«Personal competences for implementing learning analytics in self-regulated learning»
Wolfgang GrellerUniversity of Teacher Education, Viena
Abstract
As self-regulated learning becomes ever more prominent in EU and national educational policies, this short presentation reflects on the development of a “personalised evidence-based practice framework” for self-regulated learners. It is part of the outcomes of the EU-funded SLIDEshow project that aims to promote SRL with teachers, their students, and policy makers. Self-regulated learning (SRL) requires evidence-based feedback, and learning analytics as a discipline can provide such feedback through the use of learner data. But, there are difficulties for human learners to know how to critically interpret the results and what to do with them. This led to an analysis of required knowledge and competences that enable SRL support from educational datasets. The resultant framework is aligned to the EQF levels and competence descriptors as well as the elaborate DigComp and DigCompEdu frameworks.
Bio
Profesor de Aprendizaje e Innovación Docente en la Universidad de Formación de Profesores de Viena, Austria. Ha trabajado en el campo de las tecnologías de aprendizaje y TEL durante unos 25 años y es un destacado experto en Learning Analytics (LA), impulsando el crecimiento de esta comunidad desde 2011. Ha publicado varios artículos en revistas y conferencias internacionales. Premio al mejor trabajo sobre LA en LAK16. Su “Framework for Learning Analytics” (2012) ha sido citado en numerosas ocasiones. El profesor Greller tiene una larga experiencia en proyectos de la UE, como el proyecto Learning Analytics Community Exchange (LACE), Open Discovery Space (ODS) y otros. En la actualidad, su labor se centra en LA para el aprendizaje autorregulado, dentro del proyecto SLIDEshow, financiado por la UE, donde dirige el trabajo sobre el uso de la analítica de aprendizaje. Sus intereses de investigación también incluyen las redes de aprendizaje y el aprendizaje en red, la educación abierta y las OER. Su trabajo está orientado principalmente a la implementación de tecnologías de aprendizaje emergentes en la enseñanza. Destaca los aspectos humanos y el impacto que TEL tiene en los procesos y en los contextos de aprendizaje.Professor in Learning and Teaching Innovation at the University of Teacher Education, Vienna, Austria. He has worked in the field of learning technologies and TEL for around 25 years and is a leading expert on learning analytics (LA), where he has been engaged in the emerging LA community since 2011. He published several papers in international journals and conferences. For his paper on trusted Learning Analytics at LAK16, he received best paper award. His «Framework for Learning Analytics» (2012) has been cited in many works around the globe. Wolfgang has long-standing experience in EU projects, like the Learning Analytics Community Exchange (LACE) project, Open Discovery Space (ODS), and many others. Currently, he focuses on LA for self-regulated learning as part of an EU-funded project called SLIDEshow, where he has the lead on the work package regarding the use learning analytics. Other interests include learning networks and networked learning, open education, and OERs. Wolfgang’s work is mostly oriented towards the implementation of emerging learning technologies in teaching and learning. He emphasises the human aspects and the impact that TEL has on the learning processes and learning contexts.
