/Technology Enhanced Learning. Contract 027087 [http://www.tencompetence.org

Positioning of Learners in Learning Networks with Content, Metadata and Ontologies

Kalz, M, Van Bruggen, J., Rusmann, E., Giesbers, B., & Koper, R. (2007). Positioning of Learners in Learning Networks with Content-Analysis, Metadata and Ontologies. Interactive Learning Environments, 15, 191-200.Positioning in learning networks is a process that assists learners in finding a starting point and an efficient route through the network that will foster competence building. In the past we explored computational approaches to positioning that are based on the contents of the learning network and the behavior of those participating in it, more or less ignoring different efforts to stimulate positioning and competence development from a top-down-perspective. In this paper we introduce a research agenda for positioning in learning networks, discuss several cases and give an outlook on the development of a positioning service for learning networks.This work has been sponsored by the EU project TENCompetenc

Uncovering cognitive processes: Different techniques that can contribute to cognitive load research and instruction

This article discusses the use of different techniques for uncovering cognitive processes, for research and instructional purposes: verbal reporting, eye tracking, and concept mapping. It is argued here that applying these techniques in research inspired by Cognitive Load Theory may increase our understanding of how and why well-known effects of instructional formats come about (e.g., split-attention, redundancy, or worked example effects) and refine or corroborate the proposed theoretical underpinnings of such effects. This knowledge can inform instructional design, and moreover, the effects of these techniques on learning can also be direct, by embedding the techniques in instruction

Positioning of Learners in Learning Networks with Content, Metadata and Ontologies

Positioning in learning networks is a process that assists learners in finding a starting point and an efficient route through the network that will foster competence building. In the past we explored computational approaches to positioning that are based on the contents of the learning network and the behavior of those participating in it, more or less ignoring different efforts to stimulate positioning and competence development from a top-down-perspective. In this paper we introduce a research agenda for positioning in learning networks, discuss several cases and give an outlook on the development of a positioning service for learning networks

Social presence, Web videoconferencing and learning in virtual teams

The potential of information technology to facilitate collaboration in education has grown considerably in recent years. The use of Web videoconferencing, whereby learners in an online classroom can simultaneously collaborate using audiovisual communication tools, increases the learner's ability in social and emotional expression, thus improving communication which may enhance learning satisfaction. This paper compares two cohorts of students who attended the same online course in economics. Both could communicate via a discussion board and one cohort had the additional opportunity to participate in Web conferences. Contrary to expectations, learning satisfaction did not seem to increase with the introduction of Web videoconferencing. This finding leads to several questions for future research

A New Linkage for the Assessment of Prior Learning

Technology can help to develop new approaches for today’s assessment practice. This contribution presents a project that concentrates on the use of electronic portfolios and Latent Semantic Analysis (LSA) to assess prior learning experiences of learners. After an introduction the assessment triangle is presented as a reference framework. The role of the electronic portfolio for prior learning assessment is identified. Latent Semantic Analysis is introduced as an innovative assessment technology. A report about a recently conducted cased study at the Open University of the Netherlands follows. A problem discussion and research outlook rounds up the article