TY  - JOUR
A1  - Mah, Dana-Kristin
A1  - Ifenthaler, Dirk
T1  - What do first-year students need?
BT  - digital badges for academic support to enhance student retention
JF  - Journal of applied research in higher education
N2  - The purpose of this paper is to analyse data on first-year students’ needs regarding academic support services and reasons for their intention to leave the institution prior to degree completion. On the basis of the findings, a digital badge outline is proposed which could contribute to improved communication of academic requirements in order to help students to better adapt to higher education demands. Digital badges might also serve as an indicator for students’ needing additional academic support services.
KW  - Higher education
KW  - Retention
KW  - Learning analytics
KW  - First-year students
Y1  - 2019
U6  - https://doi.org/10.1108/JARHE-12-2018-0258
SN  - 2050-7003
SN  - 1758-1184
VL  - 12
IS  - 1
SP  - 86
EP  - 96
PB  - Emerald Group Publishing Limited
CY  - Bingley
ER  - 
TY  - CHAP
A1  - Mah, Dana-Kristin
A1  - Bellin-Mularski, Nicole
A1  - Ifenthaler, Dirk
ED  - Ifenthaler, Dirk
ED  - Bellin-Mularski, Nicole
ED  - Mah, Dana-Kristin
T1  - Moving forward with digital badges in education
T2  - Foundation of Digital Badges and Micro-Credentials : Demonstrating and Recognizing Knowledge and Competencies
Y1  - 2016
SN  - 978-3-319-15424-4
SP  - 511
EP  - 517
PB  - Springer
CY  - Cham
ER  - 
TY  - JOUR
A1  - Ifenthaler, Dirk
T1  - Challenges of a Holistic Learning Analytics Project
JF  - E-Learning Symposium 2014 : Mobil und vernetzt – studieren im digitalen Zeitalter ; Potsdam, 14. November 2014
N2  - Recently, interest in collecting and mining large sets of educational data on student background and performance to conduct research on learning and instruction has developed as an area generally referred to as learning analytics. Higher education leaders are recognising the value of learning analytics for improving not only learning and teaching but also the entire educational arena. However, theoretical concepts and empirical evidence need to be generated within the fast evolving field of learning analytics. In this paper, we introduce a holistic learning analytics framework. Based on this framework, student, learning, and curriculum profiles have been developed which include relevant static and  dynamic parameters for facilitating the learning analytics framework. Based on the theoretical model, an empirical study was conducted to empirically validate the parameters included in the student profile. The paper concludes with practical implications and issues for future research.
Y1  - 2014
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-442303
SP  - 15
EP  - 28
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  - 
TY  - JOUR
A1  - Ifenthaler, Dirk
T1  - Learning analytics design
JF  - The Sciences of Learning and Instructional Design : Constructive Articulation Between Communities
N2  - Instructional designers use learning analytics information to evaluate designs of learning environments, learning materials, and tasks, and adjust difficulty levels, as well as measure the impact of interventions and feedback. Integrating real-time educational data and analysis into the design of learning environments, referred to as learning analytics design (LAD), seems to be a promising approach. Valid pedagogical recommendations may be suggested on the fly as learning analytics methodologies and visualizations evolve and as reliable tools become available and ready for classroom practice. This chapter aims to offer an overview on design and analytics of learning environments before reviewing opportunities of learning analytics design for optimizing learning environments in near real time. Learning analytics (LA) use static and dynamic information about learners and learning environments—assessing, eliciting, and analyzing them—for real-time modeling, prediction, and optimization of learning processes, learning environments, and educational decision-making.
Y1  - 2018
SN  - 978-1-138-92432-1
SN  - 978-1-315-68444-4
SN  - 978-1-138-92431-4
SP  - 202
EP  - 211
PB  - Routledge
CY  - Abingdon
ER  -