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Learning Analytics

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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.

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.

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

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.

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.

Using Rubrics to Grade Online Discussions - ELC Support A rubric is a scoring scale used to evaluate a student's work. Rubrics spell out to students exactly what is expected of them, and they list the criteria instructors use to assess students' work. Rubrics also help instructors by providing guidelines for more objective grading. The Value of Rubrics Rubrics are useful for assessing work in any classroom setting, but they are especially helpful in online courses, where all information must be clearly stated in course documents. In some courses, instructors use rubrics for each assignment. Examples Here are some examples of rubrics used to assess online discussions and journal assignments. Rubric for Instructor-Facilitated Online Discussions This example lists expectations for student participation and includes a grading rubric for evaluating the quality of a student's participation in a discussion. Example 2: Student-led Online Discussion Participation Rubric This example assumes that students will lead and guide their own discussion.

The Methods and Means to grading Student Participation in Online Discussions This is the final post in a three-part series on how to create effective discussions in an online environment in the context of courses for credit. In this post I’ll share how to grade and asses students contributions in online discussion forums – the final yet essential step that solidifies and reinforces student learning. I am eager to share my insight into the measurement component of online discussions, as we found within our own institution’s online program that it was the assessment aspect, through the use of a rubric was the critical element that raised the bar for our threaded discussions. The rubric allowed course instructors to give ‘good’ feedback to students, clarified for students what was expected of them in discussions and to the astonishment of some of our professors, it [the rubric] improved the quality and quantity of discussion postings significantly. How much is the discussion/contribution component worth in the overall grading scheme of an online class? Like this:

blendsync.org | Blended Synchronous Learning - Uniting face-to-face and remote learners through rich-media real-time collaboration tools Conceptions of effective teaching in higher education: extending the boundaries - Teaching in Higher Education - Volume 12, Issue 1 This paper examines university teachers’ conceptions of effective teaching. It reports a small illuminatory study of eight teachers. Their narratives identify rich insights. Conceptions of ‘learning through dialogue’, ‘community of learners’ and ‘meta-learning’ emerge as crucial in supporting students’ learning. Related articles View all related articles

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