Group items tagged

Learning analytics different from big data in "their concern for providing value to teachers and learners (p14)" Research challenges needing to be addressed to achieve ideal scenarios of use: - Develop expertise in the provision of formative feedback and analytics - Develop methods of presenting analytics and visualizing data that are easy to use and understand - Adopt standards for the structure and export of data - Adopt standards for the structure and export of data - Broaden the focus to include not only higher education in formal settings, but also schools, workplace learning, informal learning and lifelong learning - Identify and address the issues around ethics, privacy and ownership of data (p13-14) ABSTRACT: "Learning analytics is a significant area of technology‐enhanced learning that has emerged during the last decade. This review of the field begins with an examination of the technological, educational and political factors that have driven the development of analytics in educational settings. It goes on to chart the emergence of learning analytics, including their origins in the 20th century, the development of data-driven analytics, the rise of learning-focused perspectives and the influence of national economic concerns. It next focuses on the relationships between learning analytics, educational data mining and academic analytics. Finally, it sets out the current state of learning analytics research, and identifies a series of future challenges."

Status of UCF (2nd largest univ in the US) blended learning and online learning systemic approach for quality to assure improvement - faculty development is required; social-constructivist paradigm and faculty engaged in action research; measure "student success" via grades earned A,B,C and blended does better with web-based or video-based; withdrawal and satisfaction rates nearly the same as f2f tho video has slightly higher; online learning benefits for students = convenience, reduced logistical demands, increased flexibility, information fluency; for faculty = professional devt, flexibility, teaching/research support; UCF expanded capacity, ability to serve students anywhere, buffers competition; online learning costs a little more but provides capacity equivalent to >$64M of classroom construction (which would have an annual operating cost of $4.1M = cost avoidance model), more efficient use of existing CR space, growth with quality

a multiyear pilot project at the Pennsylvania State University's Berks College that redesigned a lecture-based introductory chemistry course into a blended learning course. guides for group work and archiving clicker response data, etc.

recommended by Maryellen Weimer in her blog http://www.facultyfocus.com/articles/teaching-professor-blog/teaching-metacognition-to-improve-student-learning/ where she includes some great questions to get students going (e.g., one minute papers or dyads in class): - How have I prepared for class today?/What's the best way for me to prepare for a class like this one? - What questions do I have - Why did I miss those exam questions/ What do I need to do to avoid missing questions like these on the next exam?

2 guides to support UDL course redesign: - faculty development workshop guide (2 hour) - UDL Institute Guide (one or 2 day) UDL-U supports postsecondary faculty and staff by providing resources and examples to improve postsecondary education for all students, including those with disabilities. UDL-U is designed to be useful for individual inquiries related to small UDL topics, issues, or problems, as well as scalable to larger faculty development efforts (e.g., Faculty Learning Communities). UDL-U frames course redesign as a three-tier professional development process: 1. Application of UDL principles to enhance teaching and learning 2. Utilization of accessible instructional media and practices 3. Awareness of assistive technology enablers and barriers

An Introduction to SLAM at U-M, September 14, 2012 by the chair of the Provost's Learning Analytics Taskforce

Technology in Education can be used to facilitate instruction and realise many long-standing and sound goals around personalised learning, and clear learning outcomes, on campus and in online education.

networks "jane hart" "social learning"

The future of learning is far more than new devices, digital content and online classrooms. It means potentially rewritten relationships between students and information, teachers and instruction, and schools and society.

Video recording of Sebastian Thrun's (Google, Udacity) keynote at this week's 18th Annual Sloan Consortium Conference on Online Learning

@LauraZavelson of Elon U - mindmap connecting to EdTech Startups inventoried in "The Siege of Academe" Washington Monthly (http://www.washingtonmonthly.com/magazine/septemberoctober_2012/features/_its_three_oclock_in039373.php?page=1) - four clusters: - scaleable education - credentials - knowledge wrappers - learning enhancement

Chronicle article (paywalled) on how more writing will help students learn more--an interesting problem when combined with the prevalence of MOOCS, where writing assignments are only looked over by peers.

addressing humans' "essential conservativism" in the face of radical change - and lessons she learned from studying Abraham Lincoln's leadership during the Civil War

flipped his machine learning class in Spring 2012 using online lectures from the F2011 Stanford MOOC (an inclass "wrapper" around a MOOC - online discussion and grading with additional requirements from the onsite instructor, e.g., add'l readings, small group discussions, final project) "I now view MOOCs, and the assessment and discussion infrastructure that comes with them, as invaluable resources that I embrace and to which I add value. I, and I am guessing many others, are short steps away from full-blown customizations of individual courses and even entire curricula, drawing upon resources from around the world and contributing back to those resources."

Six Core Challenges lie at the core of the innovative disruption facing higher education: University Model; Structural Model; Funding Model; Cost Model; Business Model; Success Model Seven Areas of Change - The six core challenges noted above are driven by seven areas of rapid change, primarily technological change: The Players; The College Models; The Course Models; Data and Learning Analytics; The Cost: Reduced and Free; Measuring Success; Threats to the Credential

created by Larry Lugo, Professor at the University of Zulia, in Venezuela; also, Coordinator of Distance Learning in the College of Agriculture, where I'm also an Aggregate professor in tropical fruit production in undergraduate and graduate programs. My contact info: Twitter: @larrylugo / larry.lugo.u@gmail.com, larrylugo@fa.luz.edu.ve / Skype: lugolarry / WhatsApp: +58-414-6139174 (international) / Facetime and iOS messenger: larry.lugo.u@gmail.com / Web pages: www.fruticultura.net, www.rededucativa.org / Blog: larrylugo.blogspot.com