Abstract:
Collaboration is one of the important 21st-century skills. It can take place in remote or co-located settings. Co-located collaboration (CC) is a very complex process tha...Show MoreMetadata
Abstract:
Collaboration is one of the important 21st-century skills. It can take place in remote or co-located settings. Co-located collaboration (CC) is a very complex process that involves subtle human interactions that can be described with indicators like eye gaze, speaking time, pitch, and social skills from different modalities. With the advent of sensors, multimodal learning analytics has gained momentum to detect CC quality. Indicators (or low-level events) can be used to detect CC quality with the help of measurable markers (i.e., indexes composed of one or more indicators) which give the high-level collaboration process definition. However, this understanding is incomplete without considering the scenarios (such as problem solving or meetings) of CC. The scenario of CC affects the set of indicators considered: For instance, in collaborative programming, grabbing the mouse from the partner is an indicator of collaboration; whereas in collaborative meetings, eye gaze, and audio level are indicators of collaboration. This can be a result of the differing goals and fundamental parameters (such as group behavior, interaction, or composition) in each scenario. In this article, we present our work on profiles of indicators on the basis of a scenario-driven prioritization, the parameters in different CC scenarios are mapped onto the indicators and the available indexes. This defines the conceptual model to support the design of a CC quality detection and prediction system.
Published in: IEEE Transactions on Learning Technologies ( Volume: 14, Issue: 3, 01 June 2021)
Open University of the Netherlands, AT Heerlen, Netherlands
Sambit Praharaj received the bachelor's degree from VSSUT Burla, Odisha, India and the master's degree in computer science from TU Delft, Delft, The Netherlands. He is currently working toward the Ph.D. degree in multimodal learning analytics (EdTech) from the Open University of the Netherland, Heerlen, The Netherlands.
During his master thesis, he worked on using learning analytics on a large scale in the bachelors classr...Show More
Sambit Praharaj received the bachelor's degree from VSSUT Burla, Odisha, India and the master's degree in computer science from TU Delft, Delft, The Netherlands. He is currently working toward the Ph.D. degree in multimodal learning analytics (EdTech) from the Open University of the Netherland, Heerlen, The Netherlands.
During his master thesis, he worked on using learning analytics on a large scale in the bachelors classr...View more
Ruhr-Universität Bochum, Bochum, Germany
Maren Scheffel received the Ph.D. degree in learning analytics from the Open University of the Netherlands, Heerlen, The Netherlands, in 2017.
She is currently a Professor of Educational Data Science with the Faculty of Educational Science, Ruhr University, Bochum, Germany. With a background in computational linguistics, she started to work in the field of technology-enhanced learning in 2009, and has since then been invol...Show More
Maren Scheffel received the Ph.D. degree in learning analytics from the Open University of the Netherlands, Heerlen, The Netherlands, in 2017.
She is currently a Professor of Educational Data Science with the Faculty of Educational Science, Ruhr University, Bochum, Germany. With a background in computational linguistics, she started to work in the field of technology-enhanced learning in 2009, and has since then been invol...View more
DIPF Leibniz Institute for Research and Information in Education, Frankfurt am Main, Germany
Goethe University, Frankfurt am Main, Germany
Open University of the Netherlands, AT Heerlen, Netherlands
Hendrik Drachsler received the Ph.D. degree in computer science from the Open University of the Netherlands, Heerlen, The Netherlands, in 2009.
He is currently a Professor of Educational Technologies and Learning Analytics with the Leibniz Institute for Research and Information in Education (DIPF), Frankfurt, Germany; Goethe University, Germany; and the Open University of the Netherlands, Heerlen, The Netherlands. In the p...Show More
Hendrik Drachsler received the Ph.D. degree in computer science from the Open University of the Netherlands, Heerlen, The Netherlands, in 2009.
He is currently a Professor of Educational Technologies and Learning Analytics with the Leibniz Institute for Research and Information in Education (DIPF), Frankfurt, Germany; Goethe University, Germany; and the Open University of the Netherlands, Heerlen, The Netherlands. In the p...View more
Delft University of Technology, Delft, CD, Netherlands
Marcus Specht received the diploma in psychology and the Ph.D. degree in adaptive information technology from the University of Trier, Trier, Germany, in 1995 and 1998, respectively.
He is currently a Professor of Digital Education with the TU Delft, Delft, The Netherlands, and Director of the Leiden-Delft-Erasmus Center for Education and Learning. Since 2001 he has headed the Department of Mobile Knowledge with the Fraunh...Show More
Marcus Specht received the diploma in psychology and the Ph.D. degree in adaptive information technology from the University of Trier, Trier, Germany, in 1995 and 1998, respectively.
He is currently a Professor of Digital Education with the TU Delft, Delft, The Netherlands, and Director of the Leiden-Delft-Erasmus Center for Education and Learning. Since 2001 he has headed the Department of Mobile Knowledge with the Fraunh...View more
Contents Open University of the Netherlands, AT Heerlen, Netherlands
Sambit Praharaj received the bachelor's degree from VSSUT Burla, Odisha, India and the master's degree in computer science from TU Delft, Delft, The Netherlands. He is currently working toward the Ph.D. degree in multimodal learning analytics (EdTech) from the Open University of the Netherland, Heerlen, The Netherlands.
During his master thesis, he worked on using learning analytics on a large scale in the bachelors classroom at TU Delft to give insights about the engagement of the students for the teacher. He is looking into ways to detect the indicators of collaboration in a face-to-face setting using different sensors and then he wants to use these insights to give real-time feedback to facilitate collaboration. His research interests include co-located collaboration analytics using multimodal learning analytics.
Sambit Praharaj received the bachelor's degree from VSSUT Burla, Odisha, India and the master's degree in computer science from TU Delft, Delft, The Netherlands. He is currently working toward the Ph.D. degree in multimodal learning analytics (EdTech) from the Open University of the Netherland, Heerlen, The Netherlands.
During his master thesis, he worked on using learning analytics on a large scale in the bachelors classroom at TU Delft to give insights about the engagement of the students for the teacher. He is looking into ways to detect the indicators of collaboration in a face-to-face setting using different sensors and then he wants to use these insights to give real-time feedback to facilitate collaboration. His research interests include co-located collaboration analytics using multimodal learning analytics.View more
Ruhr-Universität Bochum, Bochum, Germany
Maren Scheffel received the Ph.D. degree in learning analytics from the Open University of the Netherlands, Heerlen, The Netherlands, in 2017.
She is currently a Professor of Educational Data Science with the Faculty of Educational Science, Ruhr University, Bochum, Germany. With a background in computational linguistics, she started to work in the field of technology-enhanced learning in 2009, and has since then been involved in the coordination and management (ROLE, LACE, CompetenSEA) as well as the research work (ROLE, LACE, SHEILA, CompetenSEA, SafePAT, DE-TEL) of several European projects. For her Ph.D., she developed the evaluation framework for learning analytics (EFLA). Her research interests include the connection of learning analytics and learning design as well as visualization techniques for dashboards.
Dr. Scheffel is the current President of the Society for Learning Analytics Research (SoLAR). She has served as the program Chair for European Conference on Technology Enhanced Learning (EC-TEL)’19, International Learning Analytics and Knowledge (LAK) Conference'20, EC-TEL'20, and LAK'21.
Maren Scheffel received the Ph.D. degree in learning analytics from the Open University of the Netherlands, Heerlen, The Netherlands, in 2017.
She is currently a Professor of Educational Data Science with the Faculty of Educational Science, Ruhr University, Bochum, Germany. With a background in computational linguistics, she started to work in the field of technology-enhanced learning in 2009, and has since then been involved in the coordination and management (ROLE, LACE, CompetenSEA) as well as the research work (ROLE, LACE, SHEILA, CompetenSEA, SafePAT, DE-TEL) of several European projects. For her Ph.D., she developed the evaluation framework for learning analytics (EFLA). Her research interests include the connection of learning analytics and learning design as well as visualization techniques for dashboards.
Dr. Scheffel is the current President of the Society for Learning Analytics Research (SoLAR). She has served as the program Chair for European Conference on Technology Enhanced Learning (EC-TEL)’19, International Learning Analytics and Knowledge (LAK) Conference'20, EC-TEL'20, and LAK'21.View more
DIPF Leibniz Institute for Research and Information in Education, Frankfurt am Main, Germany
Goethe University, Frankfurt am Main, Germany
Open University of the Netherlands, AT Heerlen, Netherlands
Hendrik Drachsler received the Ph.D. degree in computer science from the Open University of the Netherlands, Heerlen, The Netherlands, in 2009.
He is currently a Professor of Educational Technologies and Learning Analytics with the Leibniz Institute for Research and Information in Education (DIPF), Frankfurt, Germany; Goethe University, Germany; and the Open University of the Netherlands, Heerlen, The Netherlands. In the past, he has worked as a Principal Investigator and Scientific Coordinator with various national and EU projects (e.g., patient-project.eu, LinkedUp-project.eu, laceproject.eu, safepat.eu, sheilaproject.eu), and was responsible for a consortium budget of over 15 million euros in research grants and 3.2 million euros for his research group. His research interests include learning analytics, personalization technologies, recommender systems, educational data, mobile devices, and their applications in the fields of technology-enhanced learning and health 2.0.
Dr. Drachsler is an Elected Board Member of the Society of Learning Analytics Research (SoLAR), as well as a Member of the board of the European Association of Technology-Enhanced Learning (EATEL). He has regularly chaired international scientific conferences (e.g., International Learning Analytics and Knowledge (LAK)’16, European Conference on Technology Enhanced Learning (EC-TEL)’17, EC-TEL'18, and LAK'20).
Hendrik Drachsler received the Ph.D. degree in computer science from the Open University of the Netherlands, Heerlen, The Netherlands, in 2009.
He is currently a Professor of Educational Technologies and Learning Analytics with the Leibniz Institute for Research and Information in Education (DIPF), Frankfurt, Germany; Goethe University, Germany; and the Open University of the Netherlands, Heerlen, The Netherlands. In the past, he has worked as a Principal Investigator and Scientific Coordinator with various national and EU projects (e.g., patient-project.eu, LinkedUp-project.eu, laceproject.eu, safepat.eu, sheilaproject.eu), and was responsible for a consortium budget of over 15 million euros in research grants and 3.2 million euros for his research group. His research interests include learning analytics, personalization technologies, recommender systems, educational data, mobile devices, and their applications in the fields of technology-enhanced learning and health 2.0.
Dr. Drachsler is an Elected Board Member of the Society of Learning Analytics Research (SoLAR), as well as a Member of the board of the European Association of Technology-Enhanced Learning (EATEL). He has regularly chaired international scientific conferences (e.g., International Learning Analytics and Knowledge (LAK)’16, European Conference on Technology Enhanced Learning (EC-TEL)’17, EC-TEL'18, and LAK'20).View more
Delft University of Technology, Delft, CD, Netherlands
Marcus Specht received the diploma in psychology and the Ph.D. degree in adaptive information technology from the University of Trier, Trier, Germany, in 1995 and 1998, respectively.
He is currently a Professor of Digital Education with the TU Delft, Delft, The Netherlands, and Director of the Leiden-Delft-Erasmus Center for Education and Learning. Since 2001 he has headed the Department of Mobile Knowledge with the Fraunhofer Institute for Applied Information Technology (FIT), Sankt Augustin, Germany. From 2005 to 2018, he was Professor of Learning Technologies at the Open University of the Netherlands, Heerlen, The Netherlands, and head of the Learning Innovation Lab. He is an Apple Distinguished Educator and was the President of the International Association of Mobile Learning, from 2013 to 2015. His research interests include mobile and contextualized learning technologies, and social and immersive media for learning.
Marcus Specht received the diploma in psychology and the Ph.D. degree in adaptive information technology from the University of Trier, Trier, Germany, in 1995 and 1998, respectively.
He is currently a Professor of Digital Education with the TU Delft, Delft, The Netherlands, and Director of the Leiden-Delft-Erasmus Center for Education and Learning. Since 2001 he has headed the Department of Mobile Knowledge with the Fraunhofer Institute for Applied Information Technology (FIT), Sankt Augustin, Germany. From 2005 to 2018, he was Professor of Learning Technologies at the Open University of the Netherlands, Heerlen, The Netherlands, and head of the Learning Innovation Lab. He is an Apple Distinguished Educator and was the President of the International Association of Mobile Learning, from 2013 to 2015. His research interests include mobile and contextualized learning technologies, and social and immersive media for learning.View more