Analytics for everyday learning from two perspectives: Knowledge workers and teachers

Angela Fessl, Dominik Kowald, Susana López Sola, Ana Moreno, Ricardo Alonso Maturana, Stefan Thalmann

Research output: Contribution to journalConference articleResearchpeer-review

Abstract

Learning analytics deals with tools and methods for analyzing and detecting patterns in order to support learners while learning in formal as well as informal learning settings. In this work, we present the results of two focus groups in which the effects of a learning resource recommender system and a dashboard based on analytics for everyday learning were discussed from two perspectives: (1) knowledge workers as self-regulated everyday learners (i.e., informal learning) and (2) teachers who serve as instructors for learners (i.e., formal learning). Our findings show that the advantages of analytics for everyday learning are three-fold: (1) it can enhance the motivation to learn, (2) it can make learning easier and broadens the scope of learning, and (3) it helps to organize and to systematize everyday learning.

Original languageEnglish
JournalCEUR Workshop Proceedings
Volume2209
Publication statusPublished - 1 Jan 2018
Event1st Workshop on Analytics for Everyday Learning - Leeds, United Kingdom
Duration: 4 Sep 2018 → …

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Keywords

  • Focus group
  • Formal learning
  • Informal learning
  • Learning analytics
  • Recommender systems

ASJC Scopus subject areas

  • Computer Science(all)

Cite this

Analytics for everyday learning from two perspectives : Knowledge workers and teachers. / Fessl, Angela; Kowald, Dominik; Sola, Susana López; Moreno, Ana; Maturana, Ricardo Alonso; Thalmann, Stefan.

In: CEUR Workshop Proceedings, Vol. 2209, 01.01.2018.

Research output: Contribution to journalConference articleResearchpeer-review

Fessl, Angela ; Kowald, Dominik ; Sola, Susana López ; Moreno, Ana ; Maturana, Ricardo Alonso ; Thalmann, Stefan. / Analytics for everyday learning from two perspectives : Knowledge workers and teachers. In: CEUR Workshop Proceedings. 2018 ; Vol. 2209.
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