"Make it personal!" - gathering input from stakeholders for a learning analytics-supported learning design tool.

Autor/inn/en	Schmitz, Marcel; Scheffel, Maren; Limbeek, Evelien van; Bemelmans, Roger; Drachsler, Hendrik
Titel	"Make it personal!" - gathering input from stakeholders for a learning analytics-supported learning design tool.
Quelle	Aus: Pammer-Schindler, Viktoria (Hrsg.); Pérez-Sanagustín, Mar (Hrsg.); Drachsler, Hendrik (Hrsg.); Elferink, Raymond (Hrsg.); Scheffel, Maren (Hrsg.): Lifelong technology-enhanced learning. 13th European Conference on Technology Enhanced Learning, EC-TEL 2018, Leeds, UK, September 3-5, 2018, proceedings. Cham: Springer (2018) S. 297-310 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Reihe	Lecture notes in computer science. 11082
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-3-319-98571-8; 978-3-319-98572-5
DOI	10.1007/978-3-319-98572-5_23
Schlagwörter	Medieneinsatz; Lernen; Lernprozess; Individualisierung; Programmierung; Datenanalyse; Gestaltung; Tool
Abstract	Teachers design learning activities purposefully to improve student learning. However, the impact of this is usually only evaluated after a course has ended by making use of self-reported data and assessment results. Learning analytics offers the opportunity to collect, analyse and visualise feedback on activities using authentic data in real-time. Incorporating learning analytics into the learning design makes just-in-time interventions attainable. This paper presents the first steps of the development of a Learning Analytics for Learning Design (LA4LD) tool that is co-created with students and teachers, using a design-based research methodology. Both teachers and students express the need to personalise feedback on learning activities in order to increase the quality of the learning process and want that embedded in the tool. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2019/3