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    Press Release #5

    The LEADER-AI Project: LEAarning analytics and AI for personaliseD lEaRning – July 2023

    The Greek National Report investigated how Learning Analytics (LA), Artificial Intelligence (AI), and data-driven technologies are adopted for Personalized Learning (PL) in Higher Education Institutions (HEIs). As part of our work in this project’s deliverable, we conducted a literature review, a focus group and an online survey. Regarding the literature review, most of the studies used learning analytics data provided from the Learning Management Systems like Moodle. Data were used mainly to predict students’ performance and behavioral patterns via data mining algorithms. The focus group was contained between heterogeneous participants concerning job description, gender and age. Participants stated that PL is a generic educational methodology aiming to individual’s preparation, regardless of the means and the context, considering educational needs, personality characteristics, learning styles and background. Moreover, according to their own experience, there aren’t any systematic initiatives for PL in HE in Greece. None of the participants was actually using strategies for personalization. Educational data was used not for personalization purposes, but rather for monitoring/tracking students’ performance during the semester, either in summative or formative assessment settings. Participants are not using any AI tools for personalization in their courses. In some cases, they include in their courses examples or case studies about the potential use of AI in online distance education and e-Learning. A questionnaire was also completed by 50 participants. Most of the participants are very familiar or extremely familiar with the term PL. Most of them have said that they have never used LA or they use them very rarely. Main reason for that is the lack of university support and training to the staff. When used, they are used for self-assessment, for supervised Learning, for statistical reasons, use of chatbots in conversations, for research reasons and analysis of student data in order to predict the duration of studies/academic degree grade. They personalize and adapt the pace/time of learning, the assessment method and the teaching method. Finally, as a general conclusion, the adaption of AI and LA in HEIs in Greece is still in a pre-mature phase and as the focus group and survey revealed, despite the potential benefits that were reported, there is a number of major challenges and obstacles addressed in terms of technology, pedagogy, security, privacy and ethics, mandatory for the successful adoption of AI in education.

    Rahastatud Euroopa Liidu poolt. Avaldatud seisukohad ja arvamused on ainult autori(te) omad ega pruugi kajastada Euroopa Liidu või Euroopa Hariduse ja Kultuuri Rakendusameti (EACEA) seisukohti ja arvamusi. Euroopa Liit ega EACEA nende eest ei vastuta. Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them. Η υποστήριξη της Ευρωπαϊκής Επιτροπής για την παραγωγή του παρόντος δικτυακού τόπου δεν συνιστά έγκριση του περιεχομένου, το οποίο αντανακλά τις απόψεις μόνο των συντακτών, και η Επιτροπή δεν μπορεί να θεωρηθεί υπεύθυνη για οποιαδήποτε χρήση των πληροφοριών που περιέχονται σε αυτόν. Подкрепата на Европейската комисия за създаването на този уебсайт не представлява потвърждение на съдържанието, което отразява вижданията само на авторите и Комисията не носи отговорност за използването на съдържащата се в сайта информация. Tento projekt byl financován s podporou Evropské komise. Tato publikace odráží pouze názory autora a Komise nenese odpovědnost za jakékoli použití informací v ní obsažených De steun van de Europese Commissie voor de productie van deze publicatie houdt geen goedkeuring van de inhoud in die alleen de mening van de auteurs weerspiegelt, en de Commissie kan niet verantwoordelijk worden gehouden voor enig gebruik dat van de informatie in deze publicatie wordt gemaakt. Podrška Europske komisije za proizvodnju ovih objava ne predstavlja I njezino odobrenje sadržaja koji odražavaju samo stavove autora i Europska Komisija se ograđuje od odgovornosti za bilo kakvu upotrebu informacija sadržanih u njima. Le soutien de la Commission européenne à la production de cette publication ne constitue pas une approbation du contenu qui reflète uniquement les opinions des auteurs, et la Commission ne peut être tenue responsable de l’usage qui pourrait être fait des informations qu’elle contient. Die Unterstützung der Europäischen Kommission für die Erstellung dieser Veröffentlichung stellt keine Billigung des Inhalts dar, der nur die Ansichten der Autoren widerspiegelt, und die Kommission kann nicht für die Verwendung der darin enthaltenen Informationen verantwortlich gemacht werden. O apoio da Comissão Europeia à produção desta publicação não constitui um aval do seu conteúdo, que reflete unicamente o ponto de vista dos autores, e a Comissão não pode ser considerada responsável por eventuais utilizações que possam ser feitas com as informações nela contidas. El apoyo de la Comisión Europea a la producción de esta publicación no constituye una aprobación de su contenido, que refleja únicamente las opiniones de los autores, y la Comisión no se hace responsable del uso que pueda hacerse de la información contenida en ella. Questo progetto è stato finanziato con il sostegno della Commissione Europea. L'autore è il solo responsabile di questa pubblicazione e la Commissione declina ogni responsabilità sull'uso che potrà essere fatto delle informazioni in essa contenute. Podpora Evropske komisije pri izdelavi te publikacije ne pomeni odobritve vsebine, saj odraža le stališča avtorjev in Komisija ne more biti odgovorna za kakršno koli uporabo informacij, ki jih vsebuje.
    Project Number : 2022-1-CY01-KA220-HED-000086763

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