APLE II
Adaptive Personalized Learning Environment to Support Self-Regulation and Domain Competencies in (Distance) Higher Education
APLE II ist ein CATALPA-Projekt.
Wissen, wo die eigenen Schwächen liegen, Lernlücken vorhanden sind und so das Bewusstsein schärfen für den eigenen Lernprozess - APLE (I und II) untersucht, wie eine digitale Plattform Studierende in ihrem Lernerfolg bestmöglich unterstützen kann. Lernende erhalten zum Beispiel Empfehlungen zu ihren nächsten Lernschritten und können ihr Lernverhalten durch Visualisierungen reflektieren.
Projektziele und Forschungsfragen
APLE II baut auf den Ergebnissen im Projektes APLE (sh. Seitenende) auf. Das Hauptziel von APLE II ist die Untersuchung der Gestaltung und Nutzung einer adaptiven personalisierten Lernumgebung (Adaptive Personalized Learning Environment, APLE), die im (Fern-)Studium sowohl den persönlichen Lernerfolg in Bezug auf Domänenkompetenz als auch die persönliche Selbstregulationskompetenz der Studierenden verbessern soll.
Aktuelle Technologien aus den Bereichen Learning Analytics, Data Mining und Computerlinguistik werden genutzt, um Lernverhalten zu analysieren und kursbezogene Adaptionen zu realisieren. Innerhalb dieser Adaptionsarchitektur erhalten Lernende Empfehlungen zu relevanten nächsten Lernschritten und können ihr Lernverhalten durch Visualisierungen und personalisierte Prompts reflektieren. Die in APLE II entwickelten und im Feldstudien evaluierten Werkzeuge unterstützen Lernende bei der Planung von Lernaufgaben, dem Lesen umfangreicher Kurstexte und adaptiven (Self-)Assessments.
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- Regina Kasakowskij
- Dennis Menze
- Slavisa Radovic
- Michaela Sonnen (WHK)
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09/2021 – 12/2024
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2024
Zeitschriftenartikel
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Bick, N., Froehlich, L., Voltmer, J.‑B., Raimann, J., Reich-Stiebert, N., Seidel, N., Burchart, M., Martiny, S. E., Nikitin, J., Stürmer, S., & Martin, A. (2024). Virtually isolated: social identity threat predicts social approach motivation via sense of belonging in computer-supported collaborative learning. Front. Psychol, 15(1346503). https://doi.org/10.3389/fpsyg.2024.1346503
Radović, S., & Seidel, N. (2024). Self-regulated learning support in technology enhanced learning environments: A reliability analysis of the SRL-S Rubric. Journal of Assessment Tools in Education, in print.
Radović, S., Seidel, N., Haake, J. M., & Kasakowskij, R. (2024). Analysing students’ self-assessment practice in a distance education environment: Student behaviour, accuracy, and task-related characteristics. Journal of Computer Assisted Learning, 40(2), 654–666. https://doi.org/10.1111/jcal.12907
Radović, S., Seidel, N., Menze, D., & Kasakowskij, R. (2024). Investigating the effects of different levels of students’ regulation support on learning process and outcome: In search of the optimal level of support for self-regulated learning. Computers & Education, 215(105041). https://doi.org/10.1016/j.compedu.2024.105041
Seidel, N. (2024). Short, Long, and Segmented Learning Videos: From YouTube Practice to Enhanced Video Players. Technology, Knowledge and Learning, 29(4), 1965–1991. https://doi.org/10.1007/s10758-024-09745-2
Seidel, N., Lucke, U., Ifenthaler, D., & Moebert, T. (2024). Editorial. Informatik Spektrum, 47(3), in print.
Seidel, N., & Menze, D. (2024). Von der Analyse zur adaptiven Unterstützung beim Lesen. Informatik Spektrum, 47(2), in print. https://doi.org/10.1007/s00287-024-01572-0
Konferenzbeiträge
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Cohausz, L., Baucks, F., & Seidel, N. (2024). Workshop Learning Analytics: Study Path and Curriculum Analytics. In Workshop Learning Analytics: Study Path and Curriculum Analytics (in print). Gesellschaft für Informatik.
Radović, S., & Seidel, N. (2024). Bridging learning science and learning analytics: Self-Regulation Learning support (SRL-S) rubric. In Companion Proceedings 14th International Conference on Learning Analytics & Knowledge (LAK24). https://www.solaresearch.org/wp-content/uploads/2024/03/LAK24_CompanionProceedings.pdf
Seidel, N., & Hammersfahr, L. (2024). A Speech-Based Dialogue System for Training Oral Examinations. In R. Ferreira Mello, N. Rummel, I. Jivet, G. Pishtari, & J. A. Ruipérez Valiente (Eds.), Lecture Notes in Computer Science: Vol. 15159, Technology Enhanced Learning for Inclusive and Equitable Quality Education: 19th European Conference on Technology Enhanced Learning, EC-TEL 2024, Krems, Austria, September 16–20, 2024, Proceedings, Part I (1st ed. 2024, 254‐‐259). Springer Nature Switzerland; Imprint Springer.
Seidel, N., & Hermes, M. (2024). Scripting for synchronous video-based learning. In IEEE International Conference on Advanced Learning Technologies (ICALT).
Seidel, N., Meyer, V., & Radović, S. (2024). Co-Design of an Adaptive Personalized Learner Dashboard. In IEEE International Conference on Advanced Learning Technologies (ICALT). https://doi.ieeecomputersociety.org/10.1109/ICALT61570.2024.00014
Seidel, N., Meyer, V., & Radović, S. (2024). Co-Design of an Adaptive Personalized Learner Dashboard. In IEEE International Conference on Advanced Learning Technologies (ICALT). https://doi.ieeecomputersociety.org/10.1109/ICALT61570.2024.00014
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Zesch, T., Hanses, M., Seidel, N., Aggarwal, P., Veiel, D., & de Witt, C. (2024). Flexible LLM Experimental Infrastructure (Flexi) – Enabling Experimentation and Innovation in Higher Education Through Access to Open LLMs. In 2024 21st International Conference on Information Technology Based Higher Education and Training (ITHET) (pp. 1–8). IEEE. https://doi.org/10.1109/ITHET61869.2024.10837635
Datensätze
- Radović, S., & Seidel, N. (2024). A Rubric for Support of Self-Regulated Learning [dataset]. https://doi.org/10.17605/OSF.IO/WF5S3
- Seidel, N. (2024). Dataset: Short, long, and segmented learning videos: From YouTube practice to enhanced video players [dataset]. https://doi.org/10.17605/OSF.IO/28HM4
Software
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Dürhager, R., Goldammer, M., Henze, A., Langenbrink, F., Otto, J., Stirling, V., & Seidel, N. (2024). Hypercast - Moodle activity plugin for using hyperaudio and text in parallel and collaboratively [Computer software]. https://github.com/CATALPAresearch/mod_hypercast https://doi.org/10.17605/OSF.IO/SYW9A
Seidel, N. (2024). Headline - A Moodle activity plugin for adding subsection headings to course overview pages [Computer software]. https://github.com/CATALPAresearch/mod_headline
Seidel, N. (2024). Hypervideo - An activity plugin for hypervideos in Moodle [Computer software]. https://github.com/CATALPAresearch/mod_hypervideo https://doi.org/10.17605/OSF.IO/YP2XU
Seidel, N. (2024). Short URL Demux - An inverse multiplexer for short URLs targeting current course materials [Computer software]. https://github.com/CATALPAresearch/local_shorturldemux https://doi.org/10.17605/OSF.IO/TGRX3
Seidel, N., Burchart, M., & Karolyi, H. (2024). SERIAL1 - Moodle activity plugin supporting learner in reading longer texts [Computer software]. https://github.com/CATALPAresearch/format_serial1 https://doi.org/10.17605/OSF.IO/VFSMD
Seidel, N., Friedrich, K., & Patzer, R. (2024). Usenet - A usenet client for Moodle [Computer software]. https://github.com/CATALPAresearch/mod_usenet https://doi.org/10.17605/OSF.IO/AK5JS
Seidel, N., & Hammesfahr, L. (2024). Speech-based Dialogue System for Training Oral Examinations [Software] [Computer software]. https://github.com/CATALPAresearch/storex https://doi.org/10.17605/OSF.IO/CERJ7
Seidel, N., & Heidbrink, R. (2024). Policy Overview - Moodle local plugin for managing agreements to terms of use [Computer software]. https://github.com/CATALPAresearch/local_policy_overview https://doi.org/10.17605/OSF.IO/CERJ7
Seidel, N., & Meyer, V. (2024). SERIAL3 - A course format plugin supporting adaptive self-regulated learning in Moodle [Computer software]. https://github.com/CATALPAresearch/format_serial3 https://doi.org/10.17605/OSF.IO/9TKPS
Seidel, N., & Radović, S. (2024). SERIAL2 - A course format plugin supporting self-regulated learning in Moodle [Computer software]. https://github.com/CATALPAresearch/format_serial2 https://doi.org/10.17605/OSF.IO/Y86ZM
Seidel, N., Stritzinger, A., Menze, D., & Friedrich, K. (2024). Longpage - A Moodle activity plugin designed to assist learners with reading extended texts [Computer software]. https://github.com/CATALPAresearch/mod_longpage https://doi.org/10.17605/OSF.IO/VBCTW
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2023
Zeitschriftenartikel
- Radović, S. (2023). Is it only about technology? The interplay between educational technology for mathematics homework, teaching practice, and students’ activities. Journal of Computers in Education, 1–20. https://doi.org/10.1007/s40692-023-00277-9
- Radović, S., Firssova, O., Hummel, H. G. K., & Vermeulen, M. (2023a). Improving academic performance: Strengthening the relation between theory and practice through prompted reflection. Active Learning in Higher Education, 24(2), 139–154. https://doi.org/10.1177/14697874211014411
- Radović, S., Firssova, O., Hummel, H. G. K., & Vermeulen, M. (2023b). The case of socially constructed knowledge through online collaborative reflection. Studies in Continuing Education, 45(2), 168–187. https://doi.org/10.1080/0158037X.2022.2029389
- Radović, S., Hummel, H. G. K., & Vermeulen, M. (2023). The mARC instructional design model for more experiential learning in higher education: theoretical foundations and practical guidelines. Teaching in Higher Education, 28(6), 1173–1190. https://doi.org/10.1080/13562517.2021.1872527
- Radović, S., Seidel, N., Haake, J. M., & Kasakowskij, R. (2023). Analysing students’ self-assessment practice in a distance education environment: Student behaviour, accuracy, and task-related characteristics. Journal of Computer Assisted Learning, 1–13. https://doi.org/10.1111/jcal.12907
Konferenzbeiträge
- Kasakowskij, R., Haake, J. M., & Seidel, N. (2023). Self-Assessment Task Processing Behavior of Students in Higher Education. Proceedings of the 16th International Conference on Educational Data Mining, 334–341. https://doi.org/10.5281/zenodo.8115707
- Seidel, N., Dürhager, R., Goldammer, M., Henze, A., Langenbrink, F., Otto, J., & Stirling, V. (2023). Shared listening experience for hyperaudio textbooks. DELFI 2023 – Die 212 Fachtagung Bildungstec hnologien der Gesellschaft für Informatik e.V., in print.
Vorträge und Posterpräsentationen
- Radović, S., & Seidel, N. (2023, November 1–5). Evaluating and assessing distance education learners: Developing a comprehensive learner model [Paper Presentation]. AEA 2023 AEA-Europe Annual Conference, Malta.
2022
Zeitschriftenartikel
- Kaplar, M., Radović, S., Veljković, K., Simić-Muller, K., & Marić, M. (2022). The Influence of Interactive Learning Materials on Solving Tasks That Require Different Types of Mathematical Reasoning. International Journal of Science and Mathematics Education, 20(2), 1573–1774. https://doi.org/10.1007/s10763-021-10151-8
- Radović, S., Hummel, H. G. K., & Vermeulen, M. (2022). Design-based research with mARC ID model: designing experiential learning environments. Learning Environments Research, 25(3), 1573–1855. https://doi.org/10.1007/s10984-021-09394-7
Konferenzbeiträge
- Menze, D., & Seidel, N. (2022). Support for Reading Comprehension in Digital Course Texts. In M. Mandausch & P. A. Henning (Hrsg.), Workshop Proceedings DELFI 2022 (S. 105–116). https://doi.org/10.18420/delfi2022-ws-21
- Menze, D., Seidel, N., & Kasakowskij, R. (2022). Interaction of reading and assessment behavior. In P. A. Henning, M. Striewe, & M. Wölfel (Hrsg.), DELFI 2022 – Die 21. Fachtagung Bildungstechnologien der Gesellschaft für Informatik e.V. (S. 27–38). Gesellschaft für Informatik. https://doi.org/10.18420/delfi2022-011
- Seidel, N. (2022). Mapping course text to hyperaudio. In P. A. Henning, M. Striewe, & M. Wölfel (Hrsg.), DELFI 2022 – Die 21. Fachtagung Bildungstechnologien der Gesellschaft für Informatik e.V. (S. 69–74). Gesellschaft für Informatik. https://doi.org/10.18420/delfi2022-015
- Seidel, N., & Menze, D. (2022). Interactions of reading and assessment activities. In S. Sosnovsky, P. Brusilovsky, & A. Lan (Hrsg.), 4th Workshop on Intelligent Textbooks, 2022 (S. 64–76). CEUR-WS. http://ceur-ws.org/Vol-3192/
- Seidel, N., & Schumacher, C. (2022). Workshop Learning Analytics - Intertweening Learning Analytics and Adaptive Learning. In M. Mandausch & P. A. Henning (Hrsg.), Proceedings of the DELFI Workshops 2022 (S. 99–103). Gesellschaft für Informatik e.V. https://doi.org/10.18420/delfi2022-ws-20
Datensätze
- Seidel, N., & Menze, D. (2022). Data and Analysis of Reading and Assessment Activities in Moodle [dataset]. Zenodo. https://doi.org/10.5281/zenodo.7300070
Sonstige Publikationen
- Radović, S., & Seidel, N. (2022). Scaffolding self-regulation in distance higher education: Design guidelines for reflection [Paper Presentation]. 5th International conference on New Trends in Teaching and Education, Barcelona.
2021
Zeitschriftenartikel
- Radović, S., Firssova, O., Hummel, H. G. K., & Vermeulen, M. (2021). Strengthening the ties between theory and practice in higher education: an investigation into different levels of authenticity and processes of re- and de-contextualisation. Studies in Higher Education, 46(12), 2710–2725. https://doi.org/10.1080/03075079.2020.1767053
- Radović, S., Hummel, H. G. K., & Vermeulen, M. (2021). The Challenge of Designing „More“ Experiential Learning in Higher Education Programs in the Field of Teacher Education: A Systematic Review Study. International Journal of Lifelong Education, 40(5-6), 545–560. https://doi.org/10.1080/02601370.2021.1994664
- Seidel, N., Haake, J. M., & Burchart, M. (2021). From Diversity to adaptive Personalization: The Next Generation Learning Management System as Adaptive Learning Environment. eleed, 14(1). http://nbn-resolving.de/urn:nbn:de:0009-5-52421
- Stevanović, A., Božić, R., & Radović, S. (2021). Higher education students’ experiences and opinion about distance learning during the Covid-19 pandemic. Journal of Computer Assisted Learning, 37(6), 1682–1693. https://doi.org/10.1111/jcal.12613
Konferenzbeiträge
- Haake, J. M., Seidel, N., Burchart, M., Karolyi, H., & Kasakowskij, R. (2021). Accuracy of self-assessments in higher education. DELFI 2021 – Die 19. Fachtagung Bildungstechnologien der Gesellschaft für Informatik e.V., 97–108. https://dl.gi.de/handle/20.500.12116/36995
- Schumacher, C., Seidel, N., & Rzepka, N. (2021). Workshop Learning Analytics - Considering student diversity with regard to assessment data and discrimination. In A. Lingnau (Hrsg.), Proceedings of the DELFI Workshops (S. 113–119). https://repositorium.hs-ruhrwest.de/frontdoor/deliver/index/docId/733/file/DELFI_2021_WS.pdf
- Seidel, N., Karolyi, H., Burchart, M., & Witt, C. de. (2021). Approaching Adaptive Support for Self-regulated Learning. In D. Guralnick, M. E. Auer, & A. Poce (Hrsg.), Innovations in Learning and Technology for the Workplace and Higher Education (S. 409–424). Springer International Publishing.
Buchbeiträge
- Goram, M., & Veiel, D. (2021a). Ethical Behavior and Legal Regulations in Artificial Intelligence (Part One): Supporting Sovereignty of Users While Using Complex and Intelligent Systems. In S. J. Thompson (Hrsg.), Machine Law, Ethics, and Morality in the Age of Artificial Intelligence (S. 12–26). IGI Global.
- Goram, M., & Veiel, D. (2021b). Ethical Behavior and Legal Regulations in Artificial Intelligence (Part Two): Representation of Law and Ethics in Intelligent Systems. In S. J. Thompson (Hrsg.), Machine Law, Ethics, and Morality in the Age of Artificial Intelligence (S. 27–46). IGI Global.
Vorträge und Posterpräsentationen
- Radović, S., & Seidel, N. (2021, März 16–18). Authenticity, Reflection, and Collaboration as pillars for more experiential learning in higher education [Paper Presentation]. The ICO International Spring School, Online.
Datensätze
- Haake, J. M., Ma, L., & Seidel, N. (2021). Self-Assessment Questions - Operating Systems and Computer Networks. https://doi.org/10.5281/zenodo.5021350
2020
Zeitschriftenartikel
- Goram, M., & Veiel, D. (2020). A Context Model for Intelligible Explanations in Adaptive Personalized Learning Environments. International Journal of Information and Education Technology (IJIET), 10(5), 351–355.
Konferenzbeiträge
- Goram, M., & Veiel, D. (2020a). Linking Legal and Domain-specific Requirements in a Context-based Adaptive Personalized Learning Environment. 10th International Symposium on Frontiers in Ambient and Mobile Systems, ANT 2020, 170, 995–1002.
- Goram, M., & Veiel, D. (2020b). Supporting different Roles and Responsibilities in Developing and Using Context-based Adaptive Personalized Collaboration Environments Compliant to the Law. International Conference on Human-Computer Interaction.
- Goram, M., & Veiel, D. (2020c). Towards Traceability of Decision-making in Intelligent Context-based Adaptive System Environments. In S. Rudolph & G. Marreiros (Hrsg.), Proceedings of the 9th European Starting AI Researchers’ Symposium 2020 co-located with 24th European Conference on Artificial Intelligence (ECAI 2020), Santiago Compostela, Spain, August, 2020 (Bd. 2655). CEUR-WS.org.
- Haake, J. M., Seidel, N., Karolyi, H., & Ma, L. (2020). Self-Assessment mit High-Information Feedback. In R. Zender, D. Ifenthaler, T. Leonhardt, & C. Schumacher (Hrsg.), DELFI 2020 – Die 18. Fachtagung Bildungstechnologien der Gesellschaft für Informatik e.V. (S. 145–150). Gesellschaft für Informatik (GI e.V.). https://dl.gi.de/handle/20.500.12116/34152
- Seidel, N. (2020). Video Segmentation as an Example for Elaborating Design Patterns through Empirical Studies. Proceedings of the European Conference on Pattern Languages of Programs 2020, 15. https://doi.org/10.1145/3424771.3424778
- Seidel, N., Rieger, M. C., & Walle, A. (2020). Semantic Textual Similarity of Course Materials at a Distance-Learning University. In Thomas W. Price, Peter Brusilovsky, Sharon I-Han Hsiao, Ken Koedinger, & Y. Shi (Hrsg.), Proceedings of 4th Educational Data Mining in Computer Science Education (CSEDM)Workshop co-located with the 13th Educational Data Mining Conference (EDM2020), Virtual Event, July 10, 2020. CEUR-WS.org. http://ceur-ws.org/Vol-2734/paper6.pdf
Software
- Steinkohl, K., Haake, J. M., Burchart, M., & Seidel, N. (2020). SelfAssess Question Type Plugin for Moodle. https://github.com/D2L2/qtype_selfassess
2019
Konferenzbeiträge
- Rieger, M. C., & Seidel, N. (2019). Semantic Textual Similarity von textuellen Lernmaterialien. In N. Pinkwart & J. Konert (Hrsg.), Die 17. Fachtagung Bildungstechnologien, Lecture Notes in Informatics (LNI) (S. 33–44). Gesellschaft für Informatik.
- Seidel, N. (2019). Democratic power structures in virtual communities. Proceedings of the 24st European Conference on Pattern Languages of Programs, Article No. 31, 1—–8. https://doi.org/10.1145/3361149.3361181
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APLE 09/2018 – 08/2021
Adaptive Personalized Learning Environment – Eine adaptive personalisierte Lernumgebung zur Unterstützung von Selbstregulations- und Domänenkompetenz im (Fern-)Studium (APLE)
Das Projekt war Teil des Forschungszentrums CATALPA „Center of Advanced Technology Assisted Learning and Predictive Analytics“ der FernUniversität in Hagen.
Es ist ein interdisziplinäres Projekt, gemeinsam durchgeführt von Prof. Dr.-Ing. Jörg M. Haake und Prof. Dr. Claudia de Witt (Projektleitung: Haake, Stv. Projektleitung: de Witt).
Projektlaufzeit: 09/2018 – 08/2021
Hauptziel des Vorhabens ist die Untersuchung der Gestaltung und Nutzung einer adaptiven personalisierten Lernumgebung (Adaptive Personalized Learning Environment, APLE), die im (Fern-)Studium sowohl den persönlichen Lernerfolg in Bezug auf Domänenkompetenz als auch die persönliche Selbstregulationskompetenz der Studierenden verbessern soll. Aktuelle Technologien wie Learning Analytics und Data Mining werden genutzt, um Empfehlungen zu relevanten nächsten Lernschritten und Lernmaterialien zu generieren, Reflexion und Bewusstsein über den eigenen Lernprozess zu befördern, soziales Lernen zu unterstützen sowie die Wahrnehmung des individuellen Lernverhaltens und möglichen Lernschwierigkeiten zu adressieren. Dies soll primär dadurch erreicht werden, indem Visualisierungen von zeitnahem, individuellem Feedback über ein Learning Analytics Dashboard (LAD) und adaptiv eingebundene Prompts präsentiert werden. Durch weitere reflexive Unterstützung soll ein Bewusstsein zum eigenen Lernstand, -fortschritt und -verlauf sowie zu Handlungsmöglichkeiten erreicht werden. Personalisierte Prompts sollen die Umsetzung der Lernpläne unterstützen. Das Projekt kooperiert dabei mit dem Zentrum für Digitalisierung und IT (ZDI) der FernUniversität.
Wissenschaftliche Projektmitarbeiterinnen
- Mandy Goram, M.Sc. (LG Haake, bis 29.02.2020)
- Heike Karolyi, M.A. (LG de Witt)
- Regina Kasakowskij, M.A. (LG Haake)
Technische Projektleitung
Dr. Niels Seidel (LG Haake)