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Practice-based Experiential Learning Analytics Research And Support (PELARS)
Start date: Feb 1, 2014, End date: Jan 31, 2017 PROJECT  FINISHED 

The PELARS project generates, analyzes, uses and provides feedback for analytics derived from hands-on, project-based and experiential learning scenarios. The project produces and evaluates technology designs for analytic data generation for constructivist learning scenarios in Science, Technology, Engineering and Math (STEM) topics, including: technology solutions, infrastructure, activities, assessment, curricula, and classroom furniture and environment designs. The project addresses three different learning contexts (post-secondary design studios, post-secondary engineering sciences classrooms, and secondary-level high school STEM learning environments) across four national settings in the EU. This is done through teacher and learner engagement, user studies and evaluated trials in all three of these contexts. The PELARS project provides technological tools and ICT-based methods for collecting activity data (moving image-based and embedded sensing) for learning analytics (data-mining and reasoning) of practice-based and experiential STEM. This data is used to create analytics support tools for teachers, learners and administrators, providing frameworks for evidence-based curriculum design and learning ecosystems. The PELARS project creates behavioral recording inputs, proving a new learning analytic that is scalable in application, and bridge qualitative and quantitative methods through reasoning and feedback from input data. The project serves to help better understand learners' knowledge in physical activities in laboratory and workshop environments, as well as informal learning scenarios. PELARS traces and helps assess learner progress through technology enhancement, in ways that have been un-attempted and un-scalable until now. The project results in learning analytics tools for practice-based STEM learning that are appropriate for real-world learning environments.
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