Tuesday, July 05, 2016

Video annotation and analytics in CourseMapper


Our paper "Video annotation and analytics in CourseMapper" has been published in the Smart Learning Environments Journal, published by SpringerOpen.

Abstract:
 
Over the past few years there has been an increasing interest to investigate the potential of Video-Based Learning (VBL) as a result of new forms of online education, such as flipped classrooms and Massive Open Online Courses (MOOCs) in order to engage learners in a self-organized and networked learning experience. However, current VBL approaches suffer from several limitations. These include the focus on the traditional teacher-centered model, the lack of human interaction, the lack of interactivity around the video content, lack of personalization, as well as assessment and feedback. In this paper, we investigate the effective design of VBL environments and present the design, implementation, and evaluation details of CourseMapper as a mind map-based collaborative video annotation and analytics platform that enables learners’ collaboration and interaction around a video lecture. Thereby, we focus on the application of learning analytics mainly from a learner perspective to support self-organized and networked learning through personalization of the learning environment, monitoring of the learning process, awareness, self-reflection, motivation, and feedback.


We released the first version of the CourseMapper platform. It can be accessed here.  CourseMapper is a mind map-based collaborative course annotation and analytics platform that fosters collaboration and interaction around pdf/video learning materials, supported by visual learning analytics. More information about the platform can be found here.

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.

Abstract:
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.

Reference:
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

http://arbeitskreis-learning-analytics.f4.htw-berlin.de/arbeitskreis/

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.