Type: Evidence | Proposition: D: Ethics | Polarity: Positive | Sector: Universities | Country: NetherlandsThe widespread adoption of Learning Analytics (LA) and Educational Data Mining (EDM) has somewhat stagnated recently, and in some prominent cases even been reversed following concerns by governments, stakeholders and civil rights groups. In this ongoing discussion, fears and realities are ...continue reading

Type: Evidence | Proposition: B: Teaching | Polarity: Positive | Sector: Universities | Country: United StatesJournal writing is an important and common reflective practice in education. Students' reflection journals also offer a rich source of data for formative assessment. However, the analysis of the textual reflections in class of large size presents challenges. Automatic analysis ...continue reading

Type: Evidence | Proposition: B: Teaching | Polarity: Positive | Sector: Universities | Country: United KingdomThis paper presents an analytics dashboard that has been developed for designers of interactive e-books. This is part of the EU-funded MC Squared project that is developing a platform for authoring interactive educational e-books. The primary objective is to develop ...continue reading

Type: Evidence | Proposition: B: Teaching | Polarity: Positive | Sector: Universities | Country: United KingdomSince LAK2015 an increasing number of researchers are taking learning design into consideration when predicting learning behavior and outcomes across different modules. Learning design is widely studied in the Higher Education sector, but few studies have empirically connected learning designs ...continue reading

Type: Evidence | Proposition: B: Teaching | Polarity: Positive | Sector: Universities | Country: GreeceDifferences in learners' behavior have a deep impact on their educational performance. Consequently, there is a need to detect and identify these differences and build suitable learner models accordingly. In this paper, we report on the results from an alternative approach ...continue reading

Type: Evidence | Proposition: B: Teaching | Polarity: Positive | Sector: Universities | Country: AustriaOne-digit multiplication errors are one of the most extensively analysed mathematical problems. Research work primarily emphasises the use of statistics whereas learning analytics can go one step further and use machine learning techniques to model simple learning misconceptions. Probabilistic programming techniques ...continue reading

Type: Evidence | Proposition: B: Teaching | Polarity: Positive | Sector: Universities | Country: United KingdomWe analyse engagement and performance data arising from participants' interactions with an in-house LMS at Imperial College London while a cohort of students follow two courses on a new fully online postgraduate degree in Management. We identify and investigate two ...continue reading

Type: Evidence | Proposition: B: Teaching | Polarity: Positive | Sector: Universities | Country: AustraliaWhen used effectively, reflective writing tasks can deepen learners' understanding of key concepts, help them critically appraise their developing professional identity, and build qualities for lifelong learning. As such, reflecting writing is attracting substantial interest from universities concerned with experiential learning, ...continue reading

Type: Evidence | Proposition: B: Teaching | Polarity: Positive | Sector: Universities | Country: AustraliaIn this paper we present a learning analytics conceptual framework that supports enquiry-based evaluation of learning designs. The dimensions of the proposed framework emerged from a review of existing analytics tools, the analysis of interviews with teachers, and user case profiles ...continue reading

Type: Evidence | Proposition: B: Teaching | Polarity: Positive | Sector: Universities | Country: United StatesComputer-based writing systems have been developed to provide students with instruction and deliberate practice on their writing. While generally successful in providing accurate scores, a common criticism of these systems is their lack of personalization and adaptive instruction. In particular, ...continue reading