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Affordances
• The impact of affordances
• Affordances in tools
• Affordances in institutions
(Johnson & Goldstein, 2003, p. 1338)
http://darkpatterns.org/
http://darkpatterns.org/
http://darkpatterns.org/
What to do?
• 300+ students in the course
• Assignment just submitted online
• Some haven’t submitted
• (Lockyer et al, 2013)
• Would have allowed for modification of the learning
design ‘on the fly’ if the intended experien...
Types of Affordances
• CRM like
• Comparisons, reflections and annotations
• Recommendations
• Knowledge sharing with othe...
Hypothetical
http://www.flickr.com/photos/tinou/96393863/
Hypothetical
http://www.flickr.com/photos/tinou/96393863/
1. Investigate the causes
2. Research literature to identify bes...
http://www.flickr.com/photos/tinou/96393863/
change the assessment to satisfy the
institutional requirements of satisfied
...
http://www.flickr.com/photos/tinou/96393863/
change the assessment to satisfy the
institutional requirements of satisfied
...
http://flickr.com/photos/tonymangan/754511201/
Pitfalls Constraints
“why are you still running 3 assignments
when you shou...
http://flickr.com/photos/tonymangan/754511201/
1. Tested material prior to teaching
2. Lack of time to re-teach topics
3. ...
Quality Feasibility
What can be done to remove the impediments
to quality teaching? This is a question that
institutions r...
6   affordances
6   affordances
6   affordances
6   affordances
6   affordances
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6 affordances

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Examining the questions of affordances (or the absence there of) rising from learning analytics. Part of the slides for a workshop titled "Four questions for understanding Learning Analytics" by @beerc and @djplaner

Published in: Education, Technology
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Transcript of "6 affordances"

  1. 1. Affordances • The impact of affordances • Affordances in tools • Affordances in institutions
  2. 2. (Johnson & Goldstein, 2003, p. 1338)
  3. 3. http://darkpatterns.org/
  4. 4. http://darkpatterns.org/
  5. 5. http://darkpatterns.org/
  6. 6. What to do? • 300+ students in the course • Assignment just submitted online • Some haven’t submitted
  7. 7. • (Lockyer et al, 2013) • Would have allowed for modification of the learning design ‘on the fly’ if the intended experience or outcomes were not being realized. • “While this learning analytics tool theoretically supports the implementation stage of that educational continuum - to date it has been largely used as a reflective tool. • Further research is required to investigate how educators can be better prompted when student interactions indicate a deviation from the intended learning outcomes.
  8. 8. Types of Affordances • CRM like • Comparisons, reflections and annotations • Recommendations • Knowledge sharing with others – Analysis – Intervention – Repercussions
  9. 9. Hypothetical http://www.flickr.com/photos/tinou/96393863/
  10. 10. Hypothetical http://www.flickr.com/photos/tinou/96393863/ 1. Investigate the causes 2. Research literature to identify best practice 3. Undertake a redesign informed by best practice 4. Evaluate the redesign, reflect and make more changes
  11. 11. http://www.flickr.com/photos/tinou/96393863/ change the assessment to satisfy the institutional requirements of satisfied students and reasonable pass rates rather than explore an alternative learning and teaching approach
  12. 12. http://www.flickr.com/photos/tinou/96393863/ change the assessment to satisfy the institutional requirements of satisfied students and reasonable pass rates an effective solution in the current higher education environment that encourages the academic to prioritise other areas, such as research. rather than explore an alternative learning and teaching approach (Tutty, Sheard et al, 2008)
  13. 13. http://flickr.com/photos/tonymangan/754511201/ Pitfalls Constraints “why are you still running 3 assignments when you should only run 2” (Tutty, Sheard & Avram, 2008, pp. 181-182)
  14. 14. http://flickr.com/photos/tonymangan/754511201/ 1. Tested material prior to teaching 2. Lack of time to re-teach topics 3. Lack of training 4. Lack of time (Tyler, 2013)
  15. 15. Quality Feasibility What can be done to remove the impediments to quality teaching? This is a question that institutions rarely ask, although individual expert teachers continually do. It is one thing to have a model for good teaching, but if there are institutional policies or structures that actually prevent the model from operating effectively, then they need to be removed. (Biggs, 2001, p. 223)
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