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A checklist to guide the planning, designing, implementation, and evaluation of learning analytics […] Kaliisa, Rogers; Jivet, Ioana; Prinsloo, Paul Zeitschriftenbeitrag | In: International Journal of Educational Technology in Higher Education | 2023 43702 Endnote: Autor*innen: Kaliisa, Rogers; Jivet, Ioana; Prinsloo, Paul
Titel: A checklist to guide the planning, designing, implementation, and evaluation of learning analytics dashboards
In: International Journal of Educational Technology in Higher Education, 20 (2023) , S. 28
DOI: 10.1186/s41239-023-00394-6
URL: https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-023-00394-6
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Benutzeroberfläche; Datenanalyse; Design; E-Learning; Empfehlung; Empirische Forschung; Evaluation; Implementierung; Lehrer; Lernprozess; Planung; Systematic Review; Tool; Visualisierung
Abstract (english): Higher education institutions are moving to design and implement teacher-facing learning analytics (LA) dashboards with the hope that instructors can extract deep insights about student learning and make informed decisions to improve their teaching. While much attention has been paid to developing teacher-facing dashboards, less is known about how they are designed, implemented and evaluated. This paper presents a systematic literature review of existing studies reporting on teacher-facing LA dashboards. Out of the 1968 articles retrieved from several databases, 50 articles were included in the final analysis. Guided by several frameworks, articles were coded based on the following dimensions: purpose, theoretical grounding, stakeholder involvement, ethics and privacy, design, implementation, and evaluation criteria. The findings show that most dashboards are designed to increase teachers' awareness but with limited actionable insights to allow intervention. Moreover, while teachers are involved in the design process, this is mainly at the exploratory/problem definition stage, with little input beyond this stage. Most dashboards were prescriptive, less customisable, and implicit about the theoretical constructs behind their designs. In addition, dashboards are deployed at prototype and pilot stages, and the evaluation is dominated by self-reports and users' reactions with limited focus on changes to teaching and learning. Besides, only one study considered privacy as a design requirement. Based on the findings of the study and synthesis of existing literature, we propose a four-dimensional checklist for planning, designing, implementing and evaluating LA dashboards. (DIPF/Orig.)
DIPF-Abteilung: Informationszentrum Bildung

Trusted Learning Analytics Drachsler, Hendrik Zeitschriftenbeitrag | In: Synergie | 2018 38696 Endnote: Autor*innen: Drachsler, Hendrik
Titel: Trusted Learning Analytics
In: Synergie, (2018) 6, S. 40-43
URN: urn:nbn:de:0111-dipfdocs-191419
URL: http://www.dipfdocs.de/volltexte/2020/19141/pdf/Synergie_2018_6_Drachsler_Trusted_learning_analytics_A.pdf
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache: Englisch
Schlagwörter: Lernen; Lernprozess; Datenanalyse; Daten; Vertrauen; Datenschutz; Rechtsgrundlage; Ethik; Infrastruktur; Forschungsdesign; Datenerfassung; Tool; Visualisierung; Projekt
Abstract: Data science in education has been coined as 'Learning Analytics', an umbrella term for research questions from overlapping research domains such as psychology, educational science, computer and data science. Despite the great enthusiasm currently surrounding LA, there are substantial questions for research and organisational development that have brought the implementation of LA to a hold, and in some prominent cases have even reversed it due to concerns by governments, stakeholders and civil rights groups about privacy and ethics applied to the handling of personal data. The new General Data Protection Regulation 2018 (GDPR) adds another layer of the complexity to the application of LA in Europe. This all raises a climate that demands a different approach to Learning Analytics in Europe and especially in Germany. Within this article, we shortly describe what Learning Analytics is, highlight the concerns that come with the application of LA, and finally draw a new approach towards LA that we call: Trusted Learning Analytics. (DIPF/Orig.)
DIPF-Abteilung: Informationszentrum Bildung

Does one year of schooling improve children's cognitive control and alter associated brain […] Brod, Garvin; Bunge, Silvia A; Shing, Yee Lee Zeitschriftenbeitrag | In: Psychological Science | 2017 37214 Endnote: Autor*innen: Brod, Garvin; Bunge, Silvia A; Shing, Yee Lee
Titel: Does one year of schooling improve children's cognitive control and alter associated brain activation?
In: Psychological Science, 28 (2017) 7, S. 967-978
DOI: 10.1177/0956797617699838
URN: urn:nbn:de:0111-pedocs-156068
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-156068
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Kind; Schuleintrittsalter; Kognitive Entwicklung; Kognitive Prozesse; Kontrolle; Aufmerksamkeit; Verhalten; Kindergartenbesuch; Schulbesuch; Schuljahr 01; Vergleich; Test; Gehirn; Visualisierung; Neurowissenschaften; Empirische Untersuchung; Berlin
Abstract: The "5-to-7-year shift" refers to the remarkable improvements observed in children's cognitive abilities during this age range, particularly in their ability to exert control over their attention and behavior-that is, their executive functioning. As this shift coincides with school entry, the extent to which it is driven by brain maturation or by exposure to formal schooling is unclear. In this longitudinal study, we followed 5-year-olds born close to the official cutoff date for entry into first grade and compared those who subsequently entered first grade that year with those who remained in kindergarten, which is more play oriented. The first graders made larger improvements in accuracy on an executive-function test over the year than did the kindergartners. In an independent functional MRI task, we found that the first graders, compared with the kindergartners, exhibited a greater increase in activation of right posterior parietal cortex, a region previously implicated in sustained attention; increased activation in this region was correlated with the improvement in accuracy. These results reveal how the environmental context of formal schooling shapes brain mechanisms underlying improved focus on cognitively demanding tasks. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung

End-to-end non-factoid question answering with an interactive visualization of neural attention […] Rücklé, Andreas; Gurevych, Iryna Sammelbandbeitrag | Aus: Association for Computational Linguistics (Hrsg.): Proceedings of the 55th Annual Meeting of the Association for Computational Linguistics, Vancouver, Canada, July 30 - August 4, 2017: System demonstrations | Stroudsburg; PA: Association for Computational Linguistics | 2017 37876 Endnote: Autor*innen: Rücklé, Andreas; Gurevych, Iryna
Titel: End-to-end non-factoid question answering with an interactive visualization of neural attention weights
Aus: Association for Computational Linguistics (Hrsg.): Proceedings of the 55th Annual Meeting of the Association for Computational Linguistics, Vancouver, Canada, July 30 - August 4, 2017: System demonstrations, Stroudsburg; PA: Association for Computational Linguistics, 2017 , S. 19-24
DOI: 10.18653/v1/P17-4004
URL: https://aclanthology.info/pdf/P/P17/P17-4004.pdf
Dokumenttyp: 4. Beiträge in Sammelbänden; Tagungsband/Konferenzbeitrag/Proceedings
Sprache: Englisch
Schlagwörter: Computerlinguistik; Aufmerksamkeit; Vernetzung; Modell; Struktur; Analyse; Visualisierung; Forschung; Frage; Antwort; Benutzeroberfläche
Abstract: Advanced attention mechanisms are an important part of sucessful neural network approaches for non-factoid answer selection because they allow the models to focus on few important segments within rather long answer texts. Analyzing attention mechanisms is thus crucial for understanding strengths and weaknesses of particular models. We present an extensible, highly modular service architecture that enables the transformation of neural network models for non-factoid answer selection into fully featured end-to-end question answering systems. The primary objective of our system is to enable researchers a way to interactively explore and compare attention-based neural networks for answer selection. Our interactive user interface helps researchers to better understand the capabilities of the different approaches and can aid qualitative analyses. The source-code of our system is publicly available. (DIPF/Orig.)
DIPF-Abteilung: Informationszentrum Bildung

Interfacing collaborative and multiple-layered spaces of interpretation in humanities research. The […] Schindler, Christoph; Veja, Cornelia; Kminek, Helge Sammelbandbeitrag | Aus: Alliance of Digital Humanities (Hrsg.): Digital Humanities 2017: Conference Abstracts | Montréal: Alliance of Digital Humanities | 2017 37657 Endnote: Autor*innen: Schindler, Christoph; Veja, Cornelia; Kminek, Helge
Titel: Interfacing collaborative and multiple-layered spaces of interpretation in humanities research. The case of semantically-enhanced objective hermeneutics
Aus: Alliance of Digital Humanities (Hrsg.): Digital Humanities 2017: Conference Abstracts, Montréal: Alliance of Digital Humanities, 2017 , S. 580-583
URL: https://dh2017.adho.org/abstracts/DH2017-abstracts.pdf#page=580
Dokumenttyp: 4. Beiträge in Sammelbänden; Tagungsband/Konferenzbeitrag/Proceedings
Sprache: Englisch
Schlagwörter: Geisteswissenschaften; Forschung; Computerunterstütztes Verfahren; Interpretation; Hermeneutik; Semantic Web; Visualisierung
Abstract (english): In recent years, semantically enhanced Digital Humanities Research has become a wide spread topic and it is realized in different environments (e.g. CWRC, Pundit, Graph databases). While semantic graph technologies are mainly used to connect, annotate, query and aggregate strictly formalized entities, there is a lack of interfaces for enhancing acts of interpretations. In the paper, we describe settings in the interpretational act of Objective Hermeneutics. Furthermore, the background of the design is outlined in relation to methods, design and data. The main part features the realization of an interface focusing the semantic enhancement of the collaborative spaces of interpretation and accountability, and examines the semantic explication of the research data (interactional protocols), the interlinked multiple layered annotations and the possibility to retrace the space of interpretation. (DIPF/Orig.)
DIPF-Abteilung: Informationszentrum Bildung

Visualization for text mining in the digital humanities. Empowering researchers to use advanced […] Hocker, Julian Sammelbandbeitrag | Aus: Gäda, Maria;Trkulja, Violeta;Petras, Vivien (Hrsg.): Everything changes, everything stays the same? Understanding information spaces: Proceedings of the 15th International Symposium of Information Science (ISI 2017), Berlin, Germany, 13th - 15th March 2017 | Glückstadt: Hülsbusch | 2017 37200 Endnote: Autor*innen: Hocker, Julian
Titel: Visualization for text mining in the digital humanities. Empowering researchers to use advanced tools for text mining
Aus: Gäda, Maria;Trkulja, Violeta;Petras, Vivien (Hrsg.): Everything changes, everything stays the same? Understanding information spaces: Proceedings of the 15th International Symposium of Information Science (ISI 2017), Berlin, Germany, 13th - 15th March 2017, Glückstadt: Hülsbusch, 2017 (Schriften zur Informationswissenschaft, 70), S. 308-314
URL: http://isi2017.ib.hu-berlin.de/ISI_17_ONLINE_FINAL.pdf#page=309
Dokumenttyp: 4. Beiträge in Sammelwerken; Tagungsband/Konferenzbeitrag/Proceedings
Sprache: Englisch
Schlagwörter: Benutzerfreundlichkeit; Visualisierung; Data Mining; Geisteswissenschaften; Digitalisierung; Forscher; Qualitative Forschung; Textanalyse; Computerunterstütztes Verfahren; Tool; Konzeption
Abstract: In this PhD thesis, a visual interface for text analysis and text mining in the digital humanities (DH) will be developed. Text analysis is a crucial task in the DH, but advanced text mining technologies like topic modeling or clustering are difficult to use for most researchers. My work bridges this gap using visualizations. To ensure an adequate usability of visualizations for epistemological practices, the visualizations will be realized with researchers in an agile and participatory approach. (DIPF/Orig.)
DIPF-Abteilung: Informationszentrum Bildung

Educational process mining. New possibilities for understanding students' problem-solving skills Tóth, Krisztina; Rölke, Heiko; Goldhammer, Frank; Barkow, Ingo Sammelbandbeitrag | Aus: Csapó, Benő;Funke, Joachim (Hrsg.): The nature of problem solving: Using research to inspire 21st century learning | Paris: OECD Publishing | 2017 37734 Endnote: Autor*innen: Tóth, Krisztina; Rölke, Heiko; Goldhammer, Frank; Barkow, Ingo
Titel: Educational process mining. New possibilities for understanding students' problem-solving skills
Aus: Csapó, Benő;Funke, Joachim (Hrsg.): The nature of problem solving: Using research to inspire 21st century learning, Paris: OECD Publishing, 2017 , S. 193-209
DOI: 10.1787/9789264273955-14-en
Dokumenttyp: 4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Computer; Problemlösen; Schüler; Kompetenz; Schülerleistung; Leistungsmessung; Technologiebasiertes Testen; Datenanalyse; Data Mining; Logdatei; Informationssystem; Datenbank; Visualisierung; Interaktion; Verhalten
Abstract: The assessment of problem-solving skills heavily relies on computer-based assessment (CBA). In CBA, all student interactions with the assessment system are automatically stored. Using the accumulated data, the individual test-taking processes can be reproduced at any time. Going one step further, recorded processes can even be used to extend the problem-solving assessment itself: the test-taking process-related data gives us the opportunity to 1) examine human-computer interactions via traces left in the log file; 2) map students' response processes to find distinguishable problem-solving strategies; and 3) discover relationships between students' activities and task performance. This chapter describes how to extract process-related information from event logs, how to use these data in problem-solving assessments and describes methods which help discover novel, useful information based on individual problem-solving behaviour. (DIPF/Orig.)
DIPF-Abteilung: Bildungsqualität und Evaluation; Informationszentrum Bildung

Informationsvisualisierung und Retrieval Jäger-Dengler-Harles, Ingeborg Zeitschriftenbeitrag | In: Mitteilungen der Vereinigung Österreichischer Bibliothekarinnen & Bibliothekare | 2015 35991 Endnote: Autor*innen: Jäger-Dengler-Harles, Ingeborg
Titel: Informationsvisualisierung und Retrieval
In: Mitteilungen der Vereinigung Österreichischer Bibliothekarinnen & Bibliothekare, 68 (2015) 3/4, S. 416-438
URL: https://phaidra.univie.ac.at/detail_object/o:422867
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Deutsch
Schlagwörter: Elektronische Bibliothek; Fachinformation; Information; Information Retrieval; Katalog; Konzeption; Metadaten; Ontologie; Qualität; Recherche; Software; Visualisierung
Abstract: Ausgewählte Visualisierungsanwendungen der jüngeren Vergangenheit, die den Retrievalprozess betreffen, werden vorgestellt. Die Einsatzszenarien reichen von mobilen kleinformatigen Anwendungen bis zu großformatigen Darstellungen auf hochauflösenden Bildschirmen, von integrativen Arbeitsplätzen für den einzelnen Nutzer bis zur Nutzung interaktiver Oberflächen für das kollaborative Retrieval. Das Konzept der Blended Library wird erläutert. Perspektivische Überlegungen zu zukünftigen Entwicklungsschritten von Bibliothekskatalogen sowie zum Einfluss von Visualisierungsanwendungen auf die Informationspraxis werden angestellt. (DIPF/Orig.)
Abstract (english): An overview of recent visual applications in the field of information searching is given. Application settings for information visualization span from small-sized mobile devices to wall-sized high resolution displays, from integrative workplaces for individual use to interactive surfaces for collaborative information seeking activities. The idea of the Blended Library is presented. Possible next stages of library catalogue development are discussed. Finally, some observations regarding the influence of visualization applications on information practice are mentioned. (DIPF/Orig.)
DIPF-Abteilung: Informationszentrum Bildung

Comparative exploration of document collections. A visual analytics approach Oelke, Daniela; Strobelt, Hendrik; Rohrdantz, Christian; Gurevych, Iryna; Deussen, Oliver Zeitschriftenbeitrag | In: Computer Graphics Forum | 2014 34578 Endnote: Autor*innen: Oelke, Daniela; Strobelt, Hendrik; Rohrdantz, Christian; Gurevych, Iryna; Deussen, Oliver
Titel: Comparative exploration of document collections. A visual analytics approach
In: Computer Graphics Forum, 33 (2014) 3, S. 201-210
DOI: 10.1111/cgf.12376
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Automatisierung; Computergrafik; Computerlinguistik; Informationssystem; Methode; Modellierung; Semantik; Textanalyse; Vergleich; Visualisierung
Abstract: We present an analysis and visualization method for computing what distinguishes a given document collection from others. We determine topics that discriminate a subset of collections from the remaining ones by applying probabilistic topic modeling and subsequently approximating the two relevant criteria distinctiveness and characteristicness algorithmically through a set of heuristics. Furthermore, we suggest a novel visualization method called DiTop-View, in which topics are represented by glyphs (topic coins) that are arranged on a 2D plane. Topic coins are designed to encode all information necessary for performing comparative analyses such as the class membership of a topic, its most probable terms and the discriminative relations. We evaluate our topic analysis using statistical measures and a small user experiment and present an expert case study with researchers from political sciences analyzing two real-world datasets. (DIPF/Orig.)
DIPF-Abteilung: Informationszentrum Bildung

Assessing educational research. An information service for monitoring a heterogeneous research field Haddou ou Moussa, Karima; Sondergeld, Ute; Mayr, Philipp; Mutschke, Peter; Rittberger, Marc Sammelbandbeitrag | Aus: LIDA (Hrsg.): Libraries in the Digital Age (LIDA) Proceedings: Assessing libraries and library users and use | Zadar: LIDA | 2014 34672 Endnote: Autor*innen: Haddou ou Moussa, Karima; Sondergeld, Ute; Mayr, Philipp; Mutschke, Peter; Rittberger, Marc
Titel: Assessing educational research. An information service for monitoring a heterogeneous research field
Aus: LIDA (Hrsg.): Libraries in the Digital Age (LIDA) Proceedings: Assessing libraries and library users and use, Zadar: LIDA, 2014 , S. 1-8
URN: urn:nbn:de:0111-pedocs-182346
URL: http://nbn-resolving.org/urn:nbn:de:0111-pedocs-182346
Dokumenttyp: 4. Beiträge in Sammelwerken; Tagungsband/Konferenzbeitrag/Proceedings
Sprache: Englisch
Schlagwörter: Bewertung; Bildungsforschung; Datenbank; Deutschland; Forschungsprojekt; Indikator; MediaWiki; Visualisierung
Abstract: The paper presents a web prototype that visualises different characteristics of research projects in the heterogeneous domain of educational research. The concept of the application derives from the project "Monitoring Educational Research" (MoBi) that aims at identifying and implementing indicators that adequately describe structural properties and dynamics of the research field. The prototype enables users to visualise data regarding different indicators, e.g. "research activity", "funding", "qualification project", "disciplinary area". Since the application is based on Semantic MediaWiki technology it furthermore provides an easily accessible opportunity to collaboratively work on a database of research projects. Users can jointly and in a semantically controlled way enter metadata on research projects which are the basis for the computation and visualisation of indicators.
DIPF-Abteilung: Informationszentrum Bildung