Tom Broos

‍

KU Leuven

Abstract:

Several studies have shown the benefits of regular and timely feedback, especially in the context of learning. However, educators are facing many challenges when offering personalized feedback at scale. Automated feedback systems based on Learning Analytics (LA), for instance dashboards, may offer part of the solution.In a lot of data science supported LA work, attention goes to the performance of the models, reporting accuracy, precision, recall, etc. But providing feedback to students (or other stakeholders) requires a different lens. What is the value of providing information that is not actionable? In this talk, Tom will present results of studies on how students interact with automated feedback. He will also present opportunities and challenges for scaling up Learning Analytics in higher education institutions

Bio:

Tom Broos is a doctoral student at the Leuven Engineering and Science Education Centre (LESEC) and Augment HCI in the Department of Computer Science at KU Leuven, Belgium. He participates in Learning Analytics related research projects STELA and LALA (Learning Analytics in Latin America) and studies how data can be made actionable using (student-facing) dashboards. Tom has a background in Information Management (MSc.) and Economics (BSc.) and worked for 8 years as a Business Intelligence consultant for high-profile customers in diverse industries.

Recent publication:

Broos T., Verbert K., Van Soom C., Langie G., De Laet T. (2018). Small data as a conversation starter for learning analytics: exam results dashboard for first-year students in higher education. Journal of Research in Innovative Teaching &  Learning, 10 (2), 1-14.

‍

‍