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(Schlagwörter: "Systematic Review")
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A checklist to guide the planning, designing, implementation, and evaluation of learning analytics […]
Kaliisa, Rogers; Jivet, Ioana; Prinsloo, Paul
Journal Article
| In: International Journal of Educational Technology in Higher Education | 2023
43702 Endnote
Author(s):
Kaliisa, Rogers; Jivet, Ioana; Prinsloo, Paul
Title:
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
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
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-Departments:
Informationszentrum Bildung
Who's included and who's not? An analysis of instruments that measure teachers' attitudes towards […]
Kielblock, Stephan; Woodcock, Stuart
Journal Article
| In: Teaching and Teacher Education | 2023
43458 Endnote
Author(s):
Kielblock, Stephan; Woodcock, Stuart
Title:
Who's included and who's not? An analysis of instruments that measure teachers' attitudes towards inclusive education
In:
Teaching and Teacher Education, 122 (2023) , S. 103922
DOI:
10.1016/j.tate.2022.103922
URL:
https://www.sciencedirect.com/science/article/pii/S0742051X22002979
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Bildungssystem; Einstellung <Psy>; Empirische Untersuchung; Inklusion; Lehrer; Literaturbericht; Messinstrument; Systematic Review
Abstract (english):
In this paper, inclusive education was understood as the right of all students to access, presence, participation and success in their local school (Slee, 2018). With a focus on teachers' attitudes towards inclusive education, the measurement instruments in 225 relevant empirical studies were examined. The findings showed that the vast majority of instruments utilised exclusionary wording focusing on particular (groups of) learners. There was no ideal instrument which was purely inclusive. It was concluded that there is an urgent need for a new measurement instrument that operationalises the attitude towards inclusive education for all students. (DIPF/Orig.)
DIPF-Departments:
Struktur und Steuerung des Bildungswesens
Bildung im digitalen Wandel. Organisationsentwicklung in Bildungseinrichtungen
Wilmers, Annika; Achenbach, Michaela; Keller, Carolin (Hrsg.)
Compilation Book
| Münster: Waxmann | 2021
42031 Endnote
Editor(s)
Wilmers, Annika; Achenbach, Michaela; Keller, Carolin
Title:
Bildung im digitalen Wandel. Organisationsentwicklung in Bildungseinrichtungen
Published:
Münster: Waxmann, 2021 (Digitalisierung in der Bildung. Forschungsstand und -perspektiven, 20/3)
DOI:
10.25656/01:23602
URN:
urn:nbn:de:0111-pedocs-236024
Publication Type:
2. Herausgeberschaft; Sammelband (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Ausbildung; Berufsbildung; Bildung; Bildungseinrichtung; Bildungsforschung; Bildungsorganisation; COVID-19; Digitale Medien; Digitalisierung; Erwachsenenbildung; Forschungsstand; Fortbildung; Fortbildungsstätte; Hochschule; Hochschulentwicklung; Infrastruktur; Kinder- und Jugendhilfe; Kompetenz; Kompetenzentwicklung; Lehrerausbildung; Lehrerfortbildung; Literaturauswertung; Literaturrecherche; Literaturübersicht; Mediendidaktik; Medieneinsatz; Methode; Organisationsentwicklung; Qualität; Schule; Schulentwicklung; Schulleitung; Soziale Einrichtung; Studie; Systematic Review; Technik; Technische Medien; Technologische Entwicklung; Weiterbildung; Wissenschaftliche Literatur
Abstract:
Für die Umsetzung von Konzepten zur digitalen Bildung spielt der Prozess der Organisationsentwicklung eine entscheidende Rolle. Organisationsentwicklung setzt in Bildungseinrichtungen an mehreren Ebenen an und zielt auf Veränderungen in den Bereichen technische Infrastruktur, strategische Planung, Management, Kompetenzförderung und Ausgestaltung neuer Lernumgebungen. Entsprechend stellt der Gesamtprozess der Organisationsentwicklung große Anforderungen an die Leitungen von Bildungseinrichtungen, die die Digitalisierung idealerweise als ihre Kernaufgabe betrachten, Strategieprozesse anstoßen, als Gemeinschaftsprojekt in der Einrichtung verankern und die Umsetzung einzelner Maßnahmen begleiten. Die verschiedenen Beiträge betrachten diese Veränderungsprozesse in den Sektoren Bildung in Kindheit, Jugend und Familie, allgemeinbildende Schule, Lehrkräfteausbildung, in der Berufsbildung sowie der Erwachsenen- und Weiterbildung und stellen - bei unterschiedlicher Schwerpunktsetzung - aktuelle Entwicklungen der Forschung in Form von Critical Reviews zusammen. Dieser Sammelband mit fünf Reviews zur Organisationsentwicklung und Digitalisierung sowie einer Darstellung und Diskussion der methodischen Vorgehensweise ist der zweite Teil einer mehrteiligen Reihe mit Reviews zur Digitalisierung in der Bildung, deren Anliegen es ist, aktuelles Forschungswissen zu synthetisieren und zu strukturieren. (DIPF/Orig.)
Abstract (english):
https://www.pedocs.de/frontdoor.php?source_opus=23602
DIPF-Departments:
Informationszentrum Bildung
Digital self-control interventions for distracting media multitasking. A systematic review
Biedermann, Daniel; Schneider, Jan; Drachsler, Hendrik
Journal Article
| In: Journal of Computer Assisted Learning | 2021
41560 Endnote
Author(s):
Biedermann, Daniel; Schneider, Jan; Drachsler, Hendrik
Title:
Digital self-control interventions for distracting media multitasking. A systematic review
In:
Journal of Computer Assisted Learning, 37 (2021) 5, S. 1217-1231
DOI:
10.1111/jcal.12581
URL:
https://onlinelibrary.wiley.com/doi/10.1111/jcal.12581
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Digitale Medien; Smartphone; Mediennutzung; Ablenkung; Selbstkontrolle; Intervention; Wirkung; Systematic Review
Abstract:
Digital distractions can interfere with goal attainment and lead to undesirable habits that are hard to get red rid of. Various digital self-control interventions promise support to alleviate the negative impact of digital distractions. These interventions use different approaches, such as the blocking of apps and websites, goal setting, or visualizations of device usage statistics. While many apps and browser extensions make use of these features, little is known about their effectiveness. This systematic review synthesizes the current research to provide insights into the effectiveness of the different kinds of interventions. From a search of the 'ACM', 'Springer Link', 'Web of Science', 'IEEE Xplore' and 'Pubmed' databases, we identified 28 digital self-control interventions. We categorized these interventions according to their features and their outcomes. The interventions showed varying degrees of effectiveness, and especially interventions that relied purely on increasing the participants' awareness were barely effective. For those interventions that sanctioned the use of distractions, the current literature indicates that the sanctions have to be sufficiently difficult to overcome, as they will otherwise be quickly dismissed. The overall confidence in the results is low, with small sample sizes, short study duration, and unclear study contexts. From these insights, we highlight research gaps and close with suggestions for future research. (DIPF/Orig.)
DIPF-Departments:
Informationszentrum Bildung
Literature review on co-located collaboration modeling using multimodal learning analytics. Can we […]
Praharaj, Sambit; Scheffel, Maren; Drachsler, Hendrik; Specht, Marcus
Journal Article
| In: IEEE Transactions on Learning Technologies | 2021
41441 Endnote
Author(s):
Praharaj, Sambit; Scheffel, Maren; Drachsler, Hendrik; Specht, Marcus
Title:
Literature review on co-located collaboration modeling using multimodal learning analytics. Can we go the whole nine yards?
In:
IEEE Transactions on Learning Technologies, 14 (2021) 3, S. 367-385
DOI:
10.1109/TLT.2021.3097766
URL:
https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=9490371
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Learning Analytics; Modell; Kooperation; Gruppenarbeit; Qualität; Indikator; Einflussfaktor; Situation; Soziale Interaktion; Verhalten; Kommunikation; Nonverbale Kommunikation; Raum; Systematic Review
Abstract:
Collaboration is one of the important 21st-century skills. It can take place in remote or co-located settings. Co-located collaboration (CC) is a very complex process that involves subtle human interactions that can be described with indicators like eye gaze, speaking time, pitch, and social skills from different modalities. With the advent of sensors, multimodal learning analytics has gained momentum to detect CC quality. Indicators (or low-level events) can be used to detect CC quality with the help of measurable markers (i.e., indexes composed of one or more indicators) which give the high-level collaboration process definition. However, this understanding is incomplete without considering the scenarios (such as problem solving or meetings) of CC. The scenario of CC affects the set of indicators considered: for instance, in collaborative programming, grabbing the mouse from the partner is an indicator of collaboration; whereas in collaborative meetings, eye gaze, and audio level are indicators of collaboration. This can be a result of the differing goals and fundamental parameters (such as group behavior, interaction, or composition) in each scenario. In this review, we present our work on profiles of indicators on the basis of a scenario-driven prioritization, the parameters in different CC scenarios are mapped onto the indicators and the available indexes. This defines the conceptual model to support the design of a CC quality detection and prediction system. (DIPF/Orig.)
DIPF-Departments:
Informationszentrum Bildung
Are we there yet? A systematic literature review on chatbots in education
Wollny, Sebastian; Schneider, Jan; Di Mitri, Daniele; Weidlich, Joschua; Rittberger, Marc; […]
Journal Article
| In: Frontiers in Artificial Intelligence | 2021
41308 Endnote
Author(s):
Wollny, Sebastian; Schneider, Jan; Di Mitri, Daniele; Weidlich, Joschua; Rittberger, Marc; Drachsler, Hendrik
Title:
Are we there yet? A systematic literature review on chatbots in education
In:
Frontiers in Artificial Intelligence, (2021) , S. 4:654924
DOI:
10.3389/frai.2021.654924
URL:
https://www.frontiersin.org/articles/10.3389/frai.2021.654924/
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Englisch
Keywords:
Chatroom; Bildung; Unterricht; Pädagogik; Personalisierung; Mentoring; Systematic Review
Abstract (english):
Chatbots are a promising technology with the potential to enhance workplaces and everyday life. In terms of scalability and accessibility, they also offer unique possibilities as communication and information tools for digital learning. In this paper, we present a systematic literature review investigating the areas of education where chatbots have already been applied, explore the pedagogical roles of chatbots, the use of chatbots for mentoring purposes, and their potential to personalize education. We conducted a preliminary analysis of 2678 publications to perform this literature review, which allowed us to identify 74 relevant publications for chatbots' application in education. Through this, we address five research questions that, together, allow us to explore the current state-of-the-art of this educational technology. We conclude our systematic review by pointing to three main research challenges: 1. Aligning chatbot evaluations with implementation objectives, 2. Exploring the potential of chatbots for mentoring students, and 3. Exploring and leveraging adaptation capabilities of chatbots. For all three challenges, we discuss opportunities for future research.
DIPF-Departments:
Informationszentrum Bildung
Conceptualising teaching quality into six domains for the study
Bell, Courtney A.; Klieme, Eckhard; Praetorius, Anna-Katharina
Book Chapter
| Aus: OECD (Hrsg.): Global teaching insights technical report | Paris: OECD Publishing | 2021
42206 Endnote
Author(s):
Bell, Courtney A.; Klieme, Eckhard; Praetorius, Anna-Katharina
Title:
Conceptualising teaching quality into six domains for the study
In:
OECD (Hrsg.): Global teaching insights technical report, Paris: OECD Publishing, 2021 , S. 1-24
URL:
https://www.oecd.org/education/school/GTI-TechReport-Chapter2.pdf
Publication Type:
4. Beiträge in Sammelbänden; Sammelband (keine besondere Kategorie)
Language:
Englisch
Keywords:
Unterricht; Qualität; Definition; Konzeptualisierung; Systematic Review; Internationaler Vergleich; Interkultureller Vergleich; Chile; China; Deutschland; Großbritannien; Japan; Kolumbien; Madrid; Mexiko; Schanghai; Spanien
Abstract:
Der Beitrag beschreibt die theoretischen Grundlagen der Erfassung von Unterrichtsqualität in der TALIS-Videostudie. (DIPF/Autor)
Abstract (english):
The chapter describes the theoretical foundations of measuring teaching quality in the TALIS Video Study. (DIPF/Orig.)
DIPF-Departments:
Lehr und Lernqualität in Bildungseinrichtungen
Systematic reviews as object to study relevance assessment processes
Jäger-Dengler-Harles, Ingeborg; Heck, Tamara; Rittberger, Marc
Book Chapter
| Aus: University of Sheffield (Hrsg.): Proceedings of ISIC: The Information Behaviour Conference, Pretoria, South Africa, 28th September to 1st October, 2020 | online: ISIC2020 | 2021
40653 Endnote
Author(s):
Jäger-Dengler-Harles, Ingeborg; Heck, Tamara; Rittberger, Marc
Title:
Systematic reviews as object to study relevance assessment processes
In:
University of Sheffield (Hrsg.): Proceedings of ISIC: The Information Behaviour Conference, Pretoria, South Africa, 28th September to 1st October, 2020, online: ISIC2020, 2021 (Information Research. Suppl., Vol. 25, No. 4), S. #25
DOI:
10.47989/irisic2024
URL:
http://informationr.net/ir/25-4/isic2020/isic2024.html
Publication Type:
4. Beiträge in Sammelbänden; Tagungsband/Konferenzbeitrag/Proceedings
Language:
Englisch
Keywords:
Qualitative Forschung; Qualitätskontrolle; Systematic Review; Entscheidung; Forschung; Entscheidungskriterium; Forschung; Forschungsergebnis; Informationsverhalten; Forscher; Einflussfaktor
Abstract (english):
Introduction. Systematic reviews are a method to synthesise research results for evidence-based decision-making on a specific question. Processes of information seeking and behaviour play a crucial role and might intensively influence the outcomes of a review. This paper proposes an approach to understand the relevance assessment and decision-making of researchers that conduct systematic reviews. Method. A systematic review was conducted to build up a database for text-based qualitative analyses of researchers' decision-making in review processes. Analysis. The analysis focuses on the selection process of retrieved articles and introduces the method to investigate relevance assessment processes of researchers. Results. There are different methods to conduct reviews in research, and relevance assessment of documents within those processes is neither one-directional nor standardised. Research on information behaviour of researchers involved in those reviews has not looked at relevance assessment steps and their influence in a review's outcomes. Conclusions. A reason for the varieties and inconsistencies of review types might be that information seeking and relevance assessment are much more complex and researchers might not be able to draw upon their concrete decisions. This paper proposes a research study to investigate researcher behaviour while synthesising research results for evidence-based decision-making.
DIPF-Departments:
Informationszentrum Bildung
Reviews zur Organisationsentwicklung in Bildungseinrichtungen. Zur Methodik und Diskussion von Bias […]
Wilmers, Annika; Keller, Carolin; Anda, Carolin
Book Chapter
| Aus: Wilmers, Annika; Achenbach, Michaela; Keller, Carolin (Hrsg.): Bildung im digitalen Wandel: Organisationsentwicklung in Bildungseinrichtungen | Münster: Waxmann | 2021
42032 Endnote
Author(s):
Wilmers, Annika; Keller, Carolin; Anda, Carolin
Title:
Reviews zur Organisationsentwicklung in Bildungseinrichtungen. Zur Methodik und Diskussion von Bias in Reviewverfahren der Bildungsforschung
In:
Wilmers, Annika; Achenbach, Michaela; Keller, Carolin (Hrsg.): Bildung im digitalen Wandel: Organisationsentwicklung in Bildungseinrichtungen, Münster: Waxmann, 2021 (Digitalisierung in der Bildung, 2), S. 7-32
DOI:
10.25656/01:23603
URN:
urn:nbn:de:0111-pedocs-236037
URL:
https://www.pedocs.de/frontdoor.php?source_opus=23603
Publication Type:
4. Beiträge in Sammelbänden; Sammelband (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Allgemein bildende Schule; Berufsbildung; Bildungseinrichtung; Bildungsorganisation; Bildungspolitik; COVID-19; Deutschland; Digitale Medien; Digitalisierung; Erwachsenenbildung; Forschungsstand; Infrastruktur; Lehrerbildung; Literaturauswertung; Literaturrecherche; Literaturübersicht; Organisationsentwicklung; Qualität; Suchstrategie; Systematic Review; Technik; Weiterbildung; Wissenschaftliche Literatur
Abstract:
Für die Umsetzung von Konzepten zur digitalen Bildung spielt der Prozess der Organisationsentwicklung eine entscheidende Rolle. Der folgende Beitrag führt unter Berücksichtigung aktueller Entwicklungen im Zuge der Covid-19-Pandemie in das Thema Digitalisierung und Organisationsentwicklung von Bildungsinstitutionen ein und stellt einige der bildungspolitischen Konzepte und Strategien in diesem Umfeld vor. Anschließend werden die Methodik und der Arbeitsprozess der Reviewerstellung erläutert, die diesem Band zu Grunde liegen. Um eine umfassende Menge an aktuellen Studien zu identifizieren, wurde eine systematische Literaturrecherche mit deutschen und englischen Suchwörtern für den Suchzeitraum 2010, bzw. 2016 bis 2020 durchgeführt. Für die verschiedenen Bildungssektoren wurden jeweils eigene Datenbanksuchen und erweiterte Suchstrategien angewandt. Abschließend wird in diesem Kapitel diskutiert, welche Formen von Bias in Reviewverfahren auftreten können. Dabei lässt sich aufzeigen, dass Bias zwar nie ganz ausgeschlossen werden kann, aber auch kürzer angelegte Reviewverfahren von bestimmten Arbeitsschritten im Reviewprozess wie Transparenz, Dokumentation und Data-Sharing profitieren können. (DIPF/Orig.)
Abstract (english):
An implementation of concepts for digital education crucially depends on an organisational development process. Drawing on current developments regarding the Covid-19 pandemic, the following contribution introduces the topic of digitising in the context of organisational development of educational institutions. Some educational political concepts and strategies in the area are explained. Subsequently, the method and processes underlying this volume's reviews are outlined. In order to identify an appropriate number of studies, a systematic search for literature was run with German and English search terms, for the period between 2010, respectively 2016 and 2020. Separate searches were carried out for the different educational sectors, subject to database queries and expanded search strategies. This chapter closes with a discussion of types of bias that might emerge in review processes. While it is never possible to exclude bias completely, the contribution shows that even shorter review processes can benefit from certain steps in the review process, e. g., transparency, documentation and data sharing. (DIPF/Orig.)
DIPF-Departments:
Informationszentrum Bildung
KI@Bildung: Lehren und Lernen in der Schule mit Werkzeugen Künstlicher Intelligenz. Schlussbericht
Schmid, Ulrich; Blanc, Berit; Toepel, Michael; Pinkwart, Niels; Drachsler, Hendrik
Working Papers
| 2021
41407 Endnote
Author(s):
Schmid, Ulrich; Blanc, Berit; Toepel, Michael; Pinkwart, Niels; Drachsler, Hendrik
Title:
KI@Bildung: Lehren und Lernen in der Schule mit Werkzeugen Künstlicher Intelligenz. Schlussbericht
Published:
Essen: Deutsche Telekom Stiftung, 2021
URL:
https://www.telekom-stiftung.de/sites/default/files/files/media/publications/KI%20Bildung%20Schlussbericht.pdf
Publication Type:
5. Arbeits- und Diskussionspapiere; Forschungsbericht/Projektberichte/Schulrückmeldungen
Language:
Deutsch
Keywords:
Künstliche Intelligenz; Bildung; Schule; Lehr-Lern-Prozess; Neue Technologien; Unterrichtstechnologie; Digitalisierung; Mensch-Maschine-Kommunikation; Anwendungsbeispiel; Unterricht; Medieneinsatz; Lernumgebung; Schulorganisation; Medienmarkt; Technologische Entwicklung; Didaktik; Innovation; Datenschutz; Lehrer; Qualifikation; Systematic Review; Inhaltsanalyse; Expertenbefragung; Deutschland
Abstract:
Wo stehen KI-gestützte, lernförderliche Anwendungen aktuell in ihrer Entwicklung? Was gibt es bereits? Wo liegen die Potenziale, was sind Herausforderungen und Risiken auf diesem Gebiet? Im Auftrag der Telekom-Stiftung hat das mmb Institut unter Mitarbeit des Deutschen Forschungszentrums für Künstliche Intelligenz (DFKI) und des Leibniz-Instituts für Bildungsforschung und Bildungsinformation (DIPF) eine Markt- und Trendanalyse erstellt. (DIPF/Verlag)
DIPF-Departments:
Informationszentrum Bildung
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