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Symposium opine. Proceedings of Open Practices IN Education, 14-15 November 2019, Frankfurt am […]
Heck, Tamara; Brimioulle, Patrick; Havemann, Johanna; Heyden, Linda; Schmalz, Xenia; […] (Hrsg.)
Sammelband
| Meyrin: CERN | 2020
39842 Endnote
Herausgeber*innen:
Heck, Tamara; Brimioulle, Patrick; Havemann, Johanna; Heyden, Linda; Schmalz, Xenia; Schwarzkopf, Christopher; Steinhardt, Isabel
Titel:
Symposium opine. Proceedings of Open Practices IN Education, 14-15 November 2019, Frankfurt am Main, Germany
Erscheinungsvermerk:
Meyrin: CERN, 2020
DOI:
10.5281/zenodo.3724512
URN:
urn:nbn:de:0111-dipfdocs-190342
URL:
http://www.dipfdocs.de/volltexte/2020/19034/pdf/Heck_2019_OPINE_Proceedings_A.pdf
Dokumenttyp:
2. Herausgeberschaft; Sammelband (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Open Science; Forschung; Wissenschaft; Bildung; Bildungsforschung; Hochschule; Praxis; Erziehungswissenschaft; Psychologie; Lernen; Kollaboration; Statistik; Methode; Kompetenz; E-Learning; World Wide Web; Symposium; Tagungsbeitrag
DIPF-Abteilung:
Informationszentrum Bildung
Adopting trust in learning analytics infrastructure. A structured literature review
Ciordas-Hertel, George-Petru; Schneider, Jan; Ternier, Stefaan; Drachsler, Hendrik
Zeitschriftenbeitrag
| In: Journal of Universal Computer Science | 2020
40630 Endnote
Autor*innen:
Ciordas-Hertel, George-Petru; Schneider, Jan; Ternier, Stefaan; Drachsler, Hendrik
Titel:
Adopting trust in learning analytics infrastructure. A structured literature review
In:
Journal of Universal Computer Science, 25 (2020) 13, S. 1668-1686
DOI:
10.3217/jucs-025-13-1668
URN:
urn:nbn:de:0111-pedocs-233124
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-233124
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache:
Englisch
Schlagwörter:
E-Learning; Learning analytics; Vertrauen; Datenschutz; Infrastruktur; Software; Datensicherheit; Bildung; Literaturbericht
Abstract:
One key factor for the successful outcome of a Learning Analytics (LA) infrastructure is the ability to decide which software architecture concept is necessary. Big Data can be used to face the challenges LA holds. Additional challenges on privacy rights are introduced to the Europeans by the General Data Protection Regulation (GDPR). Beyond that, the challenge of how to gain the trust of the users remains. We found diverse architectural concepts in the domain of LA. Selecting an appropriate solution is not straightforward. Therefore, we conducted a structured literature review to assess the state-of-the-art and provide an overview of Big Data architectures used in LA. Based on the examination of the results, we identify common architectural components and technologies and present them in the form of a mind map. Linking the findings, we are proposing an initial approach towards a Trusted and Interoperable Learning Analytics Infrastructure (TIILA).
DIPF-Abteilung:
Informationszentrum Bildung
Tracking patterns in self-regulated learning using students' self-reports and online trace data
Halem, Nicolette van; Klaveren, Chris van; Drachsler, Hendrik; Schmitz, Marcel; Cornelisz, Ilja
Zeitschriftenbeitrag
| In: Frontline Learning Research | 2020
39969 Endnote
Autor*innen:
Halem, Nicolette van; Klaveren, Chris van; Drachsler, Hendrik; Schmitz, Marcel; Cornelisz, Ilja
Titel:
Tracking patterns in self-regulated learning using students' self-reports and online trace data
In:
Frontline Learning Research, 8 (2020) 3, S. 140-163
DOI:
10.14786/flr.v8i3.497
URL:
https://journals.sfu.ca/flr/index.php/journal/article/view/497
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache:
Englisch
Schlagwörter:
Selbstgesteuertes Lernen; Motivation; Lernen; Strategie; Selbstbeobachtung; Online; Lernverhalten; Verhaltensmuster; Daten; Komplementarität; Ereignis; Messung; Methode; Varianz; Student; E-Learning
Abstract:
For decades, self-report instruments - which rely heavily on students' perceptions and beliefs - have been the dominant way of measuring motivation and strategy use. An event-based measure based on online trace data arguably has the potential to remove analytical restrictions of self-report measures. The purpose of this study is therefore to triangulate constructs suggested in theory and measured using self-reported data with revealed online traces of learning behaviour. The results show that online trace data of learning behaviour are complementary to self-reports, as they explained a unique proportion of variance in student academic performance and reveal that self-reports explain more variance in online learning behaviour of prior weeks than variance in learning behaviour in succeeding weeks. Student motivation is, however, to a lesser extent captured with online trace data, likely because of its covert nature. In that respect, it is of importance to recognize the crucial role of self-reports in capturing student learning holistically. This manuscript is 'frontline' in the sense that event-based measurement methodologies using online trace data are relatively unexplored. The comparison with self-report data made in this manuscript sheds new light on the added value of innovative and traditional methods of measuring motivation and strategy use. (DIPF/Orig.)
DIPF-Abteilung:
Informationszentrum Bildung
From students with love. An empirical study on learner goals, self-regulated learning and […]
Jivet, Ioana; Scheffel, Maren; Schmitz, Marcel; Robbers, Stefan; Specht, Marcus; Drachsler, Hendrik
Zeitschriftenbeitrag
| In: The Internet and Higher Education | 2020
40620 Endnote
Autor*innen:
Jivet, Ioana; Scheffel, Maren; Schmitz, Marcel; Robbers, Stefan; Specht, Marcus; Drachsler, Hendrik
Titel:
From students with love. An empirical study on learner goals, self-regulated learning and sense-making of learning analytics in higher education
In:
The Internet and Higher Education, 47 (2020) , S. 100758
DOI:
10.1016/j.iheduc.2020.100758
URN:
urn:nbn:de:0111-pedocs-232214
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-232214
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache:
Englisch
Schlagwörter:
E-Learning; Datenanalyse; Selbstgesteuertes Lernen; Sinngebung; Tools; Lernerorientierung; Lernziel; Hochschulbildung; Student; Empirische Untersuchung; Mixed-Methods-Design; Qualitative Forschung; Quantitative Forschung
Abstract:
Unequal stakeholder engagement is a common pitfall of adoption approaches of learning analytics in higher education leading to lower buy-in and flawed tools that fail to meet the needs of their target groups. With each design decision, we make assumptions on how learners will make sense of the visualisations, but we know very little about how students make sense of dashboard and which aspects influence their sense-making. We investigated how learner goals and self-regulated learning (SRL) skills influence dashboard sense-making following a mixed-methods research methodology: a qualitative pre-study followed-up with an extensive quantitative study with 247 university students. We uncovered three latent variables for sense-making: transparency of design, reference frames and support for action. SRL skills are predictors for how relevant students find these constructs. Learner goals have a significant effect only on the perceived relevance of reference frames. Knowing which factors influence students' sense-making will lead to more inclusive and flexible designs that will cater to the needs of both novice and expert learners. (DIPF/Orig.)
DIPF-Abteilung:
Informationszentrum Bildung
Students' social, emotional and intercultural competencies and their development in school settings
Mornar, Mirta; Matić Bojić, Jelena; Odak, Iva; Eliasson, Nina; Gøtzsche, Katinka; Jurko, Lana; […]
Zeitschriftenbeitrag
| In: Šolsko polje | 2020
40961 Endnote
Autor*innen:
Mornar, Mirta; Matić Bojić, Jelena; Odak, Iva; Eliasson, Nina; Gøtzsche, Katinka; Jurko, Lana; Kozina, Ana; Ojsteršek, Aleš; Sälzer, Christine; Veldin, Manja; Vieluf, Svenja
Titel:
Students' social, emotional and intercultural competencies and their development in school settings
In:
Šolsko polje, 31 (2020) 3/4, S. 115-137
DOI:
10.32320/1581-6044.31(3-4)115-137
URL:
https://www.pei.si/ISSN/1581_6044/3-4-2020/1581-6044.31(3-4)115-137.pdf
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Schüler; Schülerin; Emotionale Kompetenz; Interkulturelle Kompetenz; Soziale Kompetenz; Wohlbefinden; Schulerfolg; Schülerleistung; Literaturbericht; Schule; Förderung; Intervention; Selbstwertgefühl; Respekt; Zwischenmenschliche Beziehung; Unterrichtsmethode; Unterrichtsorganisation; Wirkung
Abstract (english):
As the field of social and emotional learning has developed and grown over the last decades, so too has the number of different programmes seek-ing to achieve various SEL goals, resulting in a significant body of research on the topic. Meanwhile, there has also been an increase in the number of programmes aimed at developing intercultural competencies. For the pur-pose of developing a new programme for social and emotional learning, we reviewed the key characteristics of existing evidence-based social, emo-tional and intercultural learning programmes, including their theoretical and conceptual backgrounds, content, methodological and organisation-al aspects, and their evaluation. This review has revealed multiple similar-ities between these two approaches (i.e. social and emotional and intercul-tural), presenting a rationale for their integration. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
Creating multilingual MOOC content for information literacy. A workflow
Libbrecht, Paul; Dreisiebner, Stefan; Buchal, Björn; Polzer, Anna
Sammelbandbeitrag
| Aus: ILO (Hrsg.): Proceedings of the Conference Learning Information Literacy across the Globe (LILG) 2019 | Graz: Universität | 2020
40938 Endnote
Autor*innen:
Libbrecht, Paul; Dreisiebner, Stefan; Buchal, Björn; Polzer, Anna
Titel:
Creating multilingual MOOC content for information literacy. A workflow
Aus:
ILO (Hrsg.): Proceedings of the Conference Learning Information Literacy across the Globe (LILG) 2019, Graz: Universität, 2020 , S. 1-15
DOI:
10.25656/01:17890
URN:
urn:nbn:de:0111-pedocs-178908
URL:
https://www.pedocs.de/frontdoor.php?source_opus=17890
Dokumenttyp:
4. Beiträge in Sammelwerken; Tagungsband/Konferenzbeitrag/Proceedings
Sprache:
Englisch
Schlagwörter:
Informationskompetenz; E-Learning; Online; Software; Publizieren; Arbeitsablauf; Mehrsprachigkeit; Web Based Training
Abstract:
A massive open online course (MOOC) is an online space for learning with no prerequisites for entry. All content is delivered online and learners interact with the content by navigating through it, assessing their progress, writing down their knowledge, and sometimes interacting with other students. The European project Information Literacy Online is an example of a MOOC. It has a number of set goals: it should offer study in six European languages, it should deliver content that can be re-used, it should be used mostly by self-paced learners who progress at their own speed through the content, and subsequently assess and see their progress as they go. The aim of this paper is to discuss how to build a multilingual MOOC in a location-independent and distributed collaboration scenario. The project requirements have shaped a content creation progress, an authoring workflow, which we present in this paper. While the MOOC is delivered on the OpenEdX platform, the authoring workflow is centered around a versioning system which has allowed quality control processes, automated transformation processes, and the contribution of content from multiple places to occur in an asynchronous manner. This paper describes the workflow, sketches the technical choices made in the process, the issues encountered and their workarounds and reports on the experience gained thus far. (DIPF/Orig.)
DIPF-Abteilung:
Informationszentrum Bildung
Adopting trust in learning analytics infrastructure. A structured literature review
Ciordas-Hertel, George-Petru; Schneider, Jan; Drachsler, Hendrik
Zeitschriftenbeitrag
| In: Journal of Universal Computer Science | 2019
39807 Endnote
Autor*innen:
Ciordas-Hertel, George-Petru; Schneider, Jan; Drachsler, Hendrik
Titel:
Adopting trust in learning analytics infrastructure. A structured literature review
In:
Journal of Universal Computer Science, 25 (2019) 13, S. 1668-1686
URL:
http://www.jucs.org/jucs_25_13/adopting_trust_in_learning/jucs_25_13_1668_1686_hertel.pdf
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Lernprozess; Bildung; E-Learning; Datenanalyse; Software; Infrastruktur; Datenschutz; Privatsphäre; Vertrauen; Datenschutzgesetz; Europäische Union; Literaturbericht
Abstract:
One key factor for the successful outcome of a Learning Analytics (LA) infrastructure is the ability to decide which software architecture concept is necessary. Big Data can be used to face the challenges LA holds. Additional challenges on privacy rights are introduced to the Europeans by the General Data Protection Regulation (GDPR). Beyond that, the challenge of how to gain the trust of the users remains. We found diverse architectural concepts in the domain of LA. Selecting an appropriate solution is not straightforward. Therefore, we conducted a structured literature review to assess the state-of-the-art and provide an overview of Big Data architectures used in LA. Based on the examination of the results, we identify common architectural components and technologies and present them in the form of a mind map. Linking the findings, we are proposing an initial approach towards a Trusted and Interoperable Learning Analytics Infrastructure (TIILA). (DIPF/Orig.)
DIPF-Abteilung:
Informationszentrum Bildung
Künstliche Intelligenz. Ihr Potenzial und der Mythos des Lehrkraft-Bots
Zehner, Fabian
Zeitschriftenbeitrag
| In: Schulmanagement-Handbuch | 2019
39057 Endnote
Autor*innen:
Zehner, Fabian
Titel:
Künstliche Intelligenz. Ihr Potenzial und der Mythos des Lehrkraft-Bots
In:
Schulmanagement-Handbuch, (2019) 169, S. 6-30
URN:
urn:nbn:de:0111-pedocs-175610
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-175610
Dokumenttyp:
3b. Beiträge in weiteren Zeitschriften; praxisorientiert
Sprache:
Deutsch
Schlagwörter:
Künstliche Intelligenz; Begriff; Computer; Spracherkennung; Data Mining; Codierung; Technologie; Innovation; Unterricht; Lernen; Unterstützung; Testauswertung; E-Learning; Bildungsforschung
Abstract:
[In diesem] Kapitel legt der Autor dar, was Künstliche Intelligenz ausmacht, in welchen Bereichen wir bereits mit Künstlicher Intelligenz konfrontiert sind und wie sie schon heute in unseren Alltag integriert sind. Darauffolgend wird erläutert, wie Künstliche Intelligenz im Bildungsbereich gewinnbringend eingesetzt werden kann. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
Policy matters. Expert recommendations for learning analytics policy
Scheffel, Maren; Tsai, Yi-Shan; Gaševic, Dragan; Drachsler, Hendrik
Sammelbandbeitrag
| Aus: Scheffel, Maren; Broisin, Julien; Pammer-Schindler, Viktoria; Ioannou, Andri; Schneider, Jan (Hrsg.): Transforming learning with meaningful technologies: 14th European Conference on Technology Enhanced Learning, EC-TEL 2019, Proceedings | Cham: Springer | 2019
39568 Endnote
Autor*innen:
Scheffel, Maren; Tsai, Yi-Shan; Gaševic, Dragan; Drachsler, Hendrik
Titel:
Policy matters. Expert recommendations for learning analytics policy
Aus:
Scheffel, Maren; Broisin, Julien; Pammer-Schindler, Viktoria; Ioannou, Andri; Schneider, Jan (Hrsg.): Transforming learning with meaningful technologies: 14th European Conference on Technology Enhanced Learning, EC-TEL 2019, Proceedings, Cham: Springer, 2019 (Lecture Notes in Computer Science, 11722), S. 510-524
DOI:
10.1007/978-3-030-29736-7_38
URL:
https://link.springer.com/chapter/10.1007%2F978-3-030-29736-7_38
Dokumenttyp:
4. Beiträge in Sammelbänden; Sammelband (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Hochschule; Universität; Hochschulbildung; E-Learning; Daten; Analyse; Richtlinie; Begriff; Verstehen; Gruppe; Quantitative Forschung; Qualitative Forschung; Methode; Empfehlung
Abstract:
Interest in learning analytics (LA) has grown rapidly among higher education institutions (HEIs). However, the maturity levels of HEIs in terms of being 'student data-informed' are only at early stages. There often are barriers that prevent data from being used systematically and effectively. To assist higher education institutions to become more mature users and custodians of digital data collected from students during their online learning activities, the SHEILA framework, a policy development framework that supports systematic, sustainable and responsible adoption of LA at an institutional level, was recently built. This paper presents a mix-method study using a group concept mapping (GCM) approach that was conducted with LA experts to explore essential features of LA policy in HEI in contribution the development of the framework. The study identified six clusters of features that an LA policy should include, provided ratings based on ease of implementation and importance for each of the six themes, and offered suggestions to HEIs how they can proceed with the development of LA policies. (DIPF/Orig.)
DIPF-Abteilung:
Informationszentrum Bildung
The means to a blend. A practical model for the redesign of face-to-face education to blended […]
Scheffel, Maren; van Limbeek, Evelien; Joppe, Didi; van Hooijdonk, Judith; Kockelkoren, Chris; […]
Sammelbandbeitrag
| Aus: Scheffel, Maren; Broisin, Julien; Pammer-Schindler, Viktoria; Ioannou, Andri; Schneider, Jan (Hrsg.): Transforming Learning with Meaningful Technologies: 14th European Conference on Technology Enhanced Learning, EC-TEL 2019, Proceedings | Cham: Springer | 2019
39569 Endnote
Autor*innen:
Scheffel, Maren; van Limbeek, Evelien; Joppe, Didi; van Hooijdonk, Judith; Kockelkoren, Chris; Schmitz, Marcel; Ebus, Peter; Sloep, Peter; Drachsler, Hendrik
Titel:
The means to a blend. A practical model for the redesign of face-to-face education to blended learning
Aus:
Scheffel, Maren; Broisin, Julien; Pammer-Schindler, Viktoria; Ioannou, Andri; Schneider, Jan (Hrsg.): Transforming Learning with Meaningful Technologies: 14th European Conference on Technology Enhanced Learning, EC-TEL 2019, Proceedings, Cham: Springer, 2019 (Lecture Notes in Computer Science, 11722), S. 701-704
DOI:
10.1007/978-3-030-29736-7_70
URL:
https://link.springer.com/chapter/10.1007%2F978-3-030-29736-7_70
Dokumenttyp:
4. Beiträge in Sammelbänden; Sammelband (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Blended Learning; E-Learning; Bildungsangebot; Lerntheorie; Lernplattform; Design; Modell; Tools
Abstract:
Learning design models provide guidelines and guidance for educators and course designers in the production and delivery of educational products. It is seen as beneficial to base learning designs on general learning theories, but these must be operationalised into concrete learning design solutions. We therefore present one such educational design model: the Design Cycle for Education (DC4E). The model has primarily been created to support the shift from traditional face-to-face education to blended learning scenarios. The cycle describes eight steps that can be used iteratively in the (re)design of educational products and provides educators and course designers with a flexible but clearly structured design model that enables them to reinvent traditional course content for blended learning with appropriate learning design tools. (DIPF/Orig.)
DIPF-Abteilung:
Informationszentrum Bildung
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