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Scaling Up Educational Innovations in Schools

Deliverables

Conceptual and technological design of the lab

The deliverable describes a virtual Research Lab, its conceptual framework (main design features, user interface needs, etc), main functionalities (listed below) as well as its technical solution (platform solution and development code). The aim of the lab is manifold: 1. the lab will help to coordinate the knowledge transfer activities between UiB, TAU and TLU; 2. the lab will allow to collect all the partners know-how and experiences into one common space; 3. the lab will act as an experimental space to test the outcomes of the research, create a testbed for small scale trials, experiments, provides space for best practice exchanges; 4. the lab will provide a comprehensive and evidence-based educational research in Nordic countries, which can be scaled up; 5. research data collected in the lab will provide options to run comparison studies locally and internationally, between schools and between countries; 6. the lab will host a repository of the research cases and research database. The lab will consist of 1) a toolbox for researchers of the project consortium ● research instruments for studying different aspects of educational research (new learning and teaching methods, innovation adoption and uptake in schools, teacher-led inquiry in their classroom practice etc.); ● digital tools for collecting (learning analytics) data about learning and teaching and related interactions; ● conceptual frameworks for exploring and understanding educational innovations; ● strategies and models for setting up university-school-(industry) partnerships for a joint research and development of innovative methods, approaches, tools, etc. 2) a repository of research cases, best practices and collected data from the SEIS project consortium partners.

Evolution of the publications

The deliverable introduces in the Continuous reporting tool on the Funding and Tenders portal before the end of month 2 of the project peer-reviewed publications (in the field of educational innovation in general) of TLU during the three years preceding the start date of the project. The deliverable will be a one-page statement that the task has been completed.

Dissemination and communication plan

The deliverable consists of a dissemination and communication plan for the SEIS project run time and beyond. The dissemination and communication plan of the project outlines: ● Definition of target groups; ● Definition of appropriate measures and tools through which each target group can be most effectively reached on global level; ● Common project design (project logo, overall design guide, etc.); ● Definition of types of dissemination events; ● Time planning of measures and events.

Publications

An Architecture and Data Model to Process Multimodal Evidence of Learning

Author(s): Shashi Kant Shankar, Adolfo Ruiz-Calleja, Luis P. Prieto, María Jesús Rodríguez-Triana, Pankaj Chejara
Published in: Advances in Web-Based Learning – ICWL 2019 - 18th International Conference, Magdeburg, Germany, September 23–25, 2019, Proceedings, Issue 11841, 2019, Page(s) 72-83
DOI: 10.1007/978-3-030-35758-0_7

Engaging Students in Co-designing Wearable Enhanced Learning Kit for Schools

Author(s): Marge Kusmin, Kadri-Liis Kusmin, Mart Laanpere, Vladimir Tomberg
Published in: Perspectives on Wearable Enhanced Learning (WELL) - Current Trends, Research, and Practice, 2019, Page(s) 97-120
DOI: 10.1007/978-3-319-64301-4_5

Exploring the Triangulation of Dimensionality Reduction When Interpreting Multimodal Learning Data from Authentic Settings

Author(s): Pankaj Chejara, Luis P. Prieto, Adolfo Ruiz-Calleja, María Jesús Rodríguez-Triana, Shashi Kant Shankar
Published in: Transforming Learning with Meaningful Technologies - 14th European Conference on Technology Enhanced Learning, EC-TEL 2019, Delft, The Netherlands, September 16–19, 2019, Proceedings, Issue 11722, 2019, Page(s) 664-667
DOI: 10.1007/978-3-030-29736-7_62

Lesson Observation Data in Learning Analytics Datasets: Observata

Author(s): Maka Eradze, Mart Laanpere
Published in: Data Driven Approaches in Digital Education, Issue 10474, 2017, Page(s) 504-508
DOI: 10.1007/978-3-319-66610-5_50

Learning Analytics for Professional and Workplace Learning: A Literature Review

Author(s): Adolfo Ruiz-Calleja, Luis P. Prieto, Tobias Ley, María Jesús Rodríguez-Triana, Sebastian Dennerlein
Published in: Data Driven Approaches in Digital Education, Issue 10474, 2017, Page(s) 164-178
DOI: 10.1007/978-3-319-66610-5_13

Learning Analytics in MOOCs: EMMA Case

Author(s): Maka Eradze, Kairit Tammets
Published in: Data Science and Social Research, 2017, Page(s) 193-204
DOI: 10.1007/978-3-319-55477-8_18

Analyzing Integrated Learning Scenarios for Outdoor Settings

Author(s): Terje Väljataga, Kadri Mettis
Published in: Advances in Web-Based Learning – ICWL 2019 - 18th International Conference, Magdeburg, Germany, September 23–25, 2019, Proceedings, Issue 11841, 2019, Page(s) 287-294
DOI: 10.1007/978-3-030-35758-0_27

Smart schoolhouse — designing IoT study kits for project-based learning in STEM subjects

Author(s): Marge Kusmin, Merike Saar, Mart Laanpere
Published in: 2018 IEEE Global Engineering Education Conference (EDUCON), 2018, Page(s) 1514-1517
DOI: 10.1109/educon.2018.8363412

Affordances of the LePlanner for Sharing Digitally Enhanced Learning Scenarios

Author(s): Kai Pata, Aleksandr Beliaev, Romil Robtsenkov, Mart Laanpere
Published in: 2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT), 2017, Page(s) 8-12
DOI: 10.1109/icalt.2017.77

Tracing Teacher Collaborative Learning and Innovation Adoption: a Case Study in an Inquiry Learning Platform

Author(s): Rodríguez-Triana, María Jesús; Prieto, Luis P.; Ley, Tobias; de Jong, Ton; Gillet, Denis
Published in: CSCL 2019 - International Conference of Computer Supported Collaborative Learning, 2019, Page(s) 432-439

A Review of Multimodal Learning Analytics Architectures

Author(s): Shashi Kant Shankar, Luis P. Prieto, Maria Jesus Rodriguez-Triana, Adolfo Ruiz-Calleja
Published in: 2018 IEEE 18th International Conference on Advanced Learning Technologies (ICALT), 2018, Page(s) 212-214
DOI: 10.1109/icalt.2018.00057

Work in progress — Semantic annotations and teaching analytics on lecture videos in engineering education

Author(s): Merike Saar, Marge Kusmin, Mart Laanpere, Luis P. Prieto, Tiia Ruutmann
Published in: 2017 IEEE Global Engineering Education Conference (EDUCON), 2017, Page(s) 1548-1551
DOI: 10.1109/educon.2017.7943055

Towards a Living Lab to support evidence-based educational research and innovation

Author(s): Ruiz-Calleja, Adolfo; Rodríguez-Triana, María Jesús; Prieto, Luis P.; Poom-Valickis, Katrin; Ley, Tobias
Published in: Proceedings of the Learning Analytics Summer Institute Spain 2017: Advances in Learning Analytics, Issue 1925, 2017, Page(s) 31-38

LEARNING ANALYTICS TO INFORM AND GUIDE TEACHERS AS DESIGNERS OF EDUCATIONAL INTERVENTIONS

Author(s): Merilin Aruvee, Aleksandra Ljalikova, Edna Vahter, Luis P. Prieto, Katrin Poom-Valickis
Published in: EDULEARN18 Proceedings, 2018, Page(s) 2457-2465
DOI: 10.21125/edulearn.2018.0666

Smart School Multimodal Dataset and Challenges

Author(s): Prieto, Luis P.; Rodriguez Triana, Maria Jesus; Kusmin, Marge; Laanpere, Mart
Published in: Joint Proceedings of the Sixth Multimodal Learning Analytics (MMLA) Workshop and the Second Cross-LAK Workshop co-located with 7th International Learning Analytics and Knowledge Conference, Issue 1828, 2017, Page(s) 53-59

Personalized, Teacher-Driven in-Action Data Collection: Technology Design Principles

Author(s): Merike Saar, Luis P. Prieto, Maria Jesus Rodriguez-Triana, Marge Kusmin
Published in: 2018 IEEE 18th International Conference on Advanced Learning Technologies (ICALT), 2018, Page(s) 58-62
DOI: 10.1109/icalt.2018.00020

Visualising and Re-using Innovative Pedagogical Scenarios

Author(s): Kurvits, Marina; Laanpere, Mart; Väljataga, Terje; Rõbtsenkov, Romil
Published in: Advances in Web-Based Learning – ICWL 2019, 2019, Page(s) 177−189

SHEILA policy framework - informing institutional strategies and policy processes of learning analytics

Author(s): Yi-Shan Tsai, Pedro Manuel Moreno-Marcos, Kairit Tammets, Kaire Kollom, Dragan Gašević
Published in: Proceedings of the 8th International Conference on Learning Analytics and Knowledge - LAK '18, 2018, Page(s) 320-329
DOI: 10.1145/3170358.3170367

Novice teachers’ learning and knowledge building during the induction programme

Author(s): Kairit Tammets, Kai Pata, Eve Eisenschmidt
Published in: European Journal of Teacher Education, Issue 42/1, 2018, Page(s) 36-51, ISSN 0261-9768
DOI: 10.1080/02619768.2018.1523389

University-industry Interoperability Framework for Developing the Future Competences of Industry 4.0

Author(s): Kusmin, K-L.; Tammets, K.; Ley, T.
Published in: Interaction Design and Architecture(s) Journal - IxD&A, Issue 38, 2018, Page(s) 28 - 45, ISSN 1826-9745

A Conversation between Learning Design and Classroom Observations: A Systematic Literature Review

Author(s): Maka Eradze, María Jesús Rodríguez-Triana, Mart Laanpere
Published in: Education Sciences, Issue 9/2, 2019, Page(s) 91, ISSN 2227-7102
DOI: 10.3390/educsci9020091

Turning zoos into smart learning ecosystems

Author(s): Väljataga, Terje; Mettis, Kadri
Published in: Interaction Design and Architecture(s) Journal - IxD&A, Issue 39, 2018, Page(s) 114-133, ISSN 1826-9745

Semantically Annotated Lesson Observation Data in Learning Analytics Datasets: a Reference Model

Author(s): Eradze, Maka; Rodríguez-Triana, María Jesús; Laanpere, Mart
Published in: Interaction Design and Architecture(s) Journal - IxD&A, Issue 33, 2017, Page(s) 75-91, ISSN 1826-9745

Co-Creating Learning Designs in Professional Teacher Education: Knowledge Appropriation in the Teacher's Innovation Laboratory

Author(s): Leoste, Janika; Tammets, Kairit; Ley, Timo Tobias
Published in: Interaction Design and Architecture(s) Journal - IxD&A, Issue 42, 2019, Page(s) 131 - 163, ISSN 1826-9745