scholarly journals A Modular and Extensible Framework for Open Learning Analytics

2018 ◽  
Vol 5 (1) ◽  
Author(s):  
Arham Muslim ◽  
Mohamed Amine Chatti ◽  
Muhammad Bassim Bashir ◽  
Oscal Eduardo Barrios Varela ◽  
Ulrik Schroeder
Keyword(s):  
Learning Analytics ◽  
End Users ◽  
Open Learning ◽  
Learning And Teaching ◽  
Personal Learning ◽  
Wide Range ◽  
Flexible Architecture ◽  
Easy Integration ◽  
Visualization Techniques ◽  
Learning Data

Open Learning Analytics (OLA) is an emerging concept in the field of Learning Analytics (LA). It deals with learning data collected from multiple environments and contexts, analyzed with a wide range of analytics methods to address the requirements of different stakeholders. Due to this diversity in different dimensions of OLA, the LA developers and researchers face numerous challenges while designing solutions for OLA. The Open Learning Analytics Platform (OpenLAP) is a framework that addresses these issues and lays the foundation for an ecosystem of OLA that aims at supporting learning and teaching in fragmented, diverse, and networked learning environments. It follows a user-centric approach to engage end users in flexible definition and dynamic generation of personalized indicators. In this paper, we address a subset of OLA challenges and present the conceptual and implementation details of the analytics framework component of OpenLAP, which follows a flexible architecture that allows the easy integration of new analytics methods and visualization techniques in OpenLAP to support end users in defining indicators based on their needs in order to embed the results into their personal learning environment.

Learning Analytics Tool for Bulgarian School Education

2021 ◽  
Vol LXIV (4) ◽  
pp. 410-424
Author(s):  
Silvia Gaftandzhieva ◽  
◽  
Rositsa Doneva ◽  
George Pashev ◽  
Mariya Docheva ◽  
...  
Keyword(s):  
Financial Management ◽  
Learning Analytics ◽  
School Education ◽  
Accounting Systems ◽  
Learning And Teaching ◽  
Digital Repositories ◽  
Stakeholder Groups ◽  
Data Driven Decisions ◽  
Learning Data

Nowadays, schools use many information systems to automate their activities for different stakeholders’ groups – learning management systems, student diary, library systems, digital repositories, financial management and accounting systems, document processing systems, etc. The huge amount of data generated by the users of these systems, led to increased interest in the collection and analysis of data to encourage students to achieve higher results, teachers to provide personalized support and school managers to make data-driven decisions at all levels of school, and stimulates research into the application of Learning Analytics (LA) in schools. The paper presents a LA model and a software prototype of the LA tool designed for the needs of Bulgarian school education from the perspective of different stakeholder groups (students, teachers, class teachers, parents, school managers, inspectors from evaluation agencies), aiming to improve school methods of approaching and analyzing learning data. The tool allows stakeholders to track data for students’ learning or training for different purposes, e.g. monitoring, analysis, forecast, intervention, recommendations, etc., but finally to improve the quality of learning and teaching processes. Research and experiments with the model and the LA tool under consideration are conducted based on the information infrastructure of a typical Bulgarian school.

Learning analytics performance improvement design (LAPID) in higher education: Framework and concerns

2019 ◽  
Vol 7 (2) ◽  
pp. 41-55 ◽  
Author(s):  
Amir Winer ◽  
Nitza Geri
Keyword(s):  
Higher Education ◽  
Performance Improvement ◽  
Learning Analytics ◽  
Teaching Practice ◽  
Learning And Teaching ◽  
Big Data Technologies ◽  
Pedagogical Intent ◽  
Visual Description ◽  
Context Specific ◽  
Visualization Techniques

Learning Analytics Dashboards (LAD) promise to disrupt the Higher Education (HE) teaching practice. Current LAD research portrays a near future of e-teaching, empowered with the ability to predict dropouts, to validate timely pedagogical interventions and to close the instructional design loop. These dashboards utilize machine learning, big data technologies, sophisticated artificial intelligence (AI) algorithms, and interactive visualization techniques. However, alongside with the desired impact, research is raising significant ethical concerns, context-specific limitations and difficulties to design multipurpose solutions. We revisit the practice of managing by the numbers and the theoretical origins of dashboards within management as a call to reevaluate the “datafication” of learning environments. More specifically, we highlight potential risks of using predictive dashboards as black boxes to instrumentalize and reduce learning and teaching to what we call “teaching by the numbers”. Instead, we suggest guidelines for teachers’ LAD design, that support the visual description of actual learning, based on teachers’ prescriptive pedagogical intent. We conclude with a new user-driven framework for future LAD research that supports a Learning Analytics Performance Improvement Design (LAPID).

scholarly journals Demonstrating the full-value chain of climate services in Southern Africa: the FOCUS-Africa project

2021 ◽  
Author(s):  
Roberta Boscolo ◽  
Hamid Bastani ◽  
Asmerom Beraki ◽  
Nicolas Fournier ◽  
Raül Marcos-Matamoros ◽  
...  
Keyword(s):  
Food Security ◽  
Case Studies ◽  
Scientific Knowledge ◽  
Value Chain ◽  
Service Providers ◽  
End Users ◽  
Climate Change Scenarios ◽  
Climate Information ◽  
Climate Services ◽  
Wide Range

<p><strong><em>FOCUS-Africa</em></strong> is an EU Horizon 2020 project funded to co-develop tailored climate services in the Southern African Development Community (SADC) region. The project, led by the WMO and started in September 2020, gathers 16 partners across Africa and Europe jointly committed to addressing the value of climate services for key economic sectors in Africa: agriculture and food security, water, energy, and infrastructure.</p><p>The project is piloting eight case studies (CSs) in five different countries involving a wide range of end-users. New services derived from seasonal and decadal forecasts are applied for food security and crop production in South Africa, Malawi, Mozambique, and Tanzania. High-resolution climate projections, as well as historical climate reanalyses, are used to support planning and investment decisions for: a railway infrastructure and a mix of renewable energies in Tanzania, hydropower generation assessment under climate change scenarios in Malawi, and water resources management in Mauritius.</p><p>For all the FOCUS-Africa’s case studies, socio-economic impact assessment of the delivered climate services will be carried out in collaboration with the CS leaders, service providers, and end-users, by providing ex-ante and ex-post evaluations grounded in the Global Indicator Framework for the Sustainable Development Goals. The project will align the capacity development efforts with those promoted by WMO for enhancing the capabilities of the NMHSs to deliver climate services to users and will make sure that the project's innovative processes and tools will be part of the WMO training curricula.</p><p>FOCUS-Africa's expected impacts are:</p><ul><li>Build a strong link between the climate scientific community and stakeholders in the SADC region by leveraging the advanced scientific knowledge and strong networks of the implementing team, and by establishing dedicated channels of communications, so as to target the full value chain of our users, from the start of the project</li> <li>Advance the way in which climate information is developed by characterising end-use requirements through regular engagement</li> <li>Contribute to the advancement of the scientific knowledge in the region and strengthened support for international scientific assessments through publications and reports such as those relevant for the IPCC, through the innovative science developed by FOCUS-Africa</li> <li>Demonstrate the effectiveness of the climate information by strengthening the adaptive capacity of end-users by delivering tailored, actionable, and exploitable climate services and by estimating their socio-economic benefits across the full value chain.</li> <li>Enhance policy-making for climate adaptation in the project and other countries</li> <li>Increase women’s access to climate services</li> </ul>

Toward an Open Learning Analytics Ecosystem

2016 ◽  
pp. 195-219 ◽  
Author(s):  
Mohamed Amine Chatti ◽  
Arham Muslim ◽  
Ulrik Schroeder
Keyword(s):  
Learning Analytics ◽  
Open Learning

Big Data Models and the Public Sector

Web Services ◽  
2019 ◽  
pp. 105-126
Author(s):  
N. Nawin Sona
Keyword(s):  
Machine Learning ◽  
Data Mining ◽  
Big Data ◽  
Public Sector ◽  
Predictive Analytics ◽  
Data Types ◽  
The Public ◽  
Emerging Trends ◽  
Wide Range ◽  
Learning Data

This chapter aims to give an overview of the wide range of Big Data approaches and technologies today. The data features of Volume, Velocity, and Variety are examined against new database technologies. It explores the complexity of data types, methodologies of storage, access and computation, current and emerging trends of data analysis, and methods of extracting value from data. It aims to address the need for clarity regarding the future of RDBMS and the newer systems. And it highlights the methods in which Actionable Insights can be built into public sector domains, such as Machine Learning, Data Mining, Predictive Analytics and others.

Visualization of Big Data Sets Using Computer Graphics

2018 ◽  
pp. 578-603
Author(s):  
Anna Ursyn ◽  
Edoardo L'Astorina
Keyword(s):  
Big Data ◽  
Data Visualization ◽  
Visual Analysis ◽  
Data Sets ◽  
Arrival Times ◽  
Learning And Teaching ◽  
Knowledge Domains ◽  
Visualization Of Data ◽  
And Mathematics ◽  
Visualization Techniques

This chapter discusses some possible ways of how professionals, researchers and users representing various knowledge domains are collecting and visualizing big data sets. First it describes communication through senses as a basis for visualization techniques, computational solutions for enhancing senses and ways of enhancing senses by technology. The next part discusses ideas behind visualization of data sets and ponders what is and what not visualization is. Further discussion relates to data visualization through art as visual solutions of science and mathematics related problems, documentation objects and events, and a testimony to thoughts, knowledge and meaning. Learning and teaching through data visualization is the concluding theme of the chapter. Edoardo L'Astorina provides visual analysis of best practices in visualization: An overlay of Google Maps that showed all the arrival times - in real time - of all the buses in your area based on your location and visual representation of all the Tweets in the world about TfL (Transport for London) tube lines to predict disruptions.

Making it Rich and Personal

2012 ◽  
pp. 177-192
Author(s):  
Su White ◽  
Hugh C. Davis
Keyword(s):  
Learning Environment ◽  
Academic Community ◽  
Technology Infrastructure ◽  
Learning And Teaching ◽  
Personal Learning ◽  
Institutional Processes ◽  
Personal Learning Environment ◽  
Use Of Technology ◽  
Collective Commitment

Many of the communities interested in learning and teaching technologies within higher education now accept the view that a conception of personal learning environments provides the most realistic and workable perspective of learners’ interactions with and use of technology. This view may not be reflected in the behaviour of those parts of a university which normally purchase and deploy technology infrastructure. These departments or services are slow to change because they are typically, and understandably, risk-averse, the more so because the consequences of expensive decisions about infrastructure will stay with the organisation for many years. Furthermore across the broader (less technically or educationally informed) academic community, the awareness of and familiarity with technologies in support of learning may be varied. In this context, work to innovate the learning environment will require considerable team effort and collective commitment. This paper presents a case study account of institutional processes harnessed to establish a universal personal learning environment fit for the 21st century.

Affordances and Constraints of Analog Games for Ethics Education

2016 ◽  
pp. 219-237
Author(s):  
Spencer P. Greenhalgh
Keyword(s):  
Educational Technology ◽  
Qualitative Study ◽  
Ethics Education ◽  
Ethical Issues ◽  
Digital Games ◽  
Moral Dilemmas ◽  
Educational Resources ◽  
Learning And Teaching ◽  
Wide Range

Today's students face a wide range of complex moral dilemmas, and games have the potential to represent these dilemmas, thereby supporting formal ethics education. The potential of digital games to contribute in this way is being increasingly recognized, but the author argues that those interested in the convergence of games, ethics, and education should more fully consider analog games (i.e., games without a digital component). This argument draws from a qualitative study that focused on the use of an analog roleplaying game in an undergraduate activity that explored ethical issues related to politics, society, and culture. The results of this study are examined through an educational technology lens, which suggests that games (like other educational resources) afford and constrain learning and teaching in certain ways. These results demonstrate that this game afforded and constrained ethics education in both ways similar to digital games and ways unique to analog games.

mCity

2007 ◽  
pp. 12-29
Author(s):  
Anette Hallin ◽  
Kristina Lundevall
Keyword(s):  
Health Care ◽  
Mobile Technology ◽  
Mobile Services ◽  
End Users ◽  
Sustainable Systems ◽  
Wide Range ◽  
Telecom Industry ◽  
User Friendly ◽  
The City ◽  
User Focus

This chapter presents the mCity Project, a project owned by the City of Stockholm, aiming at creating user-friendly mobile services in collaboration with businesses. Starting from the end-users’ perspective, mCity focuses on how to satisfy existing needs in the community, initiating test pilots within a wide range of areas, from health care and education, to tourism and business. The lesson learned is that user focus creates involvement among end users and leads to the development of sustainable systems that are actually used after they have been implemented. This is naturally vital input not only to municipalities and governments but also for the IT/telecom industry at large. Using the knowledge from mCity, the authors suggest a new, broader de?nition of “m-government” which focuses on mobile people rather than mobile technology.

Podcasting as a Next Generation Teaching Resource

2009 ◽  
pp. 350-365 ◽  
Author(s):  
Jenny Ang Lu
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Education ◽  
Language Teachers ◽  
Learning And Teaching ◽  
Efl Context ◽  
Wide Range ◽  
Potential Applications ◽  
English Language Teachers ◽  
Almost All

This chapter aims to investigate how podcasts can be made to fit into the repertoire of resources utilized by teachers, especially in language education. It focuses on arming the language teacher with a fundamental knowledge of podcasting, centering on its potential applications in the classroom. Podcasts are ideal resources for language teachers, especially English language teachers, because almost all topics imaginable are now being treated in podcasts and the bulk of podcasts are recorded in English. Aside from making use of language-teaching podcasts, language teachers can also incorporate English language podcasts dealing with a wide range of issues to cater to the varying preferences of students. In addition to discussing these points, this chapter also provides suggestions for the practical incorporation of podcasts in language learning and teaching, both inside and outside the classroom. Two case studies demonstrating possible ways to use podcasts in an English as a Foreign Language (EFL) context are presented.

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