Ten workshops will take place in conjunction with EC-TEL 2019. The provisional workshop schedule, workshop summaries and links to workshop pages are shown below:
Monday, 3 September
- Technology Enhanced Learning for Science, Technology, Engineering and Mathematics Education (TEL-STEM)
- Developing an evidence-based institutional learning analytics policy
- Systems of Assessments for Computational Thinking Learning
- Please note the EVAL-UM workshop has been cancelled. If you signed up for this then you can attend another workshop in its place.
Tuesday, 4 September
- xAPI and beyond! Smart Approaches to Interoperability for Learning Analytics (SAILA)
- Designing Learning Amongst Complexity and Mobility (DL2.0)
- Analytics for Everyday Learning Workshop (AFEL)
- 1st Workshop on the "Profession" in Technology-Enhanced Learning: Open Science (TELprofession)
- Student-facing Learning Analytics: Principles for Design and Evaluation (SFLAP)
- Unbundling and rebundling higher education using technology enhanced learning (URHE-TEL)
The European Association of Technology-Enhanced Learning (EATEL) seeks to drive community discussion that can help to maintain high standards of research quality and professionalism in the domain of TEL. A Webinar series and this ECTEL Workshop on "The Profession" aims to offer spaces for experience sharing around overarching aspects related to the TEL research profession. These overarching aspects will consider challenges for our field, for example those related to Responsible Research and Innovation (from gender equality and inclusion, to public engagement, ethics, and open science). The topic chosen for the workshop is "Open Science as it applies to TEL". Open Science is a critical issue considered by the research community at large, including our TEL community.
The ongoing phenomenon of Open Science promotes on the one hand, transparent and frequent open-access updates of research progress; and other other hand, reproducible, accurate and verifiable research. Like other fields, TEL research suffers from problems such as challenges to replicate , validity, publication bias, and high costs of access to publications. However, the use of these initiatives is in its early days and despite there starts to be some remarkable open science practices in our domain, they are not broadly known, documented and shared within the community for widespread adoption.
This workshop invites 1-2 page submissions that present Open Science practices in our domain and discuss the benefits and challenges of Open Science as it applies to TEL. For example, submissions can explain successful cases of doing Open Science in their research and discuss obstacles (e.g. related to data management, ethics, IP) they are facing, strategies they have developed, etc.
The proceedings of AFEL workshop are now available at http://ceur-ws.org/Vol-2209
Informal learning and workplace learning are established research fields in the domain of Technology enhanced learning (TEL) focusing primary on the business learning needs of employees. However, learning takes place everywhere and in everyday situations. Everyday learning as self-steered and curiosity-driven learning will become more and more important as part of lifelong learning in future as knowledge and information develop rapidly. However, due to the rising complexity and diversity of available learning resources, support for self-organization and reflection about one‚Äôs own learning seems useful. In this regard, learning analytics seem to offer promising approaches. This AFEL Workshop aims at bringing together researchers, practitioners, educational developers, entrepreneurs and policy makers from different backgrounds to provide a forum for discussion the multi-faceted area of analytics for everyday learning.
We are looking forward to contributions that feed the debate about learning analytics in the context of everyday learning on many levels. Thus, we are looking for contributions out of science, technology and practice to discuss learning analytics for everyday learning from different perspectives. Furthermore, participants are invited to submit innovative technologies that support learning analytics for everyday learning but also novel and advanced approaches based on artificial intelligence, augmented reality or ubiquitous computing technologies for learning. We are also highly appreciating papers on practices and different pedagogical approaches, types of learning settings, and application domains that can be used for everyday learning.
The workshop will include a paper session, a demo and prototype slam as well as an interactive session.
The workshop aims at:
- Providing a forum for presenting and discussing research on learning analytics for everyday learning.
- Creating an interactive experience that connects participants‚Äô research, current tools or latest prototypes and models with real end users‚Äô learning experiences and requirements regarding analytics for everyday learning.
- Creating an agenda for future everyday learning research and development.
Co-Creation in the Design, Development and Implementation of Technology-Enhanced Learning
The proceedings of the CC-TEL workshop are now available at http://ceur-ws.org/Vol-2190/
Increasingly sophisticated TEL systems are being developed, yet the promise of such systems is not always achieved. A significant challenge remains user-centric factors: identifying and meeting user requirements, understanding the context, ensuring usability and usefulness, and through this supporting technology adoption and impact on practice. In order to address these challenges a variety of stakeholder engagement approaches are often included during system design and development. These approaches include participatory design, co-design, design-based research, co-production, Living Labs and DevOps. Broadly these can be characterised as co-creation approaches, i.e. involving users or other stakeholders in the creative design, development & implementation processes.
However, key questions have still not been sufficiently addressed regarding this process:
- What co-creation approaches are used in the TEL community?
- What are the differences and advantages/disadvantages in these different approaches?
- What is the impact of using co-creation in TEL?
- How to scale up co-creation activities in TEL?
The workshop will bring together academics and practitioners who implement co-creation methods in their TEL-related work. The goals of the workshop are: (i) exchanging experiences of implementing co-design, (ii) identification of common issues and challenges, (iii) starting to build a community of co-creation in TEL. The workshop will include presentations in the morning and a BarCamp in the afternoon, where all participants propose and vote on the sessions they want to run - allowing for reactive and flexible follow-up on issues & ideas from the morning. Therefore we will be using a co-creation approach within the workshop itself. The outcome of the workshop will include a refined list of research questions and plans for the further development of this research community. The aim is for this to be the first in a series of workshops on this topic, with subsequent workshops and collaborative projects set up to explore the research questions identified.
Design for learning in the complex, connected and mobile world is not currently based on appropriate and logical foundations. It confuses the design of educational artefacts with the design of educational activities, and does not empower the learners, rather it preserves the dominance of the education professionals. The current practices for designing learning also do not recognise the facts that increased familiarity, access and ownership in the wider world with personal digital technologies, specifically mobiles and tablets, make profound differences to how knowledge, understanding, ideas, information and images can be created, owned, shared, discussed, consumed and transformed, and to the control and locus of learning. These are mistakes inherited from institutional e-learning where artefacts and activities were more likely to be synonymous and the confusion was historically harmless. Design had become the prerogative of e-learning experts cut off from the rapidly changing mobile and connected world. This session sets out how designing for learning must now be different from design of e-learning. The factors, constraints and opportunities that now impact on the design of learning include observations about:
- Learners live in an abundance of online resources from which to learn.
- Learners live in a world of connection and mobility, where they access these resources continuously, spontaneously and simultaneously.
- Learning forms only a small fraction of the totality of learners‚Äô experience and expectations of mobiles.
- Learners expect to be able to personalise, customise their mobile and their experience of it.
- The impact of mobiles on the nature of learning, finding out, knowledge and knowing
The workshop will work with structures, practices and heuristics designed to help design learning experiences aligned to the experiences and expectations of their learners. It builds on an analysis of the constraints that constitute the design space where creativity and choice can operate and the experiences and guidelines that promote and support these.
This workshop aims to support higher education institutions to develop learning analytics (LA) policies that are context-based and evidence-based. The workshop comprises two sessions. The first session will include a number of presentations to introduce the SHEILA policy framework developed by a cross-European project and research findings that have informed this framework. The second session will invite participants to take part in small groups to reflect on the state of LA adoption in their institutional contexts, and use the SHEILA policy framework to draft an institutional policy that considers key action points for LA adoption and addresses identified challenges. The contribution of the workshop is to increase the scalability and sustainability of LA through policy development.
The workshop aims, in the context of institutions of higher and further education, to explore through discussion what a set of principles for student-facing learning analytics might be. We will consider learning analytics systems which are designed to provide feedback to students on their engagement, progress, and likely success. The workshop will explore and critique existing examples and scholarship with a view to developing principles which can be applied both to the design and evaluation of student-facing learning analytics software, and which will improve on current visions for such systems and promote aspects which are desirable in being: ethically defensible, effective at improving student outcomes, focussed on developing "graduate attributes" aligned with regional or disciplinary norms, etc.
The motivation for the workshop is a concern that conceptions of what student-facing learning analytics, both from the developer/supplier and user/adopter sides of things, is unsophisticated and either not evidence-based or counter to evidence and theory in education and learning science research.
The objective of the workshop is to identify principles which will influence the future, based on a distillation of wisdom and experience from TEL research and practice perspectives.To this end, it will emphasise principles that are actionable by adopters, and where this is not possible, we will document outstanding research questions.
The proceedings of the TACKLE workshop are now available at http://ceur-ws.org/Vol-2190/
Computational thinking (CT) is nowadays considered as a key set of skills that must be acquired and developed by today's generation of learners. There is now consensus that CT should be taught not only in CS classrooms but also in the context of STEM and other subjects. For this reason, CT has recently been included among the educational goals.
CT assessment is one of the open challenges in order to reach this goal, since it not yet clear which aspects should be evaluated and how. The issue of assessment is critical, because assessment not only determines whether or not didactic goals are being met, but also drives the design of a curriculum. Several assessment approaches have been developed from different perspectives, but CT has been interpreted within the main perspective of programming skills, neglecting the possible generalization on other skills. Nevertheless, a curriculum that enhances the development of 21st century skills needs technological and pedagogical underpinnings to create a "system of assessments" to measure cognitive, social, and programming skills/attitude.
This workshop provides the opportunity to the TEL researchers to discuss and share their ideas on CT assessment. Moreover, the workshop facilitates interdisciplinary collaboration among the participant researchers: CT assessment needs, in fact, to include not only technical and domain-specific skills, but also domain-independent meta-skills.
Topics of interest include but are not limited to:
Tools and techniques with technological underpinning for computational thinking assessment
- visualization techniques,
- learning analytics,
- recommender systems,
- adapted learning flow, content and monitoring process
Pedagogical underpinning for computational thinking assessment
- Computational thinking assessment methods (for STEM and other subjects)
- Relevant measurements for computational thinking assessment
- Experiences of integration of multiple assessment approaches to measure cognitive, social, and programming skills/attitude
Technology Enhanced Learning for Science, Technology, Engineering and Mathematics Education
Many European countries are already concerned about young people disengagement from STEM and therefore many initiatives have been developed throughout Europe to carry out innovative teaching and learning approaches at different levels trying to reverse this process.
The use of Technology enhanced Learning (TEL) approach in teaching and learning creates engaging classrooms in STEM subjects, demystifies the pre-conceived idea among learners that science technologies, engineering and maths topics are difficult, improves learning outcome and increases student motivation and engagement.
The TEL-STEM workshop is an opportunity for teachers and researchers from schools, universities, colleges and companies to share and discuss innovative practices, research initiatives and approaches that enhance face to face and online teaching practices in STEM education. We envision that the TEL-STEM 2018 will be the starting point for an annual meeting on STEM researches at future EC-TEL conferences.
Front-line researchers and authors are invited to submit original research work and state of the art review on the use of TEL in STEM education. Potential topics include, but are not limited to:
- STEM education challenges
- STEM for lifelong learning perspectives
- Innovative approaches for STEM teaching and learning
- Open and distance education and blended learning in STEM education
- Issues of STEM assessment
- Personalisation and Adaptation in STEM education
- Learners motivations and needs in STEM education
- Innovative TEL approaches for Learners with Disability
- Teachers needs in STEM education
- Development of 21st century skills through STEM education
- Tools and learning environments supporting STEM Education
- Augmented Reality for STEM teaching and learning process
- Gamification in STEM education
- Self-directed learning and teaching in STEM
Digital personalisation research relies on the use of personalised information for evaluations and testing. For this comparison metrics and general practises need to be established. Specifically in educational related technologies comparative evaluations of systems using personal data is essential to advance the state-of-the-art and the systems themselves. However, currently there is no established or standardised means for comparative evaluation for researchers relying on personalisation and user modelling in TEL. Furthermore, it has been proven that the development of such methodologies is extremely difficult, but highly rewarding. This hackathon-based workshop will develop insights in comparative evaluation from the hands-on experience of teams working through a real world user modelling and analytics challenge. The outcome will be a set of recommendations and guidelines to help the overall community to move towards a more generalised methodology for comparative evaluation.
In this workshop, we will invite contributions from academic researchers working in the area of marketization, unbundling and digital technology, in the context of the higher education sector. The workshop will involve presentations from researchers working on topics related to our ESRC funded research project on unbundling of higher education. The workshop will focus on the benefits and challenges of the growth in unbundled online learning from universities, and the impact this is having on access, equality, flexibility, institutional mission and the changing nature of higher education.
This workshop brings together research findings, practices, and challenges of using the ADL Experience API (xAPI) in the rich ecosystems of contemporary technology-enhanced learning.
In 2013 the ADL Initiative released the first version of xAPI and promoted it as a replacement for its SCORM framework. The specification seeks to integrate learning experiences and outcomes from a wide range of systems and environments, including mobile learning, games, and simulations. The xAPI combines data structures and service interfaces for so-called activity streams. This created new opportunities for transparent and plugable solutions for recording and analysing complex and non-linear learning trajectories that are going beyond the boundaries of single devices. In 2016 xAPI has been adopted as part of the CMI5 specification and, thus, became a core requirement for technology-enhanced learning in government, industry, and commerce. In 2018 IEEE was accepted xAPI for the standardisation track. Despite its short history, xAPI has gained much interest by commercial providers of technology-enhanced learning. It is also the latest development in over twenty years of standardisation in technology enhanced learning. Therefore, this workshop includes viewpoints on the lessons learnt from TEL standardisation and the implications for xAPI and its ecosystem.
The workshop invites researchers, developers, and TEL practitioners to discuss xAPI related findings, solutions, and challenges.
- Frameworks and architectures
- Integrating complex learning environments
- Organisational and legal aspects
- Challenges for interoperability beyond activity tracking