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Workshop: Towards open data practices at the International Conference on the Internet of Everything Kiesler, Natalie Sammelbandbeitrag | Aus: Pereira, Teresa; Impagliazzo, John; Santos, Henrique; Chen, Juan (Hrsg.): Internet of everything: Second EAI International Conference, IoECon 2023, Guimarães, Portugal, September 28-29, 2023, proceedings | Cham: Springer | 2024 44791 Endnote: Autor*innen: Kiesler, Natalie
Titel: Workshop: Towards open data practices at the International Conference on the Internet of Everything
Aus: Pereira, Teresa; Impagliazzo, John; Santos, Henrique; Chen, Juan (Hrsg.): Internet of everything: Second EAI International Conference, IoECon 2023, Guimarães, Portugal, September 28-29, 2023, proceedings, Cham: Springer, 2024 (Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 551), S. 139-143
DOI: 10.1007/978-3-031-51572-9_11
URL: https://link.springer.com/chapter/10.1007/978-3-031-51572-9_11
Dokumenttyp: 4. Beiträge in Sammelbänden; Beiträge in Proceedings mit Peer-Review-System
Sprache: Englisch
Abstract (english): The Internet of Everything (IoE) has the potential to transform the way we live, work, and interact with the world around us. It involves the connection of billions of devices and sensors, generating vast amounts of data that can be used to inform decision-making, improve efficiency, and drive innovation. However, realizing the full potential of the IoE requires the adoption of open data practices, which can increase transparency, provenance, and accountability. This workshop aims to discuss pathways toward open data practices in the context of the IoE by bringing together practitioners in the field. The workshop will include intensive discussions with participants about their experiences with the publication of research data (including software) in the IoE context, but also challenges, concerns, and barriers to publishing research data. The workshop further addresses possible publication formats, how and where to publish data, questions of data ownership, as well as common formats and types. By discussing the state-of-the-art within the IoE community, we intend to draw conclusions on a path forward towards open data practices at venues, such as the IoE Con, as these practices have implications for future conference submissions, tracks, and review processes. Finally, by promoting open data practices, we can unleash the full potential of the IoE to create a more connected, smarter, and sustainable future.
DIPF-Abteilung: Informationszentrum Bildung

Untangling connections between challenges in the adoption of learning analytics in higher education Alzahrani, Aama Shannon; Tsai, Yi-Shan; Iqbal, Sehrish; Marcos, Pedro Manuel Moreno; […] Zeitschriftenbeitrag | In: Education and Information Technologies | 2023 43217 Endnote: Autor*innen: Alzahrani, Aama Shannon; Tsai, Yi-Shan; Iqbal, Sehrish; Marcos, Pedro Manuel Moreno; Scheffel, Maren; Drachsler, Hendrik; Delgado Kloos, Carlos; Aljohani, Naif; Gasevic, Dragan
Titel: Untangling connections between challenges in the adoption of learning analytics in higher education
In: Education and Information Technologies, 28 (2023) 4, S. 4563-4595
DOI: 10.1007/s10639-022-11323-x
URL: https://link.springer.com/article/10.1007/s10639-022-11323-x
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Abstract: Potential benefits of learning analytics (LA) for improving students' performance, predicting students' success, and enhancing teaching and learning practice have increasingly been recognized in higher education. However, the adoption of LA in higher education institutions (HEIs) to date remains sporadic and predominantly small in scale due to several socio-technical challenges. To better understand why HEIs struggle to scale LA adoption, it is needed to untangle adoption challenges and their related factors. This paper presents the findings of a study that sought to investigate the associations of adoption factors with challenges HEIs face in the adoption of LA and how these associations are compared among HEIs at different scopes of adoption. The study was based on a series of semi-structured interviews with senior managers in HEIs. The interview data were thematically analysed to identify the main challenges in LA adoption. The connections between challenges and other factors related to LA adoption were analysed using epistemic network analysis (ENA). From senior managers' viewpoints, ethical issues of informed consent and resistance culture had the strongest links with challenges of learning analytic adoption in HEI; this was especially true for those institutions that had not adopted LA or who were in the initial phase of adoption (i.e., preparing for or partially implementing LA). By contrast, among HEIs that had fully adopted LA, the main challenges were found to be associated with centralized leadership, gaps in the analytic capabilities, external stakeholders, and evaluations of technology. Based on the results, we discuss implications for LA strategy that can be useful for institutions at various stages of LA adoption, from early stages of interest to the full adoption phase. (DIPF/Orig.)
DIPF-Abteilung: Informationszentrum Bildung

Privacy-preserving and scalable affect detection in online synchronous learning Böttger, Felix; Cetinkaya, Ufuk; Di Mitri, Daniele; Gombert, Sebastian; Shingjergji, Krist; […] Sammelbandbeitrag | Aus: Hilliger, Isabel; Muñoz-Merino, Pedro J.; De Laet, Tinne; Ortega-Arranz, Alejandro; Farrell, Tracie (Hrsg.): Educating for a new future: Making sense of technology-enhanced learning adoption. 17th European Conference on Technology Enhanced Learning, EC-TEL 2022, Toulouse, France, September 12-16, 2022, proceedings | Cham: Springer | 2022 43503 Endnote: Autor*innen: Böttger, Felix; Cetinkaya, Ufuk; Di Mitri, Daniele; Gombert, Sebastian; Shingjergji, Krist; Iren, Deniz; Klemke, Roland
Titel: Privacy-preserving and scalable affect detection in online synchronous learning
Aus: Hilliger, Isabel; Muñoz-Merino, Pedro J.; De Laet, Tinne; Ortega-Arranz, Alejandro; Farrell, Tracie (Hrsg.): Educating for a new future: Making sense of technology-enhanced learning adoption. 17th European Conference on Technology Enhanced Learning, EC-TEL 2022, Toulouse, France, September 12-16, 2022, proceedings, Cham: Springer, 2022 (Lecture Notes in Computer Science, 13450), S. 45-58
DOI: 10.1007/978-3-031-16290-9_4
URL: https://link.springer.com/chapter/10.1007/978-3-031-16290-9_4
Dokumenttyp: 4. Beiträge in Sammelbänden; Tagungsband/Konferenzbeitrag/Proceedings
Sprache: Englisch
Abstract (english): The recent pandemic has forced most educational institutions to shift to distance learning. Teachers can perceive various non-verbal cues in face-to-face classrooms and thus notice when students are distracted, confused, or tired. However, the students' non-verbal cues are not observable in online classrooms. The lack of these cues poses a challenge for the teachers and hinders them in giving adequate, timely feedback in online educational settings. This can lead to learners not receiving proper guidance and may cause them to be demotivated. This paper proposes a pragmatic approach to detecting student affect in online synchronized learning classrooms. Our approach consists of a method and a privacy-preserving prototype that only collects data that is absolutely necessary to compute action units and is highly scalable by design to run on multiple devices without specialized hardware. We evaluated our prototype using a benchmark for the system performance. Our results confirm the feasibility and the applicability of the proposed approach. (DIPF/Orig.)
DIPF-Abteilung: Informationszentrum Bildung

Superpowers in the classroom. Hyperchalk is an online whiteboard for learning analytics data […] Menzel, Lukas; Gombert, Sebastian; Di Mitri, Daniele; Drachsler, Hendrik Sammelbandbeitrag | Aus: Hilliger, Isabel; Muñoz-Merino, Pedro J.; De Laet, Tinne; Ortega-Arranz, Alejandro; Farrell, Tracie (Hrsg.): Educating for a New Future: Making Sense of Technology-Enhanced Learning Adoption: 17th European Conference on Technology Enhanced Learning, EC-TEL 2022, Toulouse, France, September 12-16, 2022, Proceedings | Cham: Springer, Cham | 2022 43215 Endnote: Autor*innen: Menzel, Lukas; Gombert, Sebastian; Di Mitri, Daniele; Drachsler, Hendrik
Titel: Superpowers in the classroom. Hyperchalk is an online whiteboard for learning analytics data collection
Aus: Hilliger, Isabel; Muñoz-Merino, Pedro J.; De Laet, Tinne; Ortega-Arranz, Alejandro; Farrell, Tracie (Hrsg.): Educating for a New Future: Making Sense of Technology-Enhanced Learning Adoption: 17th European Conference on Technology Enhanced Learning, EC-TEL 2022, Toulouse, France, September 12-16, 2022, Proceedings, Cham: Springer, Cham, 2022 (Lecture Notes in Computer Science, 13450), S. 463-469
DOI: https://doi.org/10.1007/978-3-031-16290-9_37
Dokumenttyp: 4. Beiträge in Sammelbänden; Beiträge in Proceedings mit Peer-Review-System
Sprache: Englisch
Abstract: In e-learning, collaborative online whiteboards have become a popular choice for implementing collaborative learning. However, existing solutions fail to deliver data in a way that allows for the application of learning analytics in this field. While the market offers several solutions, most of them cannot be integrated with existing learning management systems and do not provide data that can be used for learning analytics. To overcome this, we implement a digital collaborative whiteboard based on the open source Excalidraw and a custom back-end. The whiteboard can be self-hosted, it collects rich log data appropriate for learning analytics purposes and it integrates with learning management systems - such as Moodle - using the LTI 1.3 Advantage standard. (DIPF/Orig.)
DIPF-Abteilung: Informationszentrum Bildung

Adoption of learning technologies in times of pandemic crisis Drachsler, Hendrik; Jansen, Jeroen; Kirschner, Paul A. Zeitschriftenbeitrag | In: Journal of Computer Assisted Learning | 2021 42316 Endnote: Autor*innen: Drachsler, Hendrik; Jansen, Jeroen; Kirschner, Paul A.
Titel: Adoption of learning technologies in times of pandemic crisis
In: Journal of Computer Assisted Learning, 37 (2021) 6, S. 1509-1512
DOI: 10.1111/jcal.12626
URL: https://onlinelibrary.wiley.com/doi/10.1111/jcal.12626
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Bibliografien/Rezensionen u.ä. (z.B. Linktipps)
Sprache: Englisch
Schlagwörter: Pandemie; Lernen; Unterricht; Digitalisierung; Online; Lernumgebung; Informationstechnologie
DIPF-Abteilung: Informationszentrum Bildung

Open science and the future of metrics Heck, Tamara Sammelbandbeitrag | Aus: Ball, Rafael (Hrsg.): Handbook Bibliometrics | Berlin: De Gruyter | 2021 40414 Endnote: Autor*innen: Heck, Tamara
Titel: Open science and the future of metrics
Aus: Ball, Rafael (Hrsg.): Handbook Bibliometrics, Berlin: De Gruyter, 2021 , S. 507-516
DOI: 10.1515/9783110646610-046
URN: urn:nbn:de:0111-dipfdocs-204367
URL: http://www.dipfdocs.de/volltexte/2020/20436/pdf/Heck_2020_Preprint_Open_Science_and_the_Future_of_Metrics_A.pdf
Dokumenttyp: 4. Beiträge in Sammelwerken; Lexika/Enzyklopädie o.ä.
Sprache: Englisch
Schlagwörter: Open Science; Open Access; Metrik; Anreiz; Forschung; Transparenz; Offenheit
Abstract: With regard to open science developments, scientometrics might play an important role. Scientometrics enable displays of changes in research practices and possibly measurements of the impact of open science initiatives. Conversely, metrics influence researchers' practices and might be applied to achieve a widespread adoption of open science practices. This chapter discusses open science initiatives and goals, the establishment of policies and influences on researchers' practices. With regard to these developments, metrics will be discussed as an evaluation tool for open practices on the one hand, and as an incentive to foster open science on the other. The last part of the chapter refers to the openness of metric analyses. (DIPF/Orig.)
Abstract (english): Open science refers to a movement that discusses and investigates a shift in research practices toward being more open, inclusive and transparent. The overall goal is to improve research quality and output through better communication and collaboration among researchers. With regard to open science developments, scientometrics might play an important role. Scientometrics enable displays of changes in research practices and possibly measurements of the impact of open science initiatives. Conversely, metrics influence researchers' practices and might be applied to achieve a wide-spread adoption of open science practices. This chapter discusses open science initiatives and goals, the establishment of policies and influences on researcheres' practices. With regard to these developments, metrics will be discussed as an evaluation tool for open practices on the one hand, and as an incentive to foster open science on the other hand. The last part refers to the openness of metric analyses. (DIPF/Orig.)
DIPF-Abteilung: Informationszentrum Bildung

Which strategies are used in the design of technical LA infrastructure? A qualitative interview […] Ciordas-Hertel, George-Petru; Schneider, Jan; Drachsler, Hendrik Sammelbandbeitrag | Aus: Cardoso, Alberto; Alves, Gustavo R.; Restivo, Teresa (Hrsg.): Proceedings of the 2020 IEEE Global Engineering Education Conference (EDUCON), 27-30 April, 2020, Porto, Portugal: Engineering education for the future in a multicultural and smart world | New York; NY: IEEE | 2020 40240 Endnote: Autor*innen: Ciordas-Hertel, George-Petru; Schneider, Jan; Drachsler, Hendrik
Titel: Which strategies are used in the design of technical LA infrastructure? A qualitative interview study
Aus: Cardoso, Alberto; Alves, Gustavo R.; Restivo, Teresa (Hrsg.): Proceedings of the 2020 IEEE Global Engineering Education Conference (EDUCON), 27-30 April, 2020, Porto, Portugal: Engineering education for the future in a multicultural and smart world, New York; NY: IEEE, 2020 , S. 96-105
DOI: 10.1109/EDUCON45650.2020.9125363
URL: https://ieeexplore.ieee.org/document/9125363
Dokumenttyp: 4. Beiträge in Sammelwerken; Tagungsband/Konferenzbeitrag/Proceedings
Sprache: Englisch
Abstract (english): In order to obtain a holistic perspective on learning, technical infrastructure at an institutional level can be advantageous for Learning Analytics (LA). If personal data is collected and processed in such infrastructure, legal requirements are of crucial importance. Recent studies have examined various aspects of LA infrastructure, such as ethical trade-offs and stakeholder needs. However, strategies for designing technical LA infrastructure at the institutional level and strategies for dealing with data protection regulations have been lacking so far, although they are crucial for the adoption of LA in Europe. The purpose of this paper is to examine three research questions: (RQ1) which strategies are currently used to design LA infrastructure; (RQ2) how data protection and privacy affect the design of LA infrastructure; and (RQ3) how could technical measures support the adoption of LA. These research questions were investigated by conducting eleven interviews with LA infrastructure developers representing eight different higher education institutions and ten different infrastructures. According to RQ1, the paper first examines the domain specificity of LA infrastructure and the four design strategies used. The paper also examines, according to RQ2, the interviewees' awareness of data protection, the conflict with users' consent, and the data subject rights. Finally, the paper presents, in line with RQ3, the results of the strategies in dealing with trust, stakeholder expectations, and engagement. Researchers and infrastructure developers can use and adopt these findings to improve their strategies for developing technical LA infrastructure with regard to data protection, privacy, and trust. (DIPF/Orig.)
DIPF-Abteilung: Informationszentrum Bildung

Perspektivenübernahme als Kompetenz für den Geschichtsunterricht. Theoretische und empirische […] Hartmann, Ulrike; Sauer, Michael; Hasselhorn, Marcus Zeitschriftenbeitrag | In: Zeitschrift für Erziehungswissenschaft | 2009 7979 Endnote: Autor*innen: Hartmann, Ulrike; Sauer, Michael; Hasselhorn, Marcus
Titel: Perspektivenübernahme als Kompetenz für den Geschichtsunterricht. Theoretische und empirische Zusammenhänge zwischen fachspezifischen und sozial-kognitiven Schülermerkmalen
In: Zeitschrift für Erziehungswissenschaft, 13 (2009) 2, S. 321-342
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Deutsch
Schlagwörter: Geschichtsunterricht; Geschichte; Schüler; Kompetenz; Soziale Kompetenz; Motivation; Schülerleistung; Selbstkonzept; Interesse; Bildungsstandard; Gymnasium; Schuljahr 07; Schuljahr 10; Querschnittuntersuchung; Empirische Untersuchung; Deutschland
Abstract: In dieser Studie wird eine Teilkompetenz historischen Denkens - die historische Perspektivenübernahme - bei Schülern untersucht. Zunächst wird die Kompetenz sowohl aus sozial-kognitiver als auch aus fachdidaktischer Perspektive vorgestellt. Weiterhin werden Befunde zum Bedingungsgefüge zwischen Schulleistung, Selbstkonzept und Interesse am Fach Geschichte dargestellt und mit der Kompetenz zur historischen Perspektivenübernahme verknüpft. Es werden Fragen nach den Beziehungen zwischen diesen fachspezifischen Leistungs- und Motivationsindikatoren, der Teilkompetenz zur historischen Perspektivenübernahme und der sozial-kognitiven Fähigkeit zur sozialen Perspektivenübernahme aufgeworfen. An 375 Gymnasiasten aus den Klassenstufen 7 und 10 werden diese Beziehungen in einem Querschnittsdesign untersucht. Die Ergebnisse zeigen, dass die Kompetenz historischer Perspektivenübernahme in der 7. Klasse mit der Fähigkeitzur sozialen Perspektivenübernahme korreliert, während in der 10. Klasse Korrelationen mit den fachspezifischen Variablen Geschichtsinteresse, Selbstkonzept in Geschichte, der Geschichtsnote und dem Ergebnis eines themenspezifischenLückentextes bestehen. Ausgehend von diesen Befunden werden Herausforderungen für die Erfassung von Schülerkompetenzen in Geschichte insbesondere im Kontext von Bildungsstandards erörtert. Diese betreffen Reliabilitäts- und Validitätsprobleme, die Kontextgebundenheit der Messung historischer Kompetenzen, die eingesetzten Aufgabenformate sowie die Formulierung von Stufenmodellen. (DIPF/Orig.)
Abstract (english): This study addresses a competency of students' historical thinking related to taking perspectives. We start by discussing socio-cognitive theories from psychology as well as approaches from history education that focus on this competency. We also present empirical findings concerning relationships between achievement, self-concept and interest in the subject of history and connect these findings with the competency to take historical perspectives. Our research questions target this relationship between indicators of achievement and motivation in the subject of history, the competency of historical perspective taking and students' socio-cognitive ability to adopt social perspectivesin their everyday lives. These questions are investigated using a cross-sectional design with 375 grammar school students in grades 7 and 10. Results indicate that in grade 7 the competency to take historical perspectives relates to students' ability to coordinate social perspectives in their everyday lives. For 10th graders, however, the adoption of historical perspectives is closely related to subject-specific variables such as interest for history, self-concept, history grade and achievement in a test of historical knowledge. In the last section of this paper, we discuss challenges that arise when students' competencies in a subject like history are assessed within the context of standard-based testing. Specifically, we raise the issues of reliability, validity, the context-specificity of measurements, the kinds of response formats used and the formulation of progression models of historical thinking. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung

"Eureau@ctions Les nouvelles technologies pour éduquer à la gestion européenne de l'eau" CD-Rom […] Alix, Christian; Kodron, Christoph Monographie | Frankfurt am Main: DIPF | 2001 5954 Endnote: Autor*innen: Alix, Christian; Kodron, Christoph
Titel: "Eureau@ctions Les nouvelles technologies pour éduquer à la gestion européenne de l'eau" CD-Rom Programme Socrates/Minerva N-2-2000-1-BE-Minerva-ODL
Erscheinungsvermerk: Frankfurt am Main: DIPF, 2001
URL: http://www.ulg.ac.be/cifen/inforef/expeda/eureau/index.htm
Dokumenttyp: 1. Monographien (Autorenschaft); Monographie (keine besondere Kategorie)
Sprache: Französisch
Schlagwörter: Virtuelles Klassenzimmer; Fernunterricht; Sekundarschule; Offener Unterricht; Europa
Abstract: Le projet eurEAU@ctions entend promouvoir leséchanges et la coopération européenne entre lesétablissements d'enseignement secondaire par l' "Education Ouverte et à Distance (EOD) au travers d'un projet commun centré sur la gestion de l'eau. A l'heure actuelle, l'Education à distance privilégie lerecours aux Nouvelles Technologies de l'Informationet de la Communication. C'est la raison pour laquellele projet eurEAU@ctions offre aux enseignants et auxétudiants l'op portunité de se former aux aspects techniques et scientifiques de l'EOD. Au fil duprojet, les enseignants participent également audéveloppement, à l'expérimentation et à l'évaluation d'outils et de méthodologies innovantes. Ilsaccompagnent leurs élèves dans une recherche-action,depuis le prélèvement d'échantillons sur le terrainjusqu' à l'analyse en laboratoire et au traitementdes résultats. Le projet eurEAU@ctions entend aussipromouvoir la mobilité virtuelle des enseignants etdes élèves en mettant à leur disposition un site web spécifiquement dédié au projet et géré de manièreinteractive. Cette plate- forme de communication etde travail à distance, permet d'entreprendre une véritable coopération internationale et renforce laprise de conscience d'une "identité européenne". Auterme du projet, la réalisation d'un CD-ROM rassemblant les résultats de la recherche, ainsi queles outils et méthodologies jugées performantes, doitpermettre de diffuserle projet dans les différentspays européens. Ce CD-ROM pourrait servir de base àl' adoption d'un curriculum de formation commun à l'échelle européenne.
Abstract: Das Projekt Eureau@ctions setzt sich zum Ziel denAustausch und die Zusammenarbeit zwischenSekundarschulen in Europa mithilfe von Fernlehre undoffenem Unterricht im Rahmen einer gemeinsamen Arbeit über das Thema "Wasser" zu fördern. Zur Zeit gibt dasProgramm "Fernlehre und Offener Unterricht"(FLOU) denneuen Informations- und Kommunikationstechnologienden Vorzug. Deswegen bietet das Projekt Eureau@ctionsden Lehrenden und Lernenden die Möglichkeit sich mitden technischen und wissenschaftlichen Seiten desFLOU vertraut zu machen. Im Laufe des Projektsarbeiten die Lehrer auch an der Entwicklung, Erprobung und Auswertung innovativer Instrumente undMethoden. Sie begleiten ihre Schüler bei derHandlungsforschung von der Entnahme von Wasserprobenbis hin zu der Laboruntersuchung und derErgebnisaufbereitung. Das Projekt Eureau@ctionsversteht sich auch als Förderer der virtuellenMobilität der Lehrer und Schüler, indem es ihnen einefür die Zusammenarbeit eigens eingerichtete, interaktive Web-Seite bietet. Diese für die Arbeitüber die Entfernung gedachte Kommunikationsplattformsoll eine echte internationale Kooperation in dieWege leiten und das Bewusstsein einer europäischenIdentität fördern. Am Ende wurde eine CD- ROMerstellt, welche die Ergebnisse der Untersuchung und die dazu notwendigen Instrumente und Methodendarstellt, damit das Projekt in den verschiedeneneuropäischen Ländern bekannt gemacht werden kann. Siekönnte auch als Grundlage bzw. als Steinbruch bei derErarbeitung eines gemeinsamen Ausbildungscurriculumsauf europäischer Ebene benutzt werden.
Abstract (english): {Abstract_englisch}
DIPF-Abteilung: Bildung und Kultur