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A trusted learning analytics dashboard for displaying OER
Ahmad, Atezaz; Yordanov, Ivaylo Ivanov; Yau, Jane; Schneider, Jan; Drachsler, Hendrik
Book Chapter
| Aus: Otto, Daniel; Scharnberg, Gianna; Kerres, Michael; Zawacki-Richter, Olaf (Hrsg.): Distributed learning ecosystems: Concepts, resources, and repositories | Wiesbaden: Springer | 2023
43376 Endnote
Author(s):
Ahmad, Atezaz; Yordanov, Ivaylo Ivanov; Yau, Jane; Schneider, Jan; Drachsler, Hendrik
Title:
A trusted learning analytics dashboard for displaying OER
In:
Otto, Daniel; Scharnberg, Gianna; Kerres, Michael; Zawacki-Richter, Olaf (Hrsg.): Distributed learning ecosystems: Concepts, resources, and repositories, Wiesbaden: Springer, 2023 , S. 279-303
DOI:
10.1007/978-3-658-38703-7_15
URL:
https://link.springer.com/chapter/10.1007/978-3-658-38703-7_15
Publication Type:
4. Beiträge in Sammelbänden; Sammelband (keine besondere Kategorie)
Language:
Englisch
Keywords:
Datenanalyse; Datenerfassung; Indikator; Internetplattform; Learning Analytics; Lernplattform; Literaturbericht; Open Educational Resources; Technologie
Abstract:
Learning Analytics (LA) consists of miscellaneous steps that include data harvesting, storing, cleaning, anonymisation, mining, analysis, and visualisation so that the vast amount of educational data is comprehensible and ethically utilisable by educators or instructors to obtain the advantages and benefits that LA can bring to the educational scene. These include the potential to increase learning experiences and reduce dropout rates. In this chapter, we shed light on OER repositories, LA, and LA dashboards and present an implementation of a research-driven LA dashboard for displaying OER and their repositories that allows the visualisation of educational data in an understandable way for both educators and learners. Moreover, we present an LA dashboard for displaying OER that shows information about the existing German OER repositories as part of our EduArc project located in Germany. The LA dashboard consists of multiple adopted indicators and metrics such as the number of reading sessions, duration of reading sessions, number of reading interruptions, number of learning activities, student attendance, and student grades. The details of the research methodology, including a literature review to create this dashboard, as well as the display items of the dashboard are presented and further elaborated. (DIPF/Autor)
DIPF-Departments:
Informationszentrum Bildung
Nutzung. Individuelle Zugänge zu und Beteiligung an kultureller Bildung
Belet, Margot; Stelter, Yannick; Kühne, Stefan
Book Chapter
| Aus: Kühne, Stefan; Maaz, Kai (Hrsg.): Indikatorenentwicklung im Feld der kulturellen Bildung (InKuBi): Konzeptionelle Grundlagen und erste Befunde | Bielefeld: wbv Media | 2023
43834 Endnote
Author(s):
Belet, Margot; Stelter, Yannick; Kühne, Stefan
Title:
Nutzung. Individuelle Zugänge zu und Beteiligung an kultureller Bildung
In:
Kühne, Stefan; Maaz, Kai (Hrsg.): Indikatorenentwicklung im Feld der kulturellen Bildung (InKuBi): Konzeptionelle Grundlagen und erste Befunde, Bielefeld: wbv Media, 2023 , S. 51-68
URL:
https://www.wbv.de/shop/Indikatorenentwicklung-im-Feld-der-kulturellen-Bildung-InKuBi-6004954w
Publication Type:
4. Beiträge in Sammelbänden; Sammelband (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Außerschulischer Lernort; Ausstattung; Bildungsangebot; Bildungsbericht; Bildungsbeteiligung; Bildungseinrichtung; Bildungsmonitoring; Daten; Datenanalyse; Deutschland; Formale Bildung; Indikator; Information; Informelle Bildung; Kompetenzentwicklung; Kulturelle Bildung; Kulturelles Leben; Kunst; Literatur; Musik; Non-formale Bildung; Nutzung; Partizipation; Personal; Persönlichkeitsentwicklung; Politisches Bewusstsein; Schule; Sekundäranalyse; Soziale Partizipation; Soziodemografie; Unterrichtszeit; Verfügbarkeit; Wirkung; Zeitbudget; Zugang
Abstract:
Der nachfolgende Teil dieses Berichts soll zunächst einen Überblick darüber geben, wie Jugendliche sich in unterschiedlichen Lernkontexten an kultureller Bildung beteiligen (C1). […] Anschließend werden zentrale Ergebnisse über die besser erfassten kulturellen Freizeitaktivitäten von Kindern und Jugendlichen aufgezeigt (C2). […] Wie Individuen überhaupt mit kulturellen Bildungsoptionen in Berührung kommen (können), wird in einem eigenständigen Indikator thematisiert (C3). C4 zeigt am Beispiel des Musizierens in der Freizeit, wie die in C1-C3 beschriebenen Aktivitäten anhand von drei soziodemographischen Merkmalen - Sozialstatus, Geschlecht und Migrationshintergrund - vertieft werden können. Diese Analyseperspektive sollte zukünftig breiter erfolgen als hier im Bericht, der sich nur auf eine Aktivität (Musizieren) aus einer künstlerischen Sparte (Musik) in einem Lernkontext (Freizeit) bezieht. […] Als zweite querliegende Analyseperspektive neben den sozialen Disparitäten gilt es […] auch aus spartenspezifischer Perspektive zu konkretisieren und zu vertiefen. Dies erfolgt in C5 am Beispiel der verhältnismäßig gut erfassten Sparte Musik. (DIPF/Orig.)
DIPF-Departments:
Struktur und Steuerung des Bildungswesens
Die Erfassung von Publikationen aus der Datennutzung. Verfahren, Herausforderungen und Nutzen. Ein […]
Daniel, Andreas; Jakowatz, Stefan; Jung, Nadeshda; Kleine, Lydia; Kocaj, Aleksander; […]
Working Papers
| 2023
43678 Endnote
Author(s):
Daniel, Andreas; Jakowatz, Stefan; Jung, Nadeshda; Kleine, Lydia; Kocaj, Aleksander; Meyermann, Alexia; Mozygemba, Kati; Schuster, Alexander
Title:
Die Erfassung von Publikationen aus der Datennutzung. Verfahren, Herausforderungen und Nutzen. Ein Erfahrungsbericht von Forschungsdatenzentren
Published:
Berlin: Rat für Sozial- und Wirtschaftsdaten, 2023
DOI:
10.17620/02671.80
URL:
https://www.konsortswd.de/aktuelles/publikation/publikationserfassung/
Publication Type:
5. Arbeits- und Diskussionspapiere; weitere Arbeits- und Diskussionspapiere
Language:
Deutsch
Keywords:
Angebot; Bibliografie; Datenerfassung; Evaluation; Forschungsdaten; Leistungsindikator; Nutzung; Publikation; Sekundäranalyse
Abstract:
Publikationen sind im Wissenschaftssystem das wesentliche Medium zur Kommunikation von Erkenntnissen und werden häufig als Indikator für wissenschaftliche Leistung herangezogen. Für Forschungsdatenzentren (FDZ) erfüllen Publikationen weitere Funktionen: Verknüpft mit den zugrundeliegenden Forschungsdaten dienen sie als wichtige Informationsquelle für potentielle Datennutzer:innen. Zudem wird die Anzahl der auf Basis von Nachnutzungen entstandenen Publikationen als ein Evaluationskriterium für die Datendienste der FDZ herangezogen und das, obwohl die Erfassung dieser Publikationen mit einer Reihe von Herausforderungen verbunden ist. Der vorliegende Artikel beschreibt die verschiedenen Vorgehensweisen von FDZ bei der Erfassung von Publikationen, die aus der Nutzung von Forschungsdaten entstehen, und diskutiert damit einhergehende Probleme der Fehl-, Über- und Untererfassung. Es zeigt sich, dass die verschiedenen Verfahren der Erfassung mit je unterschiedlichen Schwierigkeiten behaftet sind, die ihre Verwendung als Leistungsindikator relativieren. Einen Königsweg gibt es derzeit nicht; stattdessen wird eine Kombination aus unterschiedlichen Vorgehensweisen empfohlen, die auch in Abhängigkeit von der jeweiligen Größe des Datenbestands eines FDZ und den jeweiligen Nutzer:innen zu bewerten ist. (DIPF/Orig.)
DIPF-Departments:
Informationszentrum Bildung
Class-average achievement and individual achievement development. Testing achievement composition […]
Becker, Michael; Kocaj, Aleksander; Jansen, Malte; Dumont, Hanna; Lüdtke, Oliver
Journal Article
| In: Journal of Educational Psychology | 2022
43673 Endnote
Author(s):
Becker, Michael; Kocaj, Aleksander; Jansen, Malte; Dumont, Hanna; Lüdtke, Oliver
Title:
Class-average achievement and individual achievement development. Testing achievement composition and peer spillover effects using five German longitudinal studies
In:
Journal of Educational Psychology, 114 (2022) 1, S. 177-197
DOI:
10.1037/edu0000519
URL:
https://psycnet.apa.org/record/2022-03037-001
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Datenanalyse; Deutschland; Empirische Untersuchung; Entwicklung; Gegliedertes Schulsystem; Längsschnittuntersuchung; Leistung; Mehrebenenanalyse; Schüler; Schülerleistung; Schuljahr 04; Schuljahr 05; Schuljahr 06; Schuljahr 07; Schuljahr 09; Schuljahr 10; Schulklasse; Strukturgleichungsmodell; Wirkung; Zusammensetzung
Abstract:
In recent studies, the existence and relevance of achievement composition effects on students' individual achievement have been called into question because of the methodological challenges arising in multilevel analyses. Our study examined how class-average achievement is related to students' achievement development across one school year. We used data from Germany, which has a secondary school system with large achievement differences between schools and classrooms due to rigid, explicit between-school tracking practices. We accounted for two methodological challenges, controlling for both selection bias and measurement error. Adopting an approach based on integrative data analysis (IDA), we systematically (re)analyzed five German longitudinal large-scale data sets. This IDA approach allowed us to quantify the extent to which results vary across (a) different longitudinal data sets and (b) different analytical strategies (i.e., ways of accounting for confounding variables and measurement reliability). Overall, we found both general achievement composition effects and narrower peer spillover effects (i.e., effects of student composition above and beyond the effects of tracking) in the German setting, even after controlling for measurement error and selection bias. Our results counter recent suggestions that composition effects on achievement development may be mere phantom effects due to methodological misspecifications. However, estimates of composition effects varied substantially based on the analytical approach. We conclude with considerations regarding how to interpret composition effects in multilevel modeling and which effects are of interest for educational research. (DIPF/Orig.)
DIPF-Departments:
Struktur und Steuerung des Bildungswesens
Inclusion of refugee peers. Differences between own preferences and expectations of the peer group
Beißert, Hanna; Mulvey, Kelly Lynn
Journal Article
| In: Frontiers in Psychology | 2022
42855 Endnote
Author(s):
Beißert, Hanna; Mulvey, Kelly Lynn
Title:
Inclusion of refugee peers. Differences between own preferences and expectations of the peer group
In:
Frontiers in Psychology, 13 (2022) , S. 855171
DOI:
10.3389/fpsyg.2022.855171
URL:
https://www.frontiersin.org/articles/10.3389/fpsyg.2022.855171/full
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Englisch
Abstract:
Given the high numbers of refugees from Syria entering Germany in the recent years, the social integration of refugee youth has become an increasingly important issue in Germany. Thus, the current study examines adolescents' decisions and reasoning around the inclusion of Syrian peers in Germany. Using a hypothetical scenario, we assessed adolescents' (N = 100, M = 13.65 years, SD = 1.93, 51 females, 49 males) peer inclusion decisions and reasoning with attention to comparing inclusion of a Syrian refugee peer and a German peer. Given the importance of group norms for adolescents, we assessed not only adolescents' own inclusion decisions, but also what they would expect their peer group to decide and what they think their peer group should do. Moreover, adolescents' underlying reasoning was assessed. The analyses revealed that adolescents thought they would be more inclusive of a Syrian peer than a German peer and that their peer group should be more inclusive of a Syrian peer than a German peer. These tendencies toward including refugees were justified with references to morality as well as social-conventions. In contrast to their own decisions and to what they think their peer group should, participants expected their group would be more inclusive toward a German peer than a Syrian peer. This was mainly justified by referencing aspects of group functioning and psychological information about the peers, whereas moral and prosocial reasoning was very rarely used for the expected group decision. In sum, these findings document that adolescents in Germany wish to be inclusive regarding refugee peers and that they balance attention to morality and other domains of social reasoning when thinking about inclusion decisions while they expect that their peers will not consider morally relevant information when making these decisions. These findings have important practical implications as they indicate the importance of interventions that focus on promoting inclusive peer group norms. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Why do my thoughts feel so bad? Getting at the reciprocal effects of rumination and negative affect […]
Blanke, Elisabeth S.; Neubauer, Andreas B.; Houben, Marlies; Erbas, Yasemine; Brose, Annette
Journal Article
| In: Emotion | 2022
40873 Endnote
Author(s):
Blanke, Elisabeth S.; Neubauer, Andreas B.; Houben, Marlies; Erbas, Yasemine; Brose, Annette
Title:
Why do my thoughts feel so bad? Getting at the reciprocal effects of rumination and negative affect using dynamic structural equation modeling
In:
Emotion, 22 (2022) 8, S. 1773-1786
DOI:
10.1037/emo0000946
URL:
https://doi.apa.org/record/2021-21139-001
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Belgien; Datenanalyse; Datenerfassung; Dauer; Denken; Depression; Deutschland; Einstellung <Psy>; Emotion; Emotionaler Zustand; Fragebogenerhebung; Kognitive Prozesse; Messung; Messverfahren; Psychische Vorgänge; Stimmung; Stress; Strukturgleichungsmodell; Student; Tagesablauf; Wirkung
Abstract:
Rumination means to perseveratively think about one's negative feelings and problems. It is a response to affective distress that is often referred to as maladaptive emotion regulation. According to the response styles theory and control theory, rumination may further prolong and exacerbate affective distress. This means that rumination can be viewed as both an antecedent and an outcome of negative affect (NA), and vice versa. However, at the level of short-term dynamics, state rumination and NA have previously mainly been examined as two separate outcomes. To model the reciprocal within-person effects and hence, to match theoretical assumptions, we combined the two interrelated time series in one model using dynamic structural equation modeling (DSEM). Both effects (NA on subsequent rumination and rumination on subsequent NA) were modeled simultaneously while acknowledging the autoregressive nature of both states (inert properties). We used data from two experience sampling studies (NStudy 1 = 200 Belgian university students; NStudy 2 = 70 German university students). Participants were paged on smartphones several times a day (Study 1: 10; Study 2: 6) for several days (Study 1: 7; Study 2: 9-12). In both studies, we found evidence for reciprocal effects of NA and rumination, and both processes showed autoregressive relationships. Aside from central findings, higher levels of rumination were also associated with higher rumination inertia, pointing toward more habitual rumination also being associated with prolonged rumination. Together, using DSEM, we found reciprocal associations between rumination and NA, while providing new insights into the dynamics between the two processes. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Integrating state dynamics and trait change. A tutorial using the example of stress reactivity and […]
Brose, Annette; Neubauer, Andreas B.; Schmiedek, Florian
Journal Article
| In: European Journal of Personality | 2022
41321 Endnote
Author(s):
Brose, Annette; Neubauer, Andreas B.; Schmiedek, Florian
Title:
Integrating state dynamics and trait change. A tutorial using the example of stress reactivity and change in well-being
In:
European Journal of Personality, 36 (2022) 2, S. 180-199
DOI:
10.1177/08902070211014055
URL:
https://journals.sagepub.com/doi/10.1177/08902070211014055
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Mehrebenenanalyse; Stress; Reaktion; Wirkung; Wohlbefinden; Emotionaler Zustand; Veränderung; Persönlichkeitsmerkmal; Messverfahren; Methode; Modellierung; Simulation; Strukturgleichungsmodell; Regressionsanalyse
Abstract:
Recent theoretical accounts on the causes of trait change emphasize the potential relevance of states. In the same vein, reactions to daily stress have been shown to prospectively predict change in well-being, speaking for the proposition that state dynamics can be a precursor to long-term change in more stable individual-differences characteristics. A common analysis approach towards linking state dynamics such as stress reactivity and change in some more stable individual differences characteristic has been a two-step approach, modeling state dynamics and trait change separately. In this paper, we elaborate on one-step procedures to simultaneously model state dynamics and trait change, realized in the multilevel structural equation modeling framework. We highlight three distinct advantages over the two-step approach which pre-exists in the methodological literature, and we disseminate these advantages to a larger audience. We target a readership of substantive researchers interested in the relationships between state dynamics and traits or trait change, and we provide them with a tutorial style paper on state-of-the-art methods on these topics. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Sozialdaten als Quelle der Geschichte. Zur Einführung
Brückweh, Kerstin; Hodenberg, Christina von; Raphael, Lutz; Reh, Sabine; Siegers, Pascal; […]
Journal Article
| In: Geschichte und Gesellschaft | 2022
43449 Endnote
Author(s):
Brückweh, Kerstin; Hodenberg, Christina von; Raphael, Lutz; Reh, Sabine; Siegers, Pascal; Villinger, Clemens; Zöller, Kathrin
Title:
Sozialdaten als Quelle der Geschichte. Zur Einführung
In:
Geschichte und Gesellschaft, 48 (2022) 1, S. 5-27
DOI:
10.13109/gege.2022.48.1.5
URL:
https://www.vr-elibrary.de/doi/10.13109/gege.2022.48.1.5
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Archivwesen; Daten; Datenbank; Datenschutz; Dokumentation; Empirische Sozialforschung; Ethik; Fallbeispiel; Forschungsdaten; Forschungsprojekt; Geschichtswissenschaft; Metadaten; Methode; Nutzung; Qualitative Forschung; Quantitative Forschung; Quelle; Rechtsgrundlage; Sekundäranalyse; Urheberrecht; Zeitgeschichte
Abstract:
Social research, qualitative and quantitative, has long been the preferred means of selfobservation in industrial societies. The social science data generated in the process are therefore rewarding sources for many fields of contemporary history. A large-scale integration of both quantitative and qualitative social science data into the contemporary historian's practice will aid a fuller reconstruction of the agency of ordinary people and the relations between the social sciences, society, and politics of the past. This article addresses the challenges facing historians re-using social science data. It gives examples of relevant archives and research projects, discussing the historian's method and practice and the ethical, legal, archival and metadata problems awaiting resolution. (DIPF/Orig.)
DIPF-Departments:
Bibliothek für Bildungsgeschichtliche Forschung
Keep me in the loop. Real-time feedback with multimodal data
Di Mitri, Daniele; Schneider, Jan; Drachsler, Hendrik
Journal Article
| In: International Journal of Artificial Intelligence in Education | 2022
43531 Endnote
Author(s):
Di Mitri, Daniele; Schneider, Jan; Drachsler, Hendrik
Title:
Keep me in the loop. Real-time feedback with multimodal data
In:
International Journal of Artificial Intelligence in Education, 32 (2022) 4, S. 1093-1118
DOI:
10.1007/s40593-021-00281-z
URL:
https://link.springer.com/article/10.1007/s40593-021-00281-z
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Datenanalyse; Datenverarbeitung; Effektivität; Empirische Untersuchung; Feedback; Fehler; Fertigkeit; Fragebogen; Lernprozess; Medizin; Psychomotorik; Simulation; System; Technologie; Teilnehmer; Tool; Training
Abstract (english):
This paper describes the CPR Tutor, a real-time multimodal feedback system for cardiopulmonary resuscitation (CPR) training. The CPR Tutor detects training mistakes using recurrent neural networks. The CPR Tutor automatically recognises and assesses the quality of the chest compressions according to five CPR performance indicators. It detects training mistakes in real-time by analysing a multimodal data stream consisting of kinematic and electromyographic data. Based on this assessment, the CPR Tutor provides audio feedback to correct the most critical mistakes and improve the CPR performance. The mistake detection models of the CPR Tutor were trained using a dataset from 10 experts. Hence, we tested the validity of the CPR Tutor and the impact of its feedback functionality in a user study involving additional 10 participants. The CPR Tutor pushes forward the current state of the art of real-time multimodal tutors by providing: (1) an architecture design, (2) a methodological approach for delivering real-time feedback using multimodal data and (3) a field study on real-time feedback for CPR training. This paper details the results of a field study by quantitatively measuring the impact of the CPR Tutor feedback on the performance indicators and qualitatively analysing the participants' questionnaire answers. (DIPF/Orig.)
DIPF-Departments:
Informationszentrum Bildung
Practical significance of item misfit and its manifestations in constructs assessed in large‑scale […]
Fährmann, Katharina; Köhler, Carmen; Hartig, Johannes; Heine, Jörg‑Henrik
Journal Article
| In: Large-scale Assessments in Education | 2022
42893 Endnote
Author(s):
Fährmann, Katharina; Köhler, Carmen; Hartig, Johannes; Heine, Jörg‑Henrik
Title:
Practical significance of item misfit and its manifestations in constructs assessed in large‑scale studies
In:
Large-scale Assessments in Education, 10 (2022) , S. 7
DOI:
10.1186/s40536‑022‑00124‑w
URL:
https://largescaleassessmentsineducation.springeropen.com/articles/10.1186/s40536-022-00124-w
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Abstract (english):
When scaling psychological tests with methods of item response theory it is necessary to investigate to what extent the responses correspond to the model predictions. In addition to the statistical evaluation of item misfit, the question arises as to its practical significance. Although item removal is undesirable for several reasons, its practical consequences are rarely investigated and focus mostly on main survey data with pre-selected items. In this paper, we identify criteria to evaluate practical significance and discuss them with respect to various types of assessments and their particular purposes. We then demonstrate the practical consequences of item misfit using two data examples from the German PISA 2018 field trial study: one with cognitive data and one with non-cognitive/metacognitive data. For the former, we scale the data under the GPCM with and without the inclusion of misfitting items, and investigate how this influences the trait distribution and the allocation to reading competency levels. For non-cognitive/metacognitive data, we explore the effect of excluding misfitting items on estimated gender differences. Our results indicate minor practical consequences for person allocation and no changes in the estimated gender-difference effects. (DIPF/Orig.)
DIPF-Departments:
Lehr und Lernqualität in Bildungseinrichtungen
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