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LeAP – Learning Analytics Profiles

LeAP (Learning Analytics Profiles) hat zum Ziel, eine ganzheitliche und nachhaltige Learning Analytics Lösung in die bestehenden Systeme der Universität Mannheim zu integrieren. Dabei sollen Lern-Lehr-Prozessen an der Universität Mannheim unterstützt werden.

Die einzelnen Komponenten des LeAP-Systems wurden modular entwickelt und bestehen aus einem eigenständigen Kernsystem, das als Datenspeicher fungiert und kleineren Adaptern, die in andere Systeme, wie zum Beispiel ILIAS integriert werden. Diese Adapter funktionieren ähnlich wie Google Analytics oder Piwik, sie sammeln die Nutzerbewegungen in den eingebundenen Systemen und leiten diese an das LeAP-Kernsystem weiter (Klasen & Ifenthaler, 2019).

Um den hohen Sicherheits­bestimmungen um die Verwednung von LeAP zu genügen, wird der jeweilige Personenbezug doppelt pseudonymisieret (Klasen & Ifenthaler, 2019). Über den alleinigen Zugriff auf die Datenbank, können keine Rückschlüsse auf die konkrete Person gezogen, aber dennoch weitere personenbezogene Informationen (z.B. Noten, sozio-demografische Daten, psychologische Inventarien) demselben Pseudonym zugeordnet werden.

LeAP für Studierende

LeAP für Lehr­ende

Ausgewählte Veröffentlichungen zu Learning Analytics

Ifenthaler, D. (2021). Learning analytics for school and system management. In OECD (Ed.), OECD digital education outlook 2021: pushing the frontiers with artificial intelligence, blockchain and robots (pp. 161–172). OECD Publishing.

Ifenthaler, D., & Greiff, S. (2021). Leveraging learning analytics for assessment and feedback. In J. Liebowitz (Ed.), Online learning analytics (pp. 1–18). Auerbach Publications. https://doi.org/10.1201/9781003194620

Ifenthaler, D., Gibson, D. C., Prasse, D., Shimada, A., & Yamada, M. (2021). Putting learning back into learning analytics: actions for policy makers, researchers, and practitioners. Educational Technology Research and Development, 69(4), 2131–2150. https://doi.org/10.1007/s11423-020-09909-8

Ifenthaler, D., & Yau, J. (2021). Learning Analytics zur Unterstützung von Lernerfolg. Zeitschrift für Berufs- und Wirtschafts­pädagogik, Beiheft 31, 215–235.

Schumacher, C., & Ifenthaler, D. (2021). Investigating prompts for supporting students' self-regulation – A remaining challenge for learning analytics approaches? The Internet and Higher Education, 49, 100791. https://doi.org/10.1016/j.iheduc.2020.100791

Ifenthaler, D., & Yau, J. Y.-K. (2020). Utilising learning analytics to support study success in higher education: a systematic review. Educational Technology Research and Development, 68(4), 1961–1990. https://doi.org/10.1007/s11423-020-09788-z

Yau, J., & Ifenthaler, D. (2020). Reflections on different learning analytics indicators for supporting study success. International Journal of Learning Analytics and Artificial Intelligence for Education, 2(2), 4–23. https://doi.org/10.3991/ijai.v2i2.15639

Ifenthaler, D., & Drachsler, H. (2020). Learning Analytics. In H. M. Niegemann & A. Weinberger (Eds.), Lernen mit Bildungs­technologien (pp. 515–534). Springer.

Ifenthaler, D. (2020). Change management for learning analytics. In N. Pinkwart & S. Liu (Eds.), Artificial intelligence supported educational technologies (pp. 261–272). Springer.

Ifenthaler, D. (2020). Learning Analytics im Hochschul­kontext – Potenziale aus Sicht von Stakeholdern, Datenschutz und Handlungs­empfehlungen. In R. A. Fürst (Ed.), Digitale Bildung und Künstliche Intelligenz in Deutschland. Nachhaltige Wettbewerbs­fähigkeit und Zukunftsagenda (pp. 519–535). Springer.

Ifenthaler, D. (2020). Supporting higher education students through analytics systems. Journal of Applied Research in Higher Education, 12(1), 1–3. https://doi.org/10.1108/JARHE-07-2019-0173

Ifenthaler, D., & Gibson, D. C. (Eds.). (2020). Adoption of data analytics in higher education learning and teaching. Springer.

Gibson, D. C., & Ifenthaler, D. (2020). Adoption of learning analytics. In D. Ifenthaler & D. C. Gibson (Eds.), Adoption of data analytics in higher education learning and teaching (pp. 3–20). Springer.

Schumacher, C., Klasen, D., & Ifenthaler, D. (2019). Implementation of a learning analytics system in a productive higher education environment In M. S. Khine (Ed.), Emerging trends in learning analytics (pp. 177–199). Brill.

Nouri, J., Ebner, M., Ifenthaler, D., Saqr, M., Malmberg, J., Khalil, M., Viberg, O., Bruun, J., Conde González, M. A., Papamitsiou, Z., & Berthelsen, U. D. (2019). Efforts in Europe for data-driven improvement of education: A review of learning analytics research in seven countries. International Journal of Learning Analytics and Artificial Intelligence for Education, 1(1), 8–27. https://doi.org/10.3991/ijai.v1i1.11053

Ifenthaler, D., Yau, J. Y.-K., & Mah, D.-K. (Eds.). (2019). Utilizing learning analytics to support study success. Springer.

Klasen, D., & Ifenthaler, D. (2019). Implementing learning analytics into existing higher education legacy systems. In D. Ifenthaler, J. Y.-K. Yau, & D.-K. Mah (Eds.), Utilizing learning analytics to support study success (pp. 61–72). Springer. https://doi.org/10.1007/978-3-319-64792-0_4

Ifenthaler, D., & Yau, J. (2019). Higher education stakeholders’ views on learning analytics policy recommendations for supporting study success. International Journal of Learning Analytics and Artificial Intelligence for Education, 1(1), 28–42. https://doi.org/10.3991/ijai.v1i1.10978

Ifenthaler, D., & Schumacher, C. (2019). Releasing personal information within learning analytics systems. In D. G. Sampson, J. M. Spector, D. Ifenthaler, P. Isaias, & S. Sergis (Eds.), Learning technologies for transforming teaching, learning and assessment at large scale (pp. 3–18). Springer.

Ifenthaler, D., Mah, D.-K., & Yau, J. Y.-K. (2019). Utilising learning analytics for study success. Reflections on current empirical findings. In D. Ifenthaler, J. Y.-K. Yau, & D.-K. Mah (Eds.), Utilizing learning analytics to support study success (pp. 27–36). Springer.

Schumacher, C., & Ifenthaler, D. (2018). The importance of students’ motivational dispositions for designing learning analytics. Journal of Computing in Higher Education, 30(3), 599–619. https://doi.org/10.1007/s12528-018-9188-y

Schumacher, C., & Ifenthaler, D. (2018). Features students really expect from learning analytics. Computers in Human Behavior, 78, 397–407. https://doi.org/10.1016/j.chb.2017.06.030

Ifenthaler, D., Greiff, S., & Gibson, D. C. (2018). Making use of data for assessments: harnessing analytics and data science. In J. Voogt, G. Knezek, R. Christensen, & K.-W. Lai (Eds.), International handbook of IT in primary and secondary education (2 ed., pp. 649–663). Springer.

Ifenthaler, D., Gibson, D. C., & Dobozy, E. (2018). Informing learning design through analytics: Applying network graph analysis. Australasian Journal of Educational Technology, 34(2), 117–132. https://doi.org/10.14742/ajet.3767

Ifenthaler, D. (2017). Are higher education institutions prepared for learning analytics? TechTrends, 61(4), 366–371. https://doi.org/10.1007/s11528-016-0154-0

Ifenthaler, D., & Schumacher, C. (2016). Student perceptions of privacy principles for learning analytics. Educational Technology Research and Development, 64(5), 923–938. https://doi.org/10.1007/s11423-016-9477-y

Ifenthaler, D. (2015). Learning analytics. In J. M. Spector (Ed.), The SAGE encyclopedia of educational technology (Vol. 2, pp. 447–451). Sage.

Ifenthaler, D., & Widanapathirana, C. (2014). Development and validation of a learning analytics framework: Two case studies using support vector machines. Technology, Knowledge and Learning, 19(1–2), 221–240. https://doi.org/10.1007/s10758-014-9226-4