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One key factor for the successful outcome of a Learning Analytics (LA) infrastructure is the ability to decide which software architecture concept is necessary. Big Data can be used to face the challenges LA holds. Additional challenges on privacy rights are introduced to the Europeans by the General Data Protection Regulation (GDPR). Beyond that, the challenge of how to gain the trust of the users remains. We found diverse architectural concepts in the domain of LA. Selecting an appropriate solution is not straightforward. Therefore, we conducted a structured literature review to assess the state-of-the-art and provide an overview of Big Data architectures used in LA. Based on the examination of the results, we identify common architectural components and technologies and present them in the form of a mind map. Linking the findings, we are proposing an initial approach towards a Trusted and Interoperable Learning Analytics Infrastructure (TIILA). (DIPF/Orig.)

Leren in context, hoe doe je dat? De Open Universiteit heeft hiervoorhet mobiele gameplatform yOUplay ontwikkeld. Hiermee kunnen docenten educatieve games, zoals excursies en speurtochten, maken.

This article describes the theory-informed design of the “ELENA goes shopping” mobile game and reportson the evaluation of its effectiveness through a design research approach. The game aimed to foster youngchildren’s (aged 4-8) interest in a neighboring (geographically proximate) language and to familiarize themwith its sounds, pronunciation and vocabulary. Additionally, it strived to involve adults in young children’slanguage learning activities. To achieve these objectives, the game connects playful learning activities to anaccessible, familiar real-world setting (supermarket). The game was developed and evaluated through threeiterative design research cycles. First, interdisciplinary experts (n = 8) evaluated the game by means of aquestionnaire and focus group discussion. In the second and third cycles, the game’s feasibility andusability was evaluated via questionnaires, semi-structured interviews and a language learning outcometest. Results revealed that children (34) and adults (14) alike found the game useful for familiarization withand motivation to learn another language, and feasible to involve adults. Nevertheless, children could playthe game autonomously with minimum adult assistance. A dependent t-test on a repeated vocabulary testrevealed adults’ and children’s perception that the game helped them familiarize with another language tobe consistent with test results. A limitation to this study is that the test was administered immediately aftergame playing. Future studies could explore effects of “real-world” contextualization on early secondlanguage learning and vocabulary recall by measuring after longer time spans and compare results versus anon-contextualized game.

© J.UCS. The collection and management of learning traces, metadata about actions that students perform while they learn, is a core topic in the domain of Learning Analytics. In this paper, we present a simple architecture for collecting and managing learning traces.We describe requirements, different components of the architecture, and our experiences with the successful deployment of the architecture in two different case studies: a blended learning university course and an enquiry based learning secondary school course. The architecture relies on trackers, collecting agents that fetch data from external services, for flexibility and configurability. In addition, we discuss how our architecture meets the requirements of different learning environments, critical reflections and remarks on future work. ispartof: JOURNAL OF UNIVERSAL COMPUTER SCIENCE vol:21 issue:7 pages:976-996 status: published

This article describes the theory-informed design of the ‘Elena goes shopping’ mobile game and reports on the evaluation of its effectiveness through a design research approach. The game aimed to foster young children’s (aged 4-8) interest in a neighboring (geographically proximate) language and to familiarize them with its sounds, pronunciation and vocabulary. Additionally, it strived to involve adults in young children’s language learning activities. To achieve these objectives, the game connects playful learning activities to an accessible, familiar real-world setting (supermarket). The game was developed and evaluated through three iterative design research cycles. First, interdisciplinary experts (n=8) evaluated the game by means of a questionnaire and focus group discussion. In the second and third cycles, the game’s feasibility and usability was evaluated via questionnaires, semi-structured interviews and a language learning outcome test. Results revealed that children (34) and adults (14) alike found the game useful for familiarization with and motivation to learn another language, and feasible to involve adults. Nevertheless, children could play the game autonomously with minimum adult assistance. A dependent t-test on a repeated vocabulary test revealed adults’ and children’s perception that the game helped them familiarize with another language to be consistent with test results. A limitation to this study is that the test was administered immediately after game playing. Future studies could explore effects of ‘real-world’ contextualization on early second language learning and vocabulary recall by measuring after longer time spans and compare results versus a non-contextualized game.

Durante 2 días de escuela y 2 días libres, se ofrece a 37 alumnos de educación secundaria llevar a cabo un ejercicio de reflexión diaria y e informar acerca de la intensidad de aprendizaje de su día y los canales utilizados. Este experimento piloto tuvo 2 propósitos: a) evaluar la medida en que el teléfono móvil puede utilizarse como instrumento para desarrollar la conciencia sobre el aprendizaje y b) explorar cómo los jóvenes atienden a su identidad como estudiante (permanente) cuando se les pide que reflexionar sobre este tema. Los resultados muestran que los estudiantes aceptaron responder a las preguntas sobre el aprendizaje enviados a sus propios dispositivos móviles y fuera del horario escolar. El estudio también proporciona indicios de que conseguir conocer y reflexionar acerca de su identidad como estudiantes (profesionales), no es una práctica común y comprensible para los participantes. Estos hallazgos, que cuestionan la vida cotidiana de los jóvenes desde una perspectiva de aprendizaje, se examinan invocando a la creación de un aprendizaje consciente, responsable y comprometido During 2 school days and 2 days off, 37 college pupils were offered a daily reflection and reporting exercise about how (intensity and channels) they learnt in the day. This pilot experiment had 2 purposes: a) to assess the extent to which the mobile phone can be used as an instrument to develop awareness about learning and b) to explore how young people attend to their identity as (lifelong) learners when they are prompted to reflect on this theme. Results show that students accepted to answer questions about learning on own mobile appliances and outside school hours. The study also provides indications that getting aware of and reflecting about their identity as (professional) learners is not a common and/or understood practice for the participants. These findings, which questions the common life of young people from a learning perspective, are discussed in the light of the call to breed mindful, responsible and committed learners

This document describes the implementation of the ECO federated search architecture. It presents an analysis of various architectures and defines based on this analysis an architectural solution for federated search in ECO.

This short paper presents the experiences of several Dutch projects in their application of the xAPI standard and different design patterns including the deployment of Learning Record Stores. In this paper we share insights and argue for the formation of an international Special Interest Group on interoperability issues to contribute to the Open Analytics Framework as envisioned by SoLAR and enacted by the Apereo Learning Analytics Initiative. Therefore, we provide an overview of the advantages and disadvantages of implementing the current xAPI standard by presenting projects that applied xAPI in very different ways followed by the lessons learned.

This document describes how integrations with social networks are being developed in ECO platforms. With these new features, participants will be able to share results and other contents through Facebook, Twitter, Google plus.

Este artículo presenta los resultados de una encuesta completada por 147 estudiantes de formación continua. El principal objetivo del cuestionario es analizar las prácticas de aprendizaje en adultos y reconocer patrones de estudiantes de formación continua con el fin de darles soporte con tecnología. Estos patrones capturan el contexto en el cual los participantes están más predispuestos a aprender, es decir, el momento del día, el día de la semana, duración, ubicación, actividad que se realiza, tipo de dispositivo utilizado, forma de interactuar con sus dispositivos y cómo pueden afectar estos aspectos cuando un estudiante adulto toma la iniciativa de aprender. Además, este artículo examina las publicaciones en encuestas anteriores, cuestionarios y la información recogida con el mismo objetivo, para corroborar y contrastar los resultados. La contribución de este trabajo es identificar y describir patrones en los que los estudiantes de formación continua están más dispuestos a construir ecologías de aprendizaje personal cuando con el soporte de dispositivos móviles. This article presents the results from a questionnaire filled out by 147 lifelong learners. The primary aim of the questionnaire is to analyse learning practices of adults, and to recognize patterns of lifelong learners in order to support them with technology. These patterns capture the context in which lifelong learners are more willing to learn, that is, the day of the week, duration, location, activity being performed, type of device being used, way to interact with their devices and how these aspects can affect when an adult student takes the initiative to learn. Moreover, this article examines previous publications on surveys, questionnaires and information collected with the same objective, to corroborate and contrast the findings. The contribution of this paper is identifying and describing patterns in which lifelong learners are more willing to build personal learning ecologies when supported by mobile devices.