A Holistic View on Learning Analytics: Opportunities and Challenges
Tuesday, June 28 8:30 AM-9:30 AM
Learning analytics emphasize insights and responses to real-time learning processes based on educational information from digital learning environments, administrative systems, and social platforms. Currently, promising learning analytics applications are being developed which use learner generated data and other relevant information in order to personalise and continuously adapt the learning environment. Students benefit from learning analytics through optimised learning pathways, personalised interventions, and real-time scaffolds. Learning analytics provide teachers detailed analysis and monitoring on the individual student level, allowing to identify particularly instable factors, like motivation or attention losses, before they occur. Further, learning analytics facilitate decision-making on institutional level and help to analyse churn as well as to identify gaps in curricular planning. However, are institutions, academics, students and administrative staff prepared for learning analytics? Along a benefits matrix for learning analytics, this keynote presentation will explore essential institutional infrastructure, desired staff capabilities, approaches for automated semantic assessment, as well as privacy issues. Bio: Dirk Ifenthaler is Professor and Chair of Learning, Design and Technology at University of Mannheim, Germany, Adjunct Professor at Deakin University, Australia and Affiliate Research Scholar at the University of Oklahoma, USA. His previous roles include Professor and Director, Centre for Research in Digital Learning at Deakin University, Australia, Manager of Applied Research and Learning Analytics at Open Universities, Australia, and Professor for Applied Teaching and Learning Research at the University of Potsdam, Germany. He was a 2012 Fulbright Scholar-in-Residence at the Jeannine Rainbolt College of Education, at the University of Oklahoma, USA. Dirk Ifenthaler’s research focuses on the intersection of cognitive psychology, educational technology, learning science, data analytics, and computer science. His research outcomes include numerous co-authored books, book series, book chapters, journal articles, and international conference papers, as well as successful grant funding in Australia, Germany, and USA – see Dirk’s website for a full list of scholarly outcomes at www.ifenthaler.info. He is the Editor-in-Chief of the Springer journal Technology, Knowledge and Learning (www.springer.com/10758).