196,032 research outputs found
Learning Interactions Across Spaces: a Framework for Contextualised Multimodal Observations
No full textLearning Interactions Across Spaces: a Framework for Contextualised Multimodal Observations
No full textICT COMPETENCES OF STUDENTS/TEACHERS AND STRATEGIC PLANNING OF E-LEARNING AT TBILISI STATE UNIVERSITY
No full textLesson observation data in learning analytics datasets: Observata
No full textObservational data can be used to illuminate different areas of teaching and learning process and enrich Learning Analytics data. Majority of lesson observation tools provide observational data that is not compliant with LA datasets. The paper presents Observata – a tablet computer application for context-aware semantic annotations of significant events during real time lesson observations. During the demo-session we expect the participants to engage in the discussion and provide feedback on the prototype
Semantically Annotated Lesson Observation Data in Learning Analytics Datasets: a Reference Model
No full textLearning analytics (LA) and lesson observations are two approaches frequently used to study teaching and learning processes. In both cases, in order to extract meaningful data interpretations, there is a need for contextualization. Previous works propose to enrich LA datasets with observation data and to use the learning design as a framework to guide the data gathering and the later analysis. However, the majority of lesson observation tools collect data that is not compliant with LA datasets. Moreover, the connection between the learning design and the data gathered is not straightforward. This study reflects upon our research-based design towards an LA model for context-aware semantically annotated lesson observations that may be integrated in multimodal LA datasets. Six teachers (out of which 2 were also researchers) with previous experience in lesson observation were engaged in a focus group interview and participatory design session that helped us to evaluate the LA model through the conceptual design of Observata (a lesson observation tool that implements our model). The findings show the feasibility and usefulness of the proposal as well as the potential limitations in terms of adoption.SCI-STI-D
Learning analytics in MOOCs: EMMA case
No full textThe paper overviews the project—European Multiple MOOC Aggre-gator, EMMA for short, and its learning analytics system with the initial results. xAPI statements are used for designing learning analytics dashboards in order to provide instant feedback for learners and instructors. The paper presents dashboard visualizations and discusses the possibilities of use of EMMA learning analytics dashboard views for sensemaking and reflection of the MOOCs and MOOC experience. It investigates some of the MOOCs in EMMA platform as cases and analyzes the learning designs of those MOOCs. Recommendations of changes to learning designs based on learning analytics data are provided
Analyzing learning flows in digital learning ecosystems
No full textThis paper envisages emerging trends and methods in learning analytics for post-LMS era, where learning increasingly takes place in distributed, user-defined digital learning ecosystems. Inspired by the recent developments on uptake framework and Experience API, we propose learning flow as the main unit of analysis while studying learning-related interactions
An unfinished journey: Education policy responses to Covid- 19 in Georgia
No full textThis paper reflects on education policy responses in Georgia to the disruptions
caused by the COVID-19 pandemic. These include initiatives launched by
the government, as well as civil society, development partners and donor agencies.
During the first wave of the pandemic, lack of access to infrastructure,
and inadequate digital competencies of teachers were observed as primary constraints
on continuity of teaching and learning. As the pandemic progressed,
new challenges emerged – such as demotivation of students, teachers’ increased
workload and stress, problems with re-organization of teaching and learning,
redesign of assessment methods, and developing online pedagogies. Yet government
narratives and wider educational discussions remained focused on primary
access constraints: either on the inability to solve first-order problems or
the lack of critical discussion around the role of technology in education with
a focus on the quality of provision. The COVID-19 pandemic has exposed the
fragility of the Georgian education system with its deeply entrenched inequalities
reflecting socio-economic realities; in the long run, weak policy management
and absence of post-pandemic recovery strategies may contribute to the
already declining image of public education
Observing the use of e-textbooks in the classroom: Towards “offline” learning analytics
No full textLearning analytics is an emerging approach that is equally popular among researchers and educators-practitioners. Although the methods and tools for LA have been developing fast, there still exist several unsolved problems: LA is too much data driven, weakly connected to theory and is able to analyse only the activities documented in an online setting - in LMS. We propose a solution for the LA unit of analysis drawing upon the research of existing practices and tools used for offline contexts: the data is coming from the physical learning interactions based on the observations in the classroom setting and captured with classroom observation application. We argue that if the unit of analysis has a particular logic and structure, it can unleash the possibilities for “offline” analytics that can be later integrated with online LA
An unfinished journey: Education policy responses to Covid- 19 in Georgia
No full textThis paper reflects on education policy responses in Georgia to the disruptions
caused by the COVID-19 pandemic. These include initiatives launched by
the government, as well as civil society, development partners and donor agencies.
During the first wave of the pandemic, lack of access to infrastructure,
and inadequate digital competencies of teachers were observed as primary constraints
on continuity of teaching and learning. As the pandemic progressed,
new challenges emerged – such as demotivation of students, teachers’ increased
workload and stress, problems with re-organization of teaching and learning,
redesign of assessment methods, and developing online pedagogies. Yet government
narratives and wider educational discussions remained focused on primary
access constraints: either on the inability to solve first-order problems or
the lack of critical discussion around the role of technology in education with
a focus on the quality of provision. The COVID-19 pandemic has exposed the
fragility of the Georgian education system with its deeply entrenched inequalities
reflecting socio-economic realities; in the long run, weak policy management
and absence of post-pandemic recovery strategies may contribute to the
already declining image of public education
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