LDE Centre for Education & Learning (CEL) will organize her Annual Meeting on
Wednesday 9 October 2019 in collaboration with the Learning & Innovation bEURs 2019 in Rotterdam. Visit bEURS in the morning and then join us in the afternoon! Click for more info on bEURS.
“CEL is Growing” and we would like to share our development with you.
Are you interested in Technology Enhanced Learning? Then join us for an inspiring afternoon!
Learn more about CEL’s key research topics by joining our interactive sessions organized by each of our research groups. Get familiar with new EdTech innovations on our EdTech market, and end your day with with drinks and casual conversations.
12:30 pm - Walk-in, Lunch
1:30 pm - Welcome by Centre director prof.dr. Marcus Specht
1:45 pm - Keynote: Artificial Intelligence in Education - Learning with Interactive Knowledge Representations
By dr. Bert Bredeweg, professor of Tech-enhanced STEM education at the Amsterdam University of Applied Sciences
2:45 pm - Coffee break and EdTech Start-up & Research Market
3:15 pm - Interactive Session Carrousel - Round 1
In two rounds we offer 6 interactive sessions. Choose 1 session per round and learn more about our key research topics.
Session 1: Harnessing the Affordances of Multimodal Learning Analytics (MMLA) to Support Collaborative Learning Processes and Outcomes
By Esther Tan, Yoon Lee, Chen Haoyu and Sambit Praharaj
This interactive session aims to engage participants in the discourse on the potential of MMLA to support collaborative learning setting. In particular, we look at how MMLA can provide real-time and/ or post hoc feedback for lecturers and students to enhance small group collaboration. MMLA has the potential to provide holistic insights into students’ engagement and learning in the small group collaborative learning settings via multimodal data: dispositional and discourse analytics. Participants will be acquainted with the range of MMLA to capture dispositional (motoric and physiological data) and discourse (audio & video data). A simulation will be enacted. The session ends with a discussion on the indicators that inform the quality of discourse from the dispositional and discourse analytics.
Session 2: Augmented and Virtual Reality for education
By Nesse van der Meer and Bibeg Limbu
Abstract: New media like Virtual Reality (VR) and Augmented Reality (AR) are showing great promise in regards to the innovation of Education. Despite many being interested in applying VR and AR to education, some appear to misinterpret what actually defines these two innovative media and their characteristical implications for education. This session aims to give a better understanding of VR and AR in education by providing definitions and use case examples, giving participants, an impression of how instructors, educational bodies and systems can adopt these technologies of the future.
Session 3: Centre for Innovation - Leiden University: What we’ve learned from four years of building and implementing educational AR and VR apps
By Carel Jansen (Centre for Innovation, Universiteit Leiden)
Four years ago, Leiden University’s Centre for Innovation embarked on the journey of exploring immersive learning opportunities in higher education. Thus far, the journey has yielded a variety of AR and 360º VR applications. The developed applications bring unique learning environments such as forests, operating rooms and archaeological sites into the classroom, teaching students about the effects of climate change, a kidney transplantation process and the risks of archaeological field work. In this presentation Carel Jansen and Donna Schipper give insights on the technological, educational and organizational aspects of this explorative adventure. Also they will present the brand new VR 360º app: Acute Geneeskunde - Tijd voor Actie (in English: Emergency Care - Time to Act) providing medical interns a way to practise decision making while a patient is in a life-threatening situation.
Session 4: Self-regulated learning processes in online learning environments
By Martine Baars (Erasmus University Rotterdam)
Self-regulated learning (SRL) can described as “the processes whereby students activate and sustain cognitions, affects, and behaviours that are systematically oriented toward the attainment of personal goals” (Zimmerman & Schunk, 2011, p.1). SRL can be trained, yet, SRL is difficult for students, as most of them are not capable of accurately judging their own learning processes. Thus, there is a need to support student’s SRL skills and behaviors. Especially in online learning environments in which students are often free to choose when or how to study the materials offered, a lack of SRL skills is problematic. Yet, what kind of skills or behaviors do we expect from students, what exactly are SRL skills or behaviors, what would they look like in an online environment and how do we support them? These will be central topics in the interactive session about ‘Self-regulated learning processes in online learning environments’.
Session 5: Gender differences in early computing education: which girls will become computer scientists?
By Fenia Aivaloglou (LIACS, Universiteit Leiden)
Computing education currently begins at the elementary school age. Several countries are currently enriching their school curriculum with computing courses. Young children also often learn programming at after-school programming clubs. Can this early introduction to programming help in bridging the gender gap in computer science? To explore the traits of female students that have increased potential to become computer scientists, we have ran experimental programming courses in elementary schools. Moreover, we conducted an exploratory survey where we invited after-school programming clubs teachers to report their perceptions of gender differences among their students. Our findings contribute to the body of work on bridging the gender participation gap in computer science by shedding light on how girls are different than boys in programming classes and how they can be encouraged to pursue a career in computer science.
Session 6: Design your own learning analytics dashboards
By Ioana Jivet and Manuel Valle Torre
Feedback is the most impactful teaching strategy, but offering personalised feedback to large cohorts of students (i.e. in Brighspace, Canvas or MOOCs) is a great challenge. Learning analytics operates on data collected in online learning environments, which can be transformed into visual feedback, delivered to teachers and to students in order to support them in making informed decisions. Teachers can use this feedback as support for learning facilitation and class management, while learners can use it to increase their awareness and reflection, as support for achieving their goals. In this workshop, participants will work in groups to prototype an actionable dashboard element in the following steps: identify a problem in their working area or that they are familiar with, determine the actions they would want users to execute, decide on the information necessary and sketch a visualization element to transmit this information, and plan an evaluation of the impact of the element. Considering that student numbers are constantly increasing, learning analytics could aid teachers in fulfilling their educator role. It is essential for as many stakeholders as possible to understand what are the possibilities but also the limitations in designing and using learning analytics at higher education institutions.
4:10 pm - Interactive Session Carrousel - Round 2
Participate in the interactive session of your choice and learn more about our key research topics. For information about the sessions see the list above.
5:00 pm - Closing and Drinks
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