Publisher: Verein Forum neue Medien in der Lehre Austria (FNMA)
Within the sector of education, Learning Analytics (LA) has become an interdisciplinary field aiming to support learners and teachers in their learning process. Most standard tools available for Learning Analytics in Massive Open Online Courses (MOOCs) do not cater to the individual’s conception of where Learning Analytics should provide them with insights and important key figures. We propose a prototype of a highly configurable and customizable Learning Analytics Cockpit for MOOC-platforms.
While a large number of scientific publications explain the development of prototypes or the implementation of case studies in detail, descriptions of the challenges and proper solutions when implementing learning analytics initiatives are rare. In this chapter, we provide a practical tool that can be used to identify risks and challenges that arise when implementing learning analytics (LA) initiatives and discuss how to approach these to find acceptable solutions. In this way, implementers are given the opportunity to handle challenges early on and avoid being surprised at a critical moment in the project, which will save time, resources, and effort.
Learning Analytics is a promising research field, which is advancing quickly. Therefore, it finally impacts research, practice, policy, and decision making in the field of education. Nonetheless, there are still influencing obstacles when establishing Learning Analytics initiatives on higher education level. Besides the much discussed ethical and moral concerns, there is also the matter of data privacy. In 2015, the European collaboration project STELA started with the main goal to enhance the Successful Transition from secondary to higher Education by means of Learning Analytics. Together, the partner universities develop, test, and assess Learning Analytics approaches that focus on providing feedback to students. Some promising approaches are then shared between the partner universities.
This article introduces the goal and activities of the LAK 2018 half-day workshop on the involvement of stakeholders for achieving learning analytics at scale. The goal of the half-day workshop is to gather different stakeholders to discuss at-scale learning analytics interventions. In particular the workshop focuses on learning analytics applications and learning dashboards that go beyond the implementation in a single course or context, but that have at least the potential for scaling across different courses, programs, and institutes. The main theme of the workshop is to explore how the involvement of different stakeholders can strengthen or hinder learning analytics at scale.
Dieser Beitrag beschreibt die Ziele, Methoden und Interessengruppen von Learning Analytics. Darüberhinaus werden die unterschiedlichen Struktu- ren der Daten von Big Data und Learning Analytics betrachtet. Dargestellt werden ferner die Planung des Einsatzes von Learning Analytics und die Phasen der technischen Implementierung.
In this paper, we discuss the design, development, and implementation of a Learning Analytics (LA) dashboard in the area of Higher Education (HE). The dashboard meets the demands of the different stakeholders, maximizes the mainstreaming potential and transferability to other contexts, and is developed in the path of Open Source. The research concentrates on developing an appropriate concept to fulfil its objectives and finding a suitable technology stack. Therefore, we determine the capabilities and functionalities of the dashboard for the different stakeholders. This is of significant importance as it identifies which data can be collected, which feedback can be given, and which functionalities are provided. A key approach in the development of the dashboard is the modularity.