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Auflistung nach Autor:in "Lukarov, Vlatko"

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  • Textdokument
    AiX-Analytics: Analytics Tool at RWTH Aachen University
    (Bildungsräume 2017, 2017) Lukarov, Vlatko; Schroeder, Ulrik
    In this paper we present the AiX-Analytics prototype. The tool is a web-based prototype that visualizes usage statistics and analytics of the learning platform’s log data. The prototype has three parts: data management, RESTful application engine, and user interface(s). The data management receives, cleans, analyzes and aggregates the learning platform logs, and saves the derived results and analytics. The RESTful application engine is a Web API application that provides data and analytics to the front-end (UI). The user interface provides a set of visualizations, which interactively presents the learning data for different stakeholders in higher education scenarios. The user interface has two main aspects. The first is intended for the university’s administration and eLearning coordinators, in order to help in understanding how different faculties and institutes use the learning platform. The second aspect focuses on individual courses, where the teaching staff and students can take a look which modules, when, and how were used during the ongoing semester(s). The presented work is an ongoing research project at the Learning Technologies Research Group at RWTH Aachen University.
  • Textdokument
    Analytics Prototype for Data Driven Decision Making for Blended Learning Strategies in HEI
    (Bildungsräume 2017, 2017) Lukarov, Vlatko; Schroeder, Ulrik
    In this paper we present a tool that introduces data-driven decision making concerning the implementation and adoption of blended learning in higher education. We identified key groups from the university’s administration that are directly involved in the learning and teaching processes and captured their goals and perspectives in the context of eLearning processes. We used these perspectives and goals to sketch out systematical introduction of data-driven decision making processes which can create sustainable impact on their work and the blended learning scenarios. This resulted in building a web-based prototype that visualizes usage statistics and analytics of the log data extracted from the university-wide learning platform. This prototype contains indicators and visualizations mapped to the goals and perspectives of the identified key user groups, in order to provide insight how the different faculties teach and learn utilizing the platform and provides actionable intelligence to better distribute resources and support the staff and students in their respective blended learning scenarios.
  • Konferenzbeitrag
    Eine forschungspraktische Perspektive auf xAPI-Registries
    (DELFI 2020 – Die 18. Fachtagung Bildungstechnologien der Gesellschaft für Informatik e.V., 2020) Ehlenz, Matthias; Heinemann, Birte; Leonhardt, Thiemo; Röpke, René; Lukarov, Vlatko; Schroeder, Ulrik
    In der Learning Analytics-Forschung hat sich xAPI als Standard etabliert. Actor – Verb – Object. Während Idee einfach und elegant ist, ist die Umsetzung deutlich komplexer. xAPI stellt eine Grammatik, doch das Vokabular ist nicht eindeutig definiert. Extensions, Profiles, Recipes, Attachments, Objekte und Activities, viele Konzepte sind spezifiziert, die inhaltliche Ausgestaltung aber bewusst offengehalten. Die resultierende Konsequenz ist fehlende Eindeutigkeit. Dieser Beitrag arbeitet diese Problematik strukturiert auf und diskutiert die gegenwärtigen Ansätze verschiedener Registries durch die kritische Betrachtung der Entwicklung des xAPI Standards.
  • Workshopbeitrag
    Learning Analytics Perspektiven: interdisziplinäre Herausforderungen bei Umsetzung der Forschung in Dienstleistungen
    (Proceedings of DELFI Workshops 2019, 2019) Ehlenz, Matthias; Cwielong, Ilona; Lukarov, Vlatko; Schroeder, Ulrik
    This paper provides attitudes, perspectives, and challenges which entail Learning Analytics research and practice from the fields of didactics, media pedagogy, and learning analytics’ technical implementation as a service. This interplay of different perspectives is an invaluable advantage which helps in providing pedagogically sound learning analytics results which can be integrated within the didactical aspects of the applied learning scenarios. Didactics, or “science of teaching” supports people in their learning process by utilizing learning theories and (media)- didactical concepts. Media pedagogy as a theory works within the context of media and society and tries to understand how people use and navigate through various media (as experienced or in- experienced users), and more specifically how these media and its resources (or products) are integrated and used within the educational processes. Learning analytics as a field is (to-date) still mostly data-driven research field. Most research projects and individual practitioners’ initiatives are still heavily influenced by the available learners’ data, and the advancement in hardware and software technology concerning data analysis. This position paper provides arguments, existing research decisions and developments, and promising future steps and directions which can help in finding the balance of how much each of these perspectives should (and could) influence Learning Analytics research and services.