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Learning Analytics

Related:  LTTOLearning Analytics

Learning analytics don't just measure students' progress – they can shape it As a society, we assess what we value. Within education, we use metrics and grades to give students a sense of what "good" looks like and how they can achieve this. That's the aim. Learning analytics draw on the expertise of data miners, who find and make use of patterns in big datasets. Interest in learning analytics has been fuelled partly by the recent rise in popularity of Moocs (massive open online courses). The use of big datasets in education is not new. But learning analytics can move beyond this. In the US, Purdue University has developed the signals learning analytics programme. In each of these cases, learning analytics combine techniques for data analysis and visualisation with an understanding of the teaching and learning process. In future, the challenges for learning analytics will be to build ever-stronger links between data, teaching and learning and to maintain a focus on developing the skills and knowledge that we value as a society.

Student Motivation and Engagement by Selby Cull, Washington University in St. Louis Don Reed, Dept. of Geology, San Jose State UniversityKarin Kirk, Science Education Resource Center authored as part of the 2010 workshop, Teaching Geoscience Online - A Workshop for Digital Faculty Jump down to: The Nature of Online Learners | Pedagogic Design | Instructor Behavior | References and Resources The challenge of keeping our students engaged and motivated is common across grade levels, subject matter, and all types of institutions and courses. Online courses, however, present a special concern. On the other hand, there are several advantages to the online environment that make it easier to engage students. The self-paced nature of online courses allows students to fit the work time into their schedule. Background: The Nature of Online Learners Online learners are a varied group, but there are commonalities that can assist instructors in developing effective strategies in course design and pedagogical approach. References

Will Analytics transform Education? | Learning Frontiers Effective use of data is vital for success in today’s business world. In education, Analytics (or Learning Analytics) is becoming a hot topic, promising to disrupt and transform education and learning. In this overview article we do a short detour to the business world for some examples of business analytics; look at how education have approached the phenomenon; explore some practices; and raise some concerns about the downside of this trend. The most spectacular example of business use of consumer data is the US chain store Target’s analysis of changes in a customer’s life, e.g. finding out whether or not a customer is pregnant[1], with the aim to send them coupons for certain products they will need. Making sense of analytics: In education, slightly different definitions of Analytics have emerged. Analytics in practice: Analytics in education is still at its early stage and most of the work in this area is conceptual and comprises small scale funded projects. 1. 2. 3.

Journal of Learning Analytics Current Issue Vol 2, No 1 (2015): Special section: Self-regulated learning and learning analytics Journal of Learning Analytics is a peer-reviewed, open-access journal, disseminating the highest quality research in the field. The journal is the official publication of the Society for Learning Analytics Research (SoLAR). The journal seeks to connect researchers and developers with practitioners, creating and disseminating new tools and techniques, studying transformations, and providing ongoing evaluation and critique of the conceptual, technical, and practice outcomes. Journal of Learning Analytics welcomes papers that either describe original research or offer a review of the state of the art in a particular area. Manuscripts can be submitted to the Journal of Learning Analytics any time.

LeMo – Lernprozessmonitoring | Learning Analytics Critical thinking in the Online Classroom This is part 3 in a 3 part series discussing the concept of ‘presence’ in online learning communities. I’ve been writing about online presence in this series and though complex, it is best understood by the Community of Inquiry (CoI) model, a framework of three dimensions that work together to create what I call a complete learning experience (though the creators of the model call it an ‘educational experience’ where all three coincide (Garrison et al., 2000). In part one, I reviewed instructor presence and part two, social presence. Though this third dimension is officially labeled ‘cognitive presence‘ I have made reference to critical thinking, as this is what should be happening in the cognitive presence domain, which I’ll elaborate on further in the post. What is Cognitive Presence? cognitive presence: is the extent to which learners are able to construct and confirm meaning through sustained reflection and discourse (Garrison, Anderson, & Archer, 2001). Resources: Garrison, D.

CONNECTED FOR SeNSe: Learning Analytics and Learning management systems The use of technology in the learning process and the activity where it took place was not a new phenomenon. Since in 1996, the Malaysian initiative of the Multimedia Super Corridor in (Zoraini Wati Abas, 2009) has become an evidence of the emerging of Information and Communication Technology (ICT) in education has played an important role in Malaysia. Technology enhances learning (TEL) or blended learning in education especially in higher education, has an impact to the total number of enrolments in courses deliver virtual or distance learning from the Malaysian e-learner. Therefore higher education is following this trend by allowing distance learners to receive their academic certificate and degree using distance course, in order to take the full advantage from TEL and growth profits opportunity (Harper, Chen & Yen, 2004). Therefore, the question lies where “How to bring out the most opportunity for this learning management student to the distance learner learning outcome?”

A KPI-oriented and ontology-based workplace e-learning system_陈小憨_新浪博客 Literature review E-learning E-learning focuses on the use of computer and network technologies to create and deliver a rich learning environment that includes a broad array of instruction, information resources and solutions, with a goal of enhancing individual and organizational performance. Workplace learning This field – also known as Training and Development, Human Resource Development, Corporate Training, and Work and Learning – can be defined as the means, processes, and activities in the workplace by which employees learn basic skills, high technology, and management practice that can be immediately applied to their jobs, duties, and roles in the firm. Adult learning theories Adult learning theories form the basis for the design of e-learning practice in work environments. Organization learning Organization learning within the domain of organizational theory investigates how an organization continuously and effectively learns and adapts to the environment. CoP Web 2.0 KPI model Ontology

Publications | Knowledge Media Institute | The Open University Tech Report kmi-12-01 Abstract The State of Learning Analytics in 2012: A Review and Future ChallengesTechreport ID: kmi-12-01Date: 2012Author(s): Rebecca Ferguson 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. Publication(s): Ferguson, R. (2012).

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