Author Universiteit Hasselt

Author Universiteit Hasselt

VITAL event on Learning Analytics – presentations

featured image

 

22/09/2017, 9.30-13.00

Hasselt University-Belgium, Faculty of Law

 

What is Learning Analytics about and how can education at your organisation benefit from it? Expert speakers in the field discuss important trends and realisations worldwide. Research findings and outputs of the EU-VITAL project implementing LA at Hasselt University, the University of Amsterdam and the University of Central Lancashire are presented.


Programme

9.30
Welcome
9.40

Keynote speakerN. Sclater, consultant Jisc, UK, author of “Learning Analytics explained”
Affordances of LA for students and instructors – Presentation

10.20
The VITAL project: processes and results – A. Gelan, Hasselt University – Vital-Logo-vs3_150transpPresentation
Statistical analysis and PM algorithms – N. Martin, Hasselt University
Conclusions for each course – University of Amsterdam, University of Central Lancashire, Hasselt University

10.50
VITAL Student and instructor dashboards – A. Gelan, Hasselt University
11.00
Parallel sessions – click for abstracts 

Pedagogical student models for feedback in workplace based learning. Lessons from the WATCHME project.

J. Donkers, FHML EDUC – Maastricht University, The Netherlands

 

Academic analytics or learning analytics: is that the question?
T. Broos, K. Verbert, T. De Laet – KULeuven

Learning Analytics and Language MOOCs: Are we teaching strangers?
E. Martín-Monje, M. Dolores Castrillo – Universidad Nacional de Educación a Distancia (UNED), Madrid, Spain, J. Mañana-Rodríguez – Spanish National Research Council, Madrid, Spain

Learning Analytics project at PXL University College

T. Baeyens – PXL University College

PAZAPA: identifying and supporting at-risk students

S. Verlinde, J. Heeren, N. Nouwen – KU Leuven, Leuven Language Institute

The LISSA case-study: learning analytics dashboard to support adviser-student dialogue

M. Millecamp, S. Charleer, K. Verbert, T. De Laet – KULeuven

 

12.10
Plenary session: Ben Betts, expert learning & performance technology, CEO HT2Labs, UK
xAPI, logs and three simple steps to predict the future… – Presentation

12.40
lunch

Questions about the event can be sent to anouk.gelan@uhasselt.be, VITAL coordinator.

The VITAL project has been funded with support from the European Commission (Project number: 2015-BE02-KA203-012317). The information in this research reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

International knowledge sharing event – programme

featured image

22/09/2017, 9.30-13.00, at Hasselt University-Belgium, Faculty of Law

What is Learning Analytics about and how can education at your organisation benefit from it? Expert speakers in the field will discuss important trends and realisations worldwide. Research findings and outputs of the EU-VITAL project implementing LA at Hasselt University, the University of Amsterdam and the University of Central Lancashire will be presented.

Access is free


Programme

9.30
Welcome
9.40

Keynote speaker: N. Sclater, consultant Jisc, UK, author of “Learning Analytics explained”
Affordances of LA for students and instructors – questions

10.20
The VITAL project: processes and results – A. Gelan, Hasselt University
Statistical analysis and PM algorithms – N. Martin, Hasselt University
Conclusions for each course – University of Amsterdam, University of Central Lancashire, Hasselt University

10.50
VITAL Student and instructor dashboards – A. Gelan, Hasselt University
11.00
Parallel sessionsclick for abstracts
Pedagogical student models for feedback in workplace based learning. Lessons from the WATCHME project.

Academic analytics or learning analytics: is that the question?

Learning Analytics and Language MOOCs: Are we teaching strangers?

J. Donkers, FHML EDUC – Maastricht University, The Netherlands

T. Broos, K. Verbert, T. De Laet – KULeuven

E. Martín-Monje, M. Dolores Castrillo – Universidad Nacional de Educación a Distancia (UNED), Madrid, Spain, J. Mañana-Rodríguez – Spanish National Research Council, Madrid, Spain

Learning Analytics project at PXL University College

PAZAPA: identifying and supporting at-risk students

The LISSA case-study: learning analytics dashboard to support adviser-student dialogue

T. Baeyens – PXL University College
S. Verlinde, J. Heeren, N. Nouwen – KU Leuven, Leuven Language Institute
S. Charleer, K. Verbert, T. De Laet – KULeuven
12.10
Plenary session: Ben Betts, expert learning & performance technology, CEO HT2Labs, UK
xAPI and Learning Locker to evaluate learning and performance – questions
12.40
lunch

Location

Universiteit Hasselt – city campus
Martelarenlaan 42
3500 Hasselt
The city campus in the old prison of Hasselt is located at 10′ walking from the train station of Hasselt.
Travel information to the university can be found here.
The event is free of charge to participants and a light lunch is included.
Questions about the event can be sent to anouk.gelan@uhasselt.be, VITAL coordinator.

The VITAL project has been funded with support from the European Commission (Project number: 2015-BE02-KA203-012317). The information in this research reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Upcoming webinars

featured image

Tom Pennings, president & founder of Onsophic (www.onsophic.com)

“Making technology part of the fabric of education and training”

In 2010 several Silicon Valley veterans joined forces to rethink the world of education and how technology could truly be applied to the learning process setting the scene for the early EdTech startup Onsophic Inc. Today the company is helping large organizations scale education across thousands of learners thanks to a highly flexible and sophisticated data collection, analysis and recommendation engine. What was the process, what discoveries were made, how to develop the most androgogically sound framework (Bloom’s Revised Taxonomy, Hess’ Cognitive Rigor Matrix) and can data help with personalizing, curating, and retaining knowledge (Ebbinghaus) in the different forms of learning?

OPEN TO EVERYONE

Tom is an entrepreneur who has co-founded several startups in both Europe and the US. He has over a decade of experience working on software engineering projects for companies such as Borland (U.S.), Google (U.S.) and EVS (Belgium). Along with broad technical expertise and a passion for people, Tom excels in business networking and thrives on change. With a razor-sharp focus on innovation and a family history in education, Tom’s hell-bent on leveraging the power of technology to enable better learning through data in his latest venture Onsophic.

 

JOIN IN ON 21/04/2017 at 3 pm UK/4 pm CET

Watch the recording here.

Recording VITAL webinar by B. Bredeweg

featured image
  • dr. Bert Bredeweg, associate professor at the University of Amsterdam, 30 September 2016, 1 pm UK/2pm CET

“Learning Analytics pilot with Coach2 – Searching for effective mirroring”

Coach2 project investigated usability and effectiveness of Learning Analytics in a group of Bachelor courses in the area of Computer Science. An advanced architecture was developed and implemented, including a standalone Learning Record Store for data storage and easy access to miscellaneous data, Machine Learning techniques for determining relevant predictors, and a dashboard for informing learners. The overall approach was based on mirroring, the idea that learners see themselves operating in the context of their peers. The results were informative in terms of pro’s and con’s regarding the design and approach. The treatment showed tendencies, but finding statistical significant results turned out difficult. This paper reports on the Coach2 project.

OPEN TO EVERYONE

Dr. Bert Bredeweg is an associate professor within the Informatics Institute at the University of Amsterdam leading the Qualitative Reasoning Group. His research focus is the development of tools and expertise that supports the acquisition of conceptual understanding of dynamic systems through conceptual modelling and simulation. Topics of interest include: Artificial intelligence in education / Intelligent tutoring systems, Computational thinking / Systems thinking, Intelligent interaction / Human computer interaction, Knowledge representation and reasoning / Knowledge capture and Learner & User modelling / Cognitive diagnosis.

Watch the recording here

Past webinars

featured image

7 VITAL webinars took place. A recording can be viewed through the following link:

 

Dr John Couperthwaite, learning consultant at Pebble, 18 March 2016.

“EXPLORING THE EDUCATIONAL POSSIBILITIES OF LEARNING ANALYTICS”

Watch the recording here

 

Dr Niall Sclater, E-Learning Consultant, 14 April 2016

“LEARNING ANALYTICS: ETHICAL AND LEGAL ISSUES”

Watch the recording here

 

Professor Dragan Gasevic, Edinburgh University, 13 May 2016

“CHALLENGES OF LEARNING ANALYTICS”

Watch the recording here

 

Dr Bart Rienties, Reader at the UK Open University, 10 June 2016

“THE IMPACT OF LEARNING DESIGN ON STUDENT BEHAVIOUR, SATISFACTION AND PERFORMANCE: A CROSS-INSTITUTIONAL COMPARISON ACROSS 151 MODULES”

Watch the recording here

 

Dr. Bert Bredeweg, associate professor at the University of Amsterdam, 30 September 2016, 1 pm UK/2pm CET

“LEARNING ANALYTICS PILOT WITH COACH2 – SEARCHING FOR EFFECTIVE MIRRORING”

Watch the recording here

 

Dr. Boris Vazquez-Calvo from Universitat Pompeu Fabra in Barcelona

“FOUR ONLINE INFORMATION SEARCH EXAMPLES TO PROFILE LANGUAGE LEARNERS”

 

Tom Pennings, president & founder of Onsophic (www.onsophic.com), 21 April 2017, 3 pm UK/4 pm CET

“MAKING TECHNOLOGY PART OF THE FABRIC OF EDUCATION AND TRAINING”

Watch the recording here.

Expressions of Interest for Special Issue of Computer Assisted Language Learning: an international journal (Taylor and Francis).

featured image

Special issue: “Analytics in online language learning and teaching”

Guest Editors

Michael Thomas
Anouk Gelan

 

The Journal of Computer Assisted Language Learning published by Taylor and Francis (Impact Factor 1.7) is organising a special issue to investigate the role of learning analytics in online language learning and teaching.
Learning Analytics is understood as “the measurement, collection, analysis and reporting of data about learners in their context, for purposes of understanding and optimizing learning and the environment in which it occurs” (Siemens et al., 2011). In particular, articles should describe the potential of today’s new possibilities of tracking learners’ online and offline interactions, and analysing and visualising learner data. High quality and original articles are required on the following or related topics:

·       analytics in online and offline language learning environments

·       analytics inside and outside the language classroom

·       analytics and adaptive language learning

·       analytics for formative assessment, including portfolios

·       the ethics of researching analytics in language education

·       the use of instructor and learner dashboards for language learning

·       sociocultural approaches to analytics in language learning

·       analytics in game-based and immersive language learning environments

·       instructor, learner and institutional resistance to the use of analytics

·       preparing institutions (schools, colleges, higher education) for analytics

 

Expressions of interest are required by 15th October 2016 consisting of a detailed abstract of the proposed paper (between 300 and 500 words) stating the scope and focus of the submission. A brief 100-word biography of each author including their position, institutional affiliation and contact email address are also required. Please send expressions of interest to Michael Thomas (MThomas4@uclan.ac.uk) and Anouk Gelan (anouk.gelan@uhasselt.be).

 

Schedule of submissions

Expressions of interest deadline: 15th October 2016

First draft due: 1st April 2017

Final papers due: 1st July 2017

Publication: end 2017

 

Editors

Michael Thomas Ph.D. is a Reader and Associate Professor in Digital Education and Learning in the School Language and Global Studies at the University of Central Lancashire, UK. His research interests are in online and distance learning, with specific interest in learner collaboration using computer-mediated communication; sociocultural theory; multimodal and digital research methods; and intercultural communication. He is the lead and founding editor of two book series, Advances in Digital Language Learning and Teaching (Bloomsbury Academic) and Digital Education and Learning (Palgrave Macmillan US) and has authored or edited over 15 books in the field.

Anouk Gelan is researcher and project manager at the Centre of Applied Linguistics of Hasselt University in Belgium. After obtaining her master’s degree in Romance Philology at Ghent University, she joined Hasselt in 1998 and worked on several European research and development projects in the field of language learning with the use of instructional technologies. She co-ordinated the European KA2 languages project TST-ID (Language and Speech Technologies for Intercultural Dialogue), the ESF-project “Culturele Diversiteit op de Vlaamse Werkvloer” and currently the VITAL project around Learning Analytics (Visualisation Tools and Analytics to Monitor Online Language Learning & Teaching).

Recording VITAL webinar by Bart Rienties

featured image
  • Dr Bart Rienties, Reader at the UK Open University, 10 June 2016

“The impact of learning design on student behaviour, satisfaction and performance: a cross-institutional comparison across 151 modules”

Pedagogically informed designs of learning are increasingly of interest to researchers in blended and online learning, as learning design is shown to have an impact on student behaviour and outcomes. Although learning design is widely studied, often these studies are individual courses or programmes and few empirical studies have connected learning designs of a substantial number of courses with learning behaviour. In this study we linked 151 modules and 111.256 students with students’ behaviour (<400 million minutes of online behaviour), satisfaction and performance at the Open University UK using multiple regression models. Our findings strongly indicate the importance of learning design in predicting and understanding Virtual Learning Environment behaviour and performance of students in blended and online environments. In line with proponents of social learning theories, our primary predictor for academic retention was the time learners spent on communication activities, controlling for various institutional and disciplinary factors. Where possible, appropriate and well designed communication tasks that align with the learning objectives of the course may be a way forward to enhance academic retention.

OPEN TO EVERYONE

Dr. Bart Rienties is a Reader in Learning Analytics at the Institute of Educational Technology at the Open University UK. He is programme director Learning Analytics within IET and Chair of Analytics4Action project, which focuses on evidence-based research on interventions on OU modules to enhance student experience. As educational psychologist, he conducts multi-disciplinary research on work-based and collaborative learning environments and focuses on the role of social interaction in learning, which is published in leading academic journals and books. His primary research interests are focussed on Learning Analytics, Computer-Supported Collaborative Learning, and the role of motivation in learning. Furthermore, Bart is interested in broader internationalisation aspects of higher education. He successfully led a range of institutional/national/European projects and received several awards for his educational innovation projects.

Watch the recording here.

Symposium “The Future of Learning”

featured image

The Future of Learning: Critical Perspectives on Higher Education in the Digital Age

This interdisciplinary symposium will address a range of topics of current interest across higher education and learning, including gamification, social networking, learning analytics and the future of online learning. Among the plenary speakers are Hayo Reinders, Stephen Bax and Jozef Colpaert. Prof. Colpaert’s presentation will be recorded and available after the event on this website.

Title: The future of content, data and learner analytics in an educational engineering perspective

Learning analytics can be discussed in terms of standards, object models, database structures and API’s, but this presentation will use a different, double, angle of attack: Big Data and educational engineering. Jozef Colpaert will first present his view on the difference between data, content and information. Big Data stands for data sets that are so large or complex that traditional data processing applications are inadequate. In education, we use the term for an overwhelming emergence of available data: (interactive) learning content, MOOCs, OERs, Open Data, authentic documents, Internet of Things, learner analytics, portfolio’s, research data etc. Which consequences will this data-driven world entail for the design of our learning and teaching environments?

Secondly, the question is which data should be logged, why and how. Many applications store more data than we can ever analyze. In an educational engineering approach, only these data are being stored which might be relevant for validating our hypotheses which underpin our designs.

Prof. dr. Jozef Colpaert teaches Instructional Design, Educational Technology and Computer Assisted Language Learning at the University of Antwerp, Belgium. He is editor of Computer Assisted Language Learning (Taylor and Francis) and organizer of the International CALL Research Conferences. He is currently working on the empirical and theoretical validation of Educational Engineering, a novel instructional design and research method.

University of Central Lancashire – Preston, UK

Registration for the event: https://www.eventbrite.co.uk/e/the-futureoflearningtickets-21005476947

Recording VITAL webinar by Dragan Gasevic

featured image
  • Professor Dragan Gasevic, Edinburgh University, 13 May 2016 at 2 PM UK/3 PM CET

“Challenges of Learning Analytics”

The analysis of data collected from user interactions with educational and information technology has attracted much attention as a promising approach for advancing our understanding of the learning process.  This promise motivated the emergence of the new field learning analytics and mobilized the education sector to embrace the use of data for decision-making. This talk will first introduce the field of learning analytics and touch on lessons learned from some well-known case studies. The talk will then identify critical challenges that require immediate attention in order for learning analytics to make a sustainable impact on learning, teaching, and decision making. The talk will conclude by discussing a set of milestones selected as critical for the maturation of the field of learning analytics. The most important take away from the talk will be that systemic approaches to the development and adoption of learning analytics are critical, multidisciplinary teams are necessary to unlock a full potential of learning analytics

 
Dragan Gasevic is a Professor and Chair in Learning Analytics and Informatics in the Moray House School of Education and the School of Informatics at the University of Edinburgh. He is the current president and a co-founder of the Society for Learning Analytics Research (SoLAR). A computer scientist by training and skills, Dragan considers himself a learning scientist developing computational methods that can shape next-generation learning technologies and advance our understanding of self-regulated and social learning. Funded by granting agencies, foundations, and industry in Canada, Australia, Europe, and USA, Dragan is a recipient of several best paper awards at the major international conferences in learning and software technology. Committed to the development of international research community, Dragan had a pleasure to serve as a founding program co-chair of the International Conference on Learning Analytics & Knowledge in 2011 and 2012 and the Learning Analytics Summer Institute in 2014 and 2014. Currently serving as a founding editor of the Journal of Learning Analytics and the general chair of International Conference on Learning Analytics and Knowledge (LAK2016), Dragan is a (co-)author of numerous research papers and books and a frequent keynote speaker.

Watch the recording here.