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Avoiding the fad   example applications version 2
 

Avoiding the fad example applications version 2

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  • <!-- This snippet was inserted via the PollEv Presenter app --> <!-- The presence of this snippet is used to indicate that a poll will be shown during the slideshow --> <!-- TIP: You can draw a solid, filled rectangle on your slide and the PollEv Presenter will automatically display your poll in that area. --> <!-- The PollEv Presenter app must also be running and logged in for this to work. --> <!-- To remove this, simply delete it from the notes yourself or use the PollEv Presenter to remove it for you. --> What percentage of your institution's online courses do you consider good?
  • While I don’t like this representation it helps express our aim to avoid this situation
  • And instead achieve this. Avoid the dissapointment and cost of the peak and trough and head straight to being productive.
  • If learning analytics doesn’t improve learning, then what’s the point. In order for it to improve learning, learning analytics has to be embedded in the practice of learning and teaching. It has to be used.
  • Learning analytics is hugely diverse – I don’t computational linguistics got a mention above – there are some many different perspectives/fields of knowledge that can inform the implementation of learning analytics. It remains a new field picking up methods and tools as it goes along.
  • Kaplan’s law of instrument arises from familiarity.What you know is what you do. If all you have/know is a hammer, then….This applies to EDC3100 and your use of ICTs. Story about past students.Build your PLN. Do different things.
  • In passing, the necessary mention of change. Universities – as with most parts of society – are having to deal with an environment of on-going change. Just one of the sources of that change is technology. It’s necessary to reflect that much of that change is going to require more than first order change – where you do the same stuff with new tools – it’s going to require second order (and perhaps third order change)
  • Analytics is about examining the data you have and to reveal interesting insights. It only tells you about what’s already in the data. i.e. the stuff you already do. If you try something new, then you’ll need to be gathering new data and analysing it in a new way. The quality of the data you have is important. If you’re using analytics on existing data, and your existing practice is questionable
  • <!-- This snippet was inserted via the PollEv Presenter app --> <!-- The presence of this snippet is used to indicate that a poll will be shown during the slideshow --> <!-- TIP: You can draw a solid, filled rectangle on your slide and the PollEv Presenter will automatically display your poll in that area. --> <!-- The PollEv Presenter app must also be running and logged in for this to work. --> <!-- To remove this, simply delete it from the notes yourself or use the PollEv Presenter to remove it for you. --> What percentage of your institution's online courses do you consider good?
  • Based on those quotes I ask folk “What percentage of your institution’s online courses do you consider good?”. This was done via Twitter and also in a presentation at a “Blended Learning Summit” last week. 81% of respondents thought that less than half of their institution’s online courses were good.
  • But it’s also not the new. Most universities have been doing data warehouses for a while. But there’s been some problems there.
  • But it’s also not the new. Most universities have been doing data warehouses for a while. But there’s been some problems there.
  • And we don’t really have a good handle on how yet to do this.
  • And we don’t really have a good handle on how yet to do this.
  • Our last advice is that you should also pay attention to the relative amount of funding, resources and time your institution is placing on each of the components of the IRAC framework. The relative sizes of the components on this slide are not a good distribution. For us Change, Affordances, and Representation should receive a great deal more attention.If you would like to hear more specific recommendations and details about these ideas. We’ll expand a little in our workshop this afternoon but we’ll be hanging around.
  • This focus on context is echoed in the learning analytics literature. University e-learning is not exactly the same as big data. Knowledge of the specifics of individual students, courses and pedagogies is essentially to getting value
  • Our last advice is that you should also pay attention to the relative amount of funding, resources and time your institution is placing on each of the components of the IRAC framework. The relative sizes of the components on this slide are not a good distribution. For us Change, Affordances, and Representation should receive a great deal more attention.If you would like to hear more specific recommendations and details about these ideas. We’ll expand a little in our workshop this afternoon but we’ll be hanging around.
  • Our last advice is that you should also pay attention to the relative amount of funding, resources and time your institution is placing on each of the components of the IRAC framework. The relative sizes of the components on this slide are not a good distribution. For us Change, Affordances, and Representation should receive a great deal more attention.If you would like to hear more specific recommendations and details about these ideas. We’ll expand a little in our workshop this afternoon but we’ll be hanging around.
  • Our last advice is that you should also pay attention to the relative amount of funding, resources and time your institution is placing on each of the components of the IRAC framework. The relative sizes of the components on this slide are not a good distribution. For us Change, Affordances, and Representation should receive a great deal more attention.If you would like to hear more specific recommendations and details about these ideas. We’ll expand a little in our workshop this afternoon but we’ll be hanging around.
  • Everyone is considering Learning AnalyticsCQUniversity’s attrition problem
  • The SSI application doesn’t really deal with the diversity of information well – in that it is using a single formula for “success”. It isn’t explorable since staff can’t visualise and examine the factors that make up a student’s particular score.And through this I hope you can start to see the value of the IRAC framework in terms of potentially provide a useful “checklist” for analysing different approaches to learning analytics. More on this later.
  • But SSI does integrate information into a single place. Again, nothing earth-shaking, many of these types of systems support this.
  • But SSI does integrate information into a single place. Again, nothing earth-shaking, many of these types of systems support this.
  • It also provides a range of different representations of the information for different purposes and roles.
  • But SSI does integrate information into a single place. Again, nothing earth-shaking, many of these types of systems support this.
  • Norman defines affordance this way. This is why dashboards suck. Beyond understanding the information, they tend to offer no affordances for action. So nothing gets done.
  • But SSI does integrate information into a single place. Again, nothing earth-shaking, many of these types of systems support this.
  • On a related note, but from a slightly different perspective is the PassNote app – also from Purdue University. Based on research, PassNote aims to help teaching staff provide “actionable feedback” for students.
  • The design of PassNote is informed by research that suggests 54 words is the ideal length for a message. As you can see from the “signals” in the interface the plan is to integrate this with the Course Signals application (also from Purdue).
  • PassNote is an early example of the need for “pedagogic advice”. It’s not enough for the LA tool to identify some insight, it needs to help the receiver of this information figure out what to do.
  • PassNote is an early example of the need for “pedagogic advice”. It’s not enough for the LA tool to identify some insight, it needs to help the receiver of this information figure out what to do.
  • The design of PassNote is informed by research that suggests 54 words is the ideal length for a message. As you can see from the “signals” in the interface the plan is to integrate this with the Course Signals application (also from Purdue).
  • The evolution of Course Signals and PassNote are a concrete example of the task-artifact cycle. The idea that the task you need to fulfill and the artifacts you use in those tasks co-evolve. Initially, a new artifact is designed to help with a task (increase success), but then the introduction of the tool leads to new requirements (e.g. how to communicate with the students about their activity) which leads to a new task. And obviously, the cycle rolls on. The question will be how will students react if PassNote is widely adopted within a University. Will they get sick of all the canned messages with the same text?
  • Suggesting that an LA application needs to be able to response to the task-artifact cycle.
  • Remember what we said about on-going change. If you’re operating in a context of on-going change, then your tools need to be able to respond. An environment that is always changing is going to generate new tasks which in turn lead to the need for new tools. And let’s not forget the insight from the DSS literature about evolutionary development.
  • Okay, arguably there is perhaps a bit of duplication arising in the change sector. Perhaps these can be argued as much the same thing, I disagree. Being flexible and scalable is a characteristic of the tool. Evolutionary development is a process that has to be undertaken.I also think it’s important to perhaps overstate this a little because it has become accepted within higher education that you don’t change your IT systems. They are enterprise systems and best practice advice is “vanilla implementation”. This is so wrong headed it needs to be confronted, and we’ll pick up on this more later.
  • Let’s return to the SSI application for a bit. There are a number of assumptions that go into the design of an application like this. One of them is that it is course centric. It only shows information about this specific course, on the assumption that we’re the teacher in charge of this course. But sometimes, it can be very useful to be able to see information about other courses.
  • For example, what if on this page we were able to see the interventions that this student had received/generated in other courses? Might this not help me think twice about overloading a student? Might we not find it useful to have a look at the type of interventions this student has had in other courses to help broaden our understanding of the student and their situation?
  • The “course only” view of information is one of the sacred cows of university learning and teaching. Many of you will have heard academics complain about the long list of non-teaching staff that can see into their course sites.
  • Go off about the problem of a focus on click stream data and talk about the idea of abstracting clickstream data – e.g. link to Moodle activity completion
  • There is also of course another approach to improve upon clickstreams. Rather than try to abstract clickstreams into something better approaching/representing learning, you can start by examining information that is more than clickstreams.
  • But beyond that flexibility MAV also breaks out of the little boxes used by Moodle. Moodle, by definition is modular. Consisting of little boxes that can be modified independently of each other and then joined together. The independence is a strength. But it can also be a weakness that gets in the way of a block – like MAV – modifying another section of the page. As part of flexibility is the need to question some of the underlying assumptions
  • Not sure loose coupling is a good description here. Loosely joined might be better – what about thesis?
  • But then there’s another limitation of MAV. It only tracks information from within the LMS. Increasingly our students have escaped from the institutional box and are engaging in a range of environments and applications beyond. Increasingly our integrated - “box-like” - systems are capturing only a small part of the learning experience. Raising the question of how to deal with distributed data.
  • Which brings up the question of if and how well the learning analytics application deals with data from outside the institutional systems. Related to, but slightly different to Integration. Non-institutional data also opens up some new questions about ethics etc? Or does it?
  • An example of non-institutional data is BIM. BIM is an activity module for Moodle that manages the aggregation and marking of posts authored by students on their own personal blog – or anything else that generates an RSS or ATOM feed. BIM allows the students to register their blogs and then keeps a mirror of their posts and provides the teaching staff means to make and visualise what is happening. Disclaimer: I’m the author of BIM.
  • This means that not only does BIM support the use of non-institutional data, but it also works beyond the level of clickstreams. It is looking at what students are writing.
  • This is an example of something I’m really looking forward to. Some work from the Open University building a tool to automatically detect and “evaluate” reflection. What I like about this is that I can automatically grade the reflection of my students – I don’t grade reflection. What I like is the possibility that the system that “evaluates” reflection can be used to scaffold and guide the students in their reflection. It can offer specific advice based on what they’ve written. It can provide feedback, something that is missing in classes of 300+.
  • Including discourse analytics and social network analytics – and more.
  • Of course in terms of functionality for BIM, this is all dreams and wishes. Time is not available and much of this functionality is being implemented by hand. There are a number of barriers to the development of this functionality, not the least of which is my time and my capabilities as a Moodle developer. But there are also technical constraints.
  • A major problem is that BIM is trapped within the Moodle infrastructure. Moodle is an enterprise system, hence vanilla implementations are best. Even with a modular architecture the addition of new plugins into Moodle – as seen earlier in the talk – is not a simple or straight forward task. The idea of evolutionary development responding to the task-artifact cycle with an institutional Moodle instance isn’t going to happen. Not to mention the limitations of the PHP language and the way it’s used in much of Moodle and BIM.
  • This is where LTI – Learning Tools Interoperability – standard from IMS comes to the rescue. Rather than my current limitation arising from the institutional Moodle instance – a black line that I cannot cross (and rightly so)
  • LTI allows me to make a connection from the institutional Moodle instance to my own personal Moodle instance where I host the version of BIM that my course is using. As it’s only my course and because students only rarely interact with Moodle/BIM – most of their interaction is with their blog – I have significantly greater freedom to modify BIM in response to new insights and requirements than I would normally have.
  • This approach provides a more flexible environment because of the looser joins provided by LTI and allows me to engage in more evolutionary development. But it does raise some serious questions about how enterprise IT operates. This approach would almost certainly be deeply troubling to most institutional IT folk. It requires questioning of assumptions.
  • And now to talk about the theory, make some suggestions and wrap up.
  • This model of analytics comes from George Siemens latest journal article giving an overview of the field of learning analytics. I recommend the article and I like this model in that it captures what passes for current understandings of learning analytics. But I also have an issue with it. To me it smacks to much of “do it to and for” and not enough of do it with.It also, for me, illustrates a criticism that Col, myself and Damien Clark our colleague have of current approaches to learning analytics which we try to capture in our own framework – called the IRAC framework. Come along to our workshop this afternoon to learn more.
  • The I in IRAC is for information. This seems to be almost the complete focus of learning analytics projects. How to get the information? What information is there and how to analyse it. These are important questions you have to ask. But I hope you can see given this talk that we think this is really on the start.
  • The R in IRAC is representation. You’ve gathered your information and analysed, now you have to represent it so that people can understand and act upon it. The trouble is that most institutional mplementation of learning analytics pays too little attention to representation. Though the research literature does have some people doing some interesting things.This is perhaps the first adoption barrier for learning analytics. If the representation is hard to understand or hard to access (or inappropriate) it won’t be used.
  • As mentioned above, we believe that learning analytics is only useful if it leads to changes in learning and teaching. It has to lead to action. The A in RAC is affordances. Or what sort of actions does the learning analytics application afford? Make more likely or less likely. How is it likely to be used to improve learning and teaching?For us, this is probably the most difficult and most important problem to be overcome and one where the least attention has been paid
  • The C in IRAC stands for change and the cyclical nature of George’s model captures this nicely. However, I wonder if the fact that it is not an explicit part of the model – more implicit in the circle – will lead people to overlook or forget about it.Certainly for us Change is an absolutely essential part of an learning analytics project. And for us that change has to apply to any and all components of the model. It’s not just practice that has to change. The information you are gathering must change as hopefully your learning analytics projects lead to improved practices and the need to ask difference questions.As these changes happen and as you learn more the Representations will change…..Affordances
  • Our last advice is that you should also pay attention to the relative amount of funding, resources and time your institution is placing on each of the components of the IRAC framework. The relative sizes of the components on this slide are not a good distribution. For us Change, Affordances, and Representation should receive a great deal more attention.If you would like to hear more specific recommendations and details about these ideas. We’ll expand a little in our workshop this afternoon but we’ll be hanging around.
  • These are two of the points Victor made in his talk which I think are useful.The first connects to the on-going horseless carriage approach to the use of technology by our educational institutions. I see this when I observe colleagues beavering away recording their online lectures and attending online tutorials in Blackboard Collaborate. I see the same problem with institutions and how they approach the management and governance of e-learning and recent innovations such as learning analytics. Rather than re-think what is possible. They put the old wine in new bottles.Too much of what I see from management and its approaches to learning analytics (or any other technical innovation) is the assumption that they know what they are doing, or slightly better, that they must learn “the answer” ASAP. Rather than keeping an open mind and creating institutions that are continually exploring and experimenting with how technology can enhance and transform the practice of learning and teaching.
  • Of course, given that the field is so new, diverse and ever changing you are right to question everything we’ve just told you. And now is your first opportunity. Questions?

Avoiding the fad   example applications version 2 Avoiding the fad example applications version 2 Presentation Transcript

  • http://www.flickr.com/photos/albertogp123/5843577306/ http://bit.ly/27fad
  • Avoiding the learning analytics fad: Forgotten insights & example applications David Jones (USQ) http://bit.ly/27fad http://www.flickr.com/photos/dragnfly78/235652252/
  • http://flickr.com/photos/boskizzi/3241710/ http://flickr.com/photos/boskizzi/3241710/ Oz/NZ Horizon Report Year Time Frame Label 2010 4 to 5 years Visual data analysis 2012 1 year or less (#2) Learning analytics 2013 1 year or less (#1) Learning analytics Oz/NZ Horizon Report
  • http://www.flickr.com/photos/lucgaloppin/6074160455/
  • http://www.flickr.com/photos/lucgaloppin/6074160455/
  • http://www.flickr.com/photos/31246066@N04/9507507792/ What we know about LA Example applications Theory & suggestions
  • http://www.flickr.com/photos/31246066@N04/9507507792/ What we know about LA Example applications Theory & suggestions
  • http://www.flickr.com/photos/sidewalk_flying/3534131757/ Learning analytics, the analysis and representation of data about learners in order to improve learning (Clow, 2013, p. 1) 1. the development of new processes and tools aimed at improving learning and teaching for individual students and instructors 2. The integration of these tools and processes into the practice of teaching and learning (Elias, 2011, p. 5)
  • http://www.flickr.com/photos/chrisjfry/323461344/ LAK 2012 .. multidisciplinary conference for learning scientists; (computer) scientists and data/knowledge engineers; researchers in education, sociology, psychology, information science; educators at all levels; … data analysts; training and development professionals; educational and academic leaders; business leaders; [and] course management system developers and leaders (Suthers & Verbert, 2013, p. 1) It is a ‘jackdaw’ field of enquiry (Clow, 2013, p. 3)
  • http://www.flickr.com/photos/photograham/260939952/
  • http://www.flickr.com/photos/londonmatt/3163571645/ the learning landscape is extraordinarily turbulent at present, in no small part due to technological drivers fundamental DSS principles like evolutionary development (Arnot & Pervan, 2005) (Buckingham-Shum & Ferguson, 2012, p. 3)
  • http://www.flickr.com/photos/doug88888/4627497417/ Analytics…is about identifying and revealing what already exists The tension between innovation (generating something new) and analytics (evaluating what exists in data) is one that will continue to exist in the foreseeable future. (Siemens, 2013, p. 16)
  • E-learning’s a bit like teenage sex. Everyone says they’re doing it but not many people really are and those that are doing it are doing it very poorly. Mark Brown - http://bit.ly/165UHP5 http://www.flickr.com/photos/tifotter/80099532/
  • http://www.flickr.com/photos/albertogp123/5843577306/ http://bit.ly/27fad
  • 48.1% 13% 33.3% 5.6%
  • http://www.flickr.com/photos/micurs/6118627854/ A growing number of universities are implementing data warehouse infrastructures in readiness (Buckingham-Shum & Ferguson, 2012, p. 4)
  • http://www.flickr.com/photos/micurs/6118627854/ data warehouses “have been around for quite some time, they have been plagued by high failure rates and limited spread or use (Ramamurthy, Sen and Sinha, 2008, p. 976)
  • http://www.flickr.com/photos/atoach/2929229111/ ..the challenge posed by learning analytics is interpreting the resulting data against pedagogical intent and the local context to evaluate the success or otherwise (Lockyer et al., 2013, p. 2) ..dearth of studies that have investigated the relationship between learning analytics and data requirements that would better assist teachers in the design and evaluation of learning and teaching practice (Dawson et al., 2011, p. 4)
  • http://www.flickr.com/photos/atoach/2929229111/ ..currently available research tools do not yet answer many questions of teachers…..causes for these shortcomings are insufficient involvement of teachers in the design and development of indicators.. (Dyckhoff et al., 2013, p. 227)
  • http://www.flickr.com/photos/76758469@N00/74134502/
  • http://www.flickr.com/photos/31246066@N04/9507507792/ What we know about LA Example applications Theory & suggestions
  • Dashboards suck! http://www.flickr.com/photos/mvallius/3892112410/
  • Information Representation Affordances Change
  • http://www.flickr.com/photos/caliorg/6150105185/ Data
  • http://www.flickr.com/photos/caliorg/6150105185/ Data Magic Formula
  • http://www.flickr.com/photos/caliorg/6150105185/ Data Prediction Magic Formula
  • http://www.flickr.com/photos/caliorg/6150105185/ Distance education students # of replies # of posts (Beer, Jones & Clark, 2009)
  • http://www.flickr.com/photos/caliorg/6150105185/ CQ on-campus students (Beer, Jones & Clark, 2009)
  • http://www.flickr.com/photos/caliorg/6150105185/ AIC students (Beer, Jones & Clark, 2009)
  • http://www.flickr.com/photos/caliorg/6150105185/ Hits Super low staff participation courses (Beer, Jones & Clark, 2009)
  • http://www.flickr.com/photos/psd/9116635297/ ..predictive models are one-off and, therefore cannot be extended easily from one context to another (Essa and Ayad, 2012, p. 2) Can we device a flexible and scalable methodology for generating predictive models that can accommodate the considerable variability in learning contexts
  • Information Representation Affordances Change Diversity
  • Information Representation Affordances Change Diversity Flexible Scalable
  • http://www.flickr.com/photos/teflon/3190769121/ Current modeling approaches..tend to be black boxes from the standpoint of practitioners. The mere generation of a risk signal…does not convey enough information for the purpose of designing meaningful personalized interventions (Essa and Ayad, 2012, p. 2)
  • Information Representation Affordances Change Diversity Flexible Scalable Explorable
  • Information Representation Affordances Change Diversity Flexible Scalable Explorable✖ ✖ ✔ ✔
  • Information Representation Affordances Change Diversity Flexible Scalable Explorable✖ Integration ✔ ✖ ✔ ✔
  • Information Representation Affordances Change Diversity Flexible Scalable Explorable✖ Integration ✔ ✖ Diversity ✔ ✔ ✔
  • Information Representation Affordances Change Diversity Flexible Scalable Explorable✖ Integration ✔ ✖ Diversity ✔ “CRM” ✔ ✔ ✔
  • Information Representation Affordances Change Diversity Flexible Scalable Explorable✖ Integration ✔ ✖ ✖ ✖ Diversity ✔ “CRM” ✔ We tend to use objects in ways suggested by the most salient perceived affordances, not in ways that are difficult to discover ..no surprise that those things that the affordances make easy are apt to get done, those things that the affordances make difficult are not apt to get done (Norman, 1993, p. 106)
  • Hi all, A quick email to let you know I have now completed all marking, and assessment results and the criteria sheets have been uploaded to Moodle. Again, there was a nice range of concepts explored and differing approaches to the use of the ePortfolio (Mahara). In terms of our coursework, we are almost to the end of our theme-based activity and it is important to you are now drawing all of the threads together. Don't forget assessment task three is also right around the corner, so I would encourage you to make sure you are checking our Moodle site, contributing to the forums and participating in either (or both) the scheduled Blackboard Collaborate sessions and the new drop-in sessions. Please feel free to give me a call if there is anything you would like to discuss. Regards, {$staff.firstname} {$staff.email} 20-30%
  • Information Representation Affordances Change Diversity Flexible Scalable ExplorableIntegration Diversity “CRM” Unintended use
  • Information Representation Affordances Change Diversity Flexible Scalable ExplorableIntegration Diversity “CRM” Pedagogic advice Unintended use
  • https://labs.desmos.com/teacher/demo#overview
  • Information Representation Affordances Change Diversity Flexible Scalable ExplorableIntegration Diversity “CRM” Pedagogic advice Unintended use Checkpoint & Process analytics (Lockyer, Heathcote & Dawson, 2013)
  • remainder of negative feedback concerned faculty use of the tool…over penetration… a desire for more specific information…. demonstrates that instructors and students are on the same page about the lack of best practice (Arnold, 2010, n.p.)
  • (Carroll, Kellog & Rosson, 1991, p. 80)
  • Information Representation Affordances Change Diversity Flexible Scalable ExplorableIntegration Diversity “CRM” Pedagogic advice Task-artifact cycle Unintended use Checkpoint & Process analytics
  • http://www.flickr.com/photos/londonmatt/3163571645/ Environment Technology Teaching fundamental DSS principles like evolutionary development (Arnot & Pervan, 2005) …
  • Information Representation Affordances Change Diversity Flexible Scalable ExplorableIntegration Diversity “CRM” Pedagogic advice Task-artifact cycle Evolutionary development Unintended use Checkpoint & Process analytics
  • http://www.flickr.com/photos/globalcitizen01/6106366646/
  • http://www.flickr.com/photos/fitzharris/7592626086/ A learning analytics system may be used simply to attempt to achieve set goals (single-loop learning); greater value and insight will come if those goals themselves can be interrogated, challenged, and developed (double-loop learning). (Clow, 2012, p. 135)
  • E-learning’s a bit like teenage sex. Everyone says they’re doing it but not many people really are and those that are doing it are doing it very poorly. Mark Brown - http://bit.ly/165UHP5 http://www.flickr.com/photos/tifotter/80099532/
  • Information Representation Affordances Change Diversity Flexible Scalable ExplorableIntegration Diversity “CRM” Pedagogic advice Task-artifact cycle Evolutionary development Question assumptions (double loop) Unintended use Checkpoint & Process analytics
  • Information Representation Affordances Change Diversity Flexible Scalable ExplorableIntegration Diversity “CRM” Pedagogic advice Task-artifact cycle Evolutionary development Question assumptions (double loop) Access Unintended use Checkpoint & Process analytics
  • to maintain performance, it is necessary for people to be “able to learn, use, and reference access necessary information within a single context and without breaks in the natural flow of performing their jobs”. (Villachica, Stone & Endicott, 2006, p. 540)
  • Information Representation Affordances Change Diversity Flexible Scalable ExplorableIntegration Diversity “CRM” Checkpoint & Process analytics Pedagogic advice Task-artifact cycle Evolutionary development Question assumptions (double loop) Access Where it’s needed Unintended use
  • http://www.flickr.com/photos/conifer/9535872266/
  • Information Representation Affordances Change Diversity Flexible Scalable ExplorableIntegration Diversity “CRM” Pedagogic advice Task-artifact cycle Evolutionary development Question assumptions (double loop) Access Where it’s needed Beyond clickstreams Unintended use Checkpoint & Process analytics
  • Information Representation Affordances Change Diversity Flexible Scalable ExplorableIntegration Diversity “CRM” Pedagogic advice Task-artifact cycle Evolutionary development Question assumptions (double loop) Access Where it’s needed Abstracting clickstreams Unintended use Checkpoint & Process analytics
  • http://www.flickr.com/photos/mikebrown/279958513/ Installing a customised module becomes a complicated procedure both technically and procedurally (Leony, Pardo et al. 2012, n.p.)
  • http://www.flickr.com/photos/jonathanadami/9542119267/
  • Information Representation Affordances Change Diversity Flexible Scalable ExplorableIntegration Diversity “CRM” Pedagogic advice Task-artifact cycle Evolutionary development Question assumptions (double loop) Access Where it’s needed Abstracting clickstreams Loosely joinedUnintended use Checkpoint & Process analytics
  • http://www.flickr.com/photos/lel4nd/6062809527/ Distributed and fragmented data present a significant challenge (Siemens, 2013)
  • Information Representation Affordances Change Diversity Flexible Scalable ExplorableIntegration Diversity “CRM” Pedagogic advice Task-artifact cycle Evolutionary development Question assumptions (double loop) Access Where it’s needed Abstracting clickstreams Non-institutional data Beyond clickstreams Loosely joinedUnintended use Checkpoint & Process analytics
  • The Cloud
  • Information Representation Affordances Change Diversity Flexible Scalable ExplorableIntegration Diversity “CRM” Pedagogic advice Task-artifact cycle Evolutionary development Question assumptions (double loop) Access Where it’s needed Abstracting clickstreams Non-institutional data Beyond clickstreams✔ ✔ Loosely joinedUnintended use Checkpoint & Process analytics
  • Quantifying reflection: Creating a gold-standard for evaluating automated reflection detection Thomas Ullmann, Fridolin Wild, Peter Scott, Knowledge Media Institute, The Open University http://www.slideshare.net/fridolin.wild/artel13-fw
  • Information Representation Affordances Change Diversity Flexible Scalable ExplorableIntegration Diversity “CRM” Pedagogic advice Task-artifact cycle Evolutionary development Question assumptions (double loop) Access Where it’s needed Abstracting clickstreams Non-institutional data Beyond clickstreams✔ ✔ ✖ ✖ ✖ ✖Loosely joinedUnintended use Checkpoint & Process analytics
  • http://www.flickr.com/photos/31246066@N04/9507507792/ http://www.imsglobal.org/toolsinteroperability2.cfm
  • http://www.flickr.com/photos/31246066@N04/9507507792/ http://www.imsglobal.org/toolsinteroperability2.cfm
  • Information Representation Affordances Change Diversity Flexible Scalable ExplorableIntegration Diversity “CRM” Pedagogic advice Task-artifact cycle Evolutionary development Question assumptions (double loop) Access Where it’s needed Abstracting clickstreams Non-institutional data Beyond clickstreams✔ ✔ ✔ ✔ ✔Loosely joinedUnintended use Checkpoint & Process analytics
  • http://www.flickr.com/photos/31246066@N04/9507507792/ What we know about LA Example applications Theory & suggestions
  • http://www.flickr.com/photos/53825985@N02/7471463464/ (Siemens, 2013, p. 13)
  • http://www.flickr.com/photos/53825985@N02/7471463464/ (Siemens, 2013, p. 13) Information
  • http://www.flickr.com/photos/53825985@N02/7471463464/ (Siemens, 2013, p. 13) Information Representation
  • http://www.flickr.com/photos/53825985@N02/7471463464/ (Siemens, 2013, p. 13) Information Representation Affordances
  • http://www.flickr.com/photos/53825985@N02/7471463464/ (Siemens, 2013, p. 13) Information Representation Affordances Change
  • http://www.flickr.com/photos/53825985@N02/7471463464/ (Siemens, 2013, p. 13) Information Representation Affordances Change
  • E-learning’s a bit like teenage sex. Everyone says they’re doing it but not many people really are and those that are doing it are doing it very poorly. Mark Brown - http://bit.ly/165UHP5 http://www.flickr.com/photos/tifotter/80099532/
  • http://worrydream.com/ http://worrydream.com/#!/dbx 1. Technology changes quickly, peoples’ minds change slowly Organisations change even slower 2. The most dangerous thought you can have as a creative person is to think you know what you’re doing
  • http://www.flickr.com/photos/dullhunk/202872717/ http://bit.ly/27fad