France

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.

CSEDU 2020

Aligning Learning Design and Learning Analytics: Towards a Human-centered Design of Actionable Learning Analytics

CSEDU, the International Conference on Computer Supported Education, is a yearly meeting place for presenting and discussing new educational tools and environments, best practices and case studies on innovative technology-based learning strategies, and institutional policies on computer supported education including open and distance education. 

keynote

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.

Classware

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.

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