Measuring Self-Regulated Learning through Mobile Learning Analytics
KTH Royal Institute of Technology
When: 11 June, 2019 13:15-15:00
Place: SLATE, Vektergården, Christiesgate 13, 3 etasje
All are welcome!
Self-regulated learning (SRL), which is associated with learning and academic achievement, is a transferable skill that can also guide students’ future paths to study and work. SRL can be taught and learned. Students can self-regulate their learning by keeping track of their own learning process (i.e., monitoring) and use that information to facilitate their learning process and improve their learning outcomes. Still, SRL is difficult for students, as they are not capable of accurately judging their own learning processes. With the increasing use of mobile technologies, offerings of anywhere, anytime communication and data gathering becomes feasible. In this regard, the concept of measuring, collecting, analysing and reporting of data about learners and their learning environments (i.e., learning analytics) is enabled thus, affording opportunities for learners to exercise and develop SRL. This presentation will focus on the potential of mobile learning analytics to support and measure students’ SRL, including SRL- strategies, skills and knowledge.
Olga Viberg is Assistant professor in Media Technology with specialization in Technology-Enhanced Learning, Department of Media Technology and Interaction Design, KTH Royal Institute of Technology, Stockholm, Sweden. Her fields of expertise include Technology Enhanced Learning, Self-Regulated Learning, Learning/Teaching Analytics, Mobile Assisted Language Learning, Second Language Acquisition, Learning Design, Structuration in Mobile learning, Design Science Research in Education, Interaction Design, Formal and Informal Learning. Her research includes a focus on learning analytics in education, the application of mobile technology (in second language learning and mathematics) in education, the integration of formal and informal learning environments, design for learning, and a particular focus on students’ self-regulated learning in relation to their use of technology for learning purposed. Moreover, she is interested in how current emerging technologies are used in schools, both by teachers and pupils/students, nationally and internationally, and how we can support teachers as designers of technology-enhanced learning (TEL) in schools. Her work has been published in many referred journals and conferences.
How Software Development Academy Paves the Way at KTH
KTH Royal Institute of Technology
The Software Development Academy (SDA) started in Spring 2016, as a collaboration between KTH and a Stockholm-based recruitment agency, Novare Potential, in response to the 2015 migration crisis. The goal was to help refugees break through social barriers and find employment within the Swedish IT sector. The means to achieve this was to deliver an intensive three-month education at KTH and leverage the client networks of Novare Potential to match participants with companies. This combination of education and networking exceeded our expectations in terms of the results achieved. Furthermore, after five iterations, it has become clear that this programme is the perfect living laboratory for experimentation and innovation in supporting accelerated education and lifelong learning. The purpose of this talk will be to introduce this context, our agile approach, and the opportunities for further innovation, with a view to exploring ideas that can form the basis for future work..
Richard Glassey is a course leader within KTH and is responsible for the first-year introduction to computer science, as well as the design and delivery of an intensive IT education for newly arrived in Sweden. His research interests span computing education, learning analytics and technology enhanced learning.