Wednesday, May 20, 2015

PRiME received "Exzellenziegel des Deutschen Bildungspreises 2015"

In addition to the eLearning Award 2015, PRiME received the Quality Seal "Excellence in Education and Talent Management" of the "Deutscher Bildungspreis".

Monday, May 11, 2015

A Usability Evaluation of a Blended MOOC Environment: An Experimental Case Study

The paper "A Usability Evaluation of a Blended MOOC Environment: An Experimental Case Study" with my dear friend Ahmed Mohamed FahmyYousef was published in IRRODL.

In the past few years, there has been an increasing interest in Massive Open Online Courses (MOOCs) as a new form of Technology-Enhanced Learning (TEL), in higher education and beyond. Recognizing the limitations of standalone MOOCs, blended MOOCs (bMOOCs) that aim at bringing in-class (i.e. face-to-face) interactions and online learning components together have emerged as an alternative MOOC model of teaching and learning in a higher education context. In this paper, we present the design, implementation, and evaluation details of a bMOOC course on “Teaching Methodologies” at Fayoum University, Egypt in cooperation with RWTH Aachen University, Germany, provided using the bMOOC platform L2P-bMOOC. In order to gauge the usability and effectiveness of the course, we employed an evaluation approach based on Conole’s 12 dimensions rubrics, ISONORM 9241/110-S as a general usability evaluation, and a custom effectiveness questionnaire reflecting the different MOOC stakeholder perspectives.

Ahmed Mohamed Fahmy Yousef, Mohamed Amine Chatti, Ulrik Schroeder, Marold Wosnitza (2015).The International Review of Research in Open and Distributed Learning (IRRODL), 16(2).

Figure 1 

Monday, May 04, 2015

Learning Analytics Workshop at DeLFI/GMW 2015

The Learning Analytics Working Group of the German Informatics Society (GI) is organizing the 3rd workshop on "Learning Analytics" in conjunction with the joint DeLFI/GMW conference 2015, September 1-4, 2015 in Munich, Germany. The call for papers is available here. Please consider submitting a paper to this interesting workshop. Submission in English is also possible.

Wednesday, April 29, 2015

Learning Analytics at GOR

On Friday April 17, 2015, I had an invited talk on "Learning Anaytics: Challenges and Future Research Directions" at the annual workhop organized by the GOR working group "Analytics" at Bayer in Leverkusen. More information about the workshop is availabe here

Teilnehmer 2015

Wednesday, February 25, 2015

PRiME received the eLearning Award 2015

Logo: PRIME - Professional Reflective Mobile Personal Learning EnvironmentsDen eLearning-Award schon in der Tasche und für den Deutschen Bildungspreis 2015 nominiert: Das Team vom Projekt "PRiME". (Bild: BMBF)

Our BMBF Project Professional Reflective Mobile Personal Learning Environments (PRiME) received the eLearning Award 2015 in the categories personal learning environment and knowledge management.

An overview on the project can be found on the qualifizierungsdigital portal and more details on the project website.

A recent report is avaible at of the German Federal Ministry of Education (BMBF) Website.

PRiME offers an integrated professional learning and knowledge management framework for personal as well as organizational learning, addressing the following objectives:

·     Provide an innovative professional learning approach, where informal and network learning converge around a self-directed learning environment. This approach is grounded in the Learning as a Network (LaaN) theory. 
·         Design a work-integrated framework that links mobile job activities and self-directed learning in context.
·         Develop and evaluate mobile learning applications to support mobile learning in context.
·         Support continuous reflection at three levels:  (a) the personal learning environment (PLE) level where professional learners can annotate learning materials on their mobile tablet devices; (b) these materials can be shared, commented, and rated by peers at the personal knowledge network (PKN) level; (c) the new generated learning materials can then be shared and used within the company at the network of practice (NoP) level.
·         Develop and evaluate learning analytics tools and methods (e.g. dashboards, recommendation, intelligent feedback, context-based search) to support reflective learning at the workplace.

Friday, November 07, 2014

Learning Analytics: Challenges and Future Research Directions

                 Learning Analytics Reference Model

                 Future Research Directions in Learning Analytics

The paper "Learning Analytics: Challenges and Future Research Directions" has been published in the e-learning and education journal (eleed). 

The paper presents a revised version of the learning analytics reference model and highlights future research directions in learning analytics. These include:
- Open Learning Analytics
- Big Learning Analytics
- Learning Analytics in Open Learning Environments (e.g. MOOCs)
- Mobile Learning Analytics
- Context Modeling
- Privacy-Aware Learning Analytics
- Personalized Learning Analytics
- Lifelong Learner Modeling
- Learning Analytics for Open Assessment
- Embedded Learning Analytics
- Learning Analytics Design Patterns
- Learning Analytics Evaluation

In recent years, learning analytics (LA) has attracted a great deal of attention in technology-enhanced learning (TEL) research as practitioners, institutions, and researchers are increasingly seeing the potential that LA has to shape the future TEL landscape. Generally, LA deals with the development of methods that harness educational data sets to support the learning process. This paper provides a foundation for future research in LA. It provides a systematic overview on this emerging field and its key concepts through a reference model for LA based on four dimensions, namely data, environments, context (what?), stakeholders (who?), objectives (why?), and methods (how?). It further identifies various challenges and research opportunities in the area of LA in relation to each dimension.

Chatti, M. A., Lukarov, V., Thüs, H., Muslim, A., Yousef, A. M. F., Wahid, U., Greven, C., Chakrabarti, A., Schroeder, U. (2014). Learning Analytics: Challenges and Future Research Directions. eleed, Iss. 10.

Thursday, September 04, 2014

LaaN: Convergence of Knowledge Management and Technology Enhanced Learning

The paper "LaaN: Convergence of Knowledge Management and Technology Enhanced Learning" has been published in IEEE Transactions on Learning Technologies. The paper has now free access here (pdf) and here (html)
Knowledge Management (KM) and Technology-Enhanced Learning (TEL) have attracted attention over the past two decades and are meanwhile considered as important means to increase individual and organizational performance. There is, however, a wide agreement that traditional KM and TEL models have failed to cope with the fast-paced change and critical challenges of the new knowledge era. In this paper, we propose a vision for future KM/TEL approaches which aims to fulfill the needs of the new knowledge landscape by introducing the Learning as a Network (LaaN) theory as a new learning theory characterized by the convergence of KM and TEL within a learner-centric knowledge environment. We further discuss a possible implementation of the LaaN theory based on the personal learning environment (PLE) concept.


M. A. Chatti, U. Schroeder, M. Jarke (2012) LaaN: Convergence of Knowledge Management and Technology Enhanced Learning. IEEE Transactions on Learning Technologies, 5(2), pp. 177-189.