The Indicators ProjectIdentifying effective learning: adoption, activity, grades and external factors<br />Colin BeerDavid...
Overview<br />Context<br />Feature usage<br />Participation, grades and other factors<br />Future work and Reflections<br ...
Overview<br />Context<br />Feature usage<br />Participation, grades and other factors<br />Future work and Reflections<br ...
The data that we, educators gatherand utilize is all but garbage.<br />(Wiley, 2009)<br />http://www.flickr.com/photos/dno...
almost every university is <br />planning to make use of an LMS<br />(Salmon, 2005)<br />They are becoming ubiquitous at u...
Are sites ready for start of term?<br />Are students using the site?<br />Are thereproblems?<br />How?<br />Is it worth it...
What’s going on within your LMS/course site?<br />a) Asking staff and/or students<br />b) Manual checking of LMS<br />c) L...
Mostly ad hoc<br />Mostly LMS reporting<br />Some surveys<br />Peer review?<br />One manual check<br />(Gonch, 2007)<br />...
Mostly ad hoc<br />Mostly LMS reporting<br />No widespread view<br />Some surveys<br />One manual check<br />(Gonch, 2007)...
Limited views<br />Mostly ad hoc<br />Mostly LMS reporting<br />No widespread view<br />Only what is in the LMS<br />Some ...
Limited views<br />Mostly ad hoc<br />Mostly LMS reporting<br />No widespread view<br />Only what is in the LMS<br />Some ...
Limited views<br />Mostly ad hoc<br />Mostly LMS reporting<br />No widespread view<br />Only what is in the LMS<br />Some ...
Limited views<br />Mostly ad hoc<br />Mostly LMS reporting<br />No widespread view<br />Only what is in the LMS<br />Some ...
Limited views<br />Mostly ad hoc<br />Mostly LMS reporting<br />No widespread view<br />Only what is in the LMS<br />Some ...
Limited views<br />Mostly ad hoc<br />Mostly LMS reporting<br />No widespread view<br />Only what is in the LMS<br />Some ...
“LMS”<br />Pre-2010<br />Webfuse – 1997-2009<br />WebCT – 1999-2003/4<br />Blackboard – 2004-2009<br />2010-<br />Moodle<b...
We have lots of data<br />Examining it might reveal interesting patterns<br />Useful for L&T practice, management and rese...
Enabling comparisons of LMS usageacross institutions, platforms and time<br />http://indicatorsproject.wordpress.com<br />
http://www.flickr.com/photos/david_jones/36379215/<br />
Research<br />T&L Practice<br />Useful Data/Information<br />Useful Data/Information<br />Useful Data/Information<br />Use...
Research<br />T&L Practice<br />Useful Data/Information<br />Useful Data/Information<br />Useful Data/Information<br />Use...
Research<br />T&L Practice<br />What<br />Useful Data/Information<br />Useful Data/Information<br />Useful Data/Informatio...
Why<br />Research<br />T&L Practice<br />What<br />Useful Data/Information<br />Useful Data/Information<br />Useful Data/I...
Why<br />Research<br />T&L Practice<br />How<br />What<br />Useful Data/Information<br />Useful Data/Information<br />Usef...
Overview<br />Context<br />Feature usage<br />Participation, grades and other factors<br />Future work<br />http://www.fli...
There are more similarities than differences among LMS<br />(Black et al, 2007)<br />http://www.flickr.com/photos/chokings...
Level 1: Most used<br />Level 2: Moderately used<br />Level 3: Rarely used <br />More than 50% of courses<br />More than 2...
 Discussion forum
 Email
 Quizzes
 Drop box
 Content/files
 Announcements
 Gradebook</li></ul>ComputerBasedInstruction<br />Evaluatingcourse and instructors<br /><ul><li> Some quizzes
 Adaptive release
 Surveys</li></ul>Move to features in unexplored categories, until each category is considered for different learning need...
CQU<br />Bb<br />Wf<br />What we did<br />LMS logs<br />http://www.flickr.com/photos/chokingsun/3495110670/<br />
LMS Independent Data<br />CQU<br />Bb<br />Wf<br />LMS logs<br />What we did<br />http://www.flickr.com/photos/chokingsun/...
Feature usage<br />LMS Independent Data<br />(Malikowski et al, 2007)<br />CQU<br />Bb<br />Wf<br />LMS logs<br />What we ...
Malikowskitop & bottomrange<br />http://www.flickr.com/photos/chokingsun/3495110670/<br />
Blackboard<br />http://www.flickr.com/photos/chokingsun/3495110670/<br />
Webfuse<br />http://www.flickr.com/photos/chokingsun/3495110670/<br />
http://www.flickr.com/photos/chokingsun/3495110670/<br />
http://www.flickr.com/photos/chokingsun/3495110670/<br />
http://www.flickr.com/photos/chokingsun/3495110670/<br />
http://www.flickr.com/photos/wadem/2730257498/<br />
The particular trajectory of emergence is not wholly determined either by the intentions of the human actors or by the mat...
Why?<br />Future Work<br />How<br />Will Moodle be different?<br />What about other institutions?<br />Are Malikowski rang...
Overview<br />Context<br />Feature usage<br />Participation, grades and other factors<br />Future work and Reflections<br ...
The results indicated a significant difference between low and high performing students in terms of the quantity of online...
Feature usage<br />LMS Independent Data<br />(Malikowski et al, 2007)<br />CQU<br />Bb<br />Wf<br />LMS logs<br />What we ...
Feature usage<br />LMS Independent Data<br />(Malikowski et al, 2007)<br />Student records<br />CQU<br />Bb<br />Wf<br />L...
Feature usage<br />Participation, grades,external factors<br />LMS Independent Data<br />(Malikowski et al, 2007)<br />Stu...
Distance education students<br />Hits on course site<br />Hits on course forum<br />http://www.flickr.com/photos/wolfgangs...
CQ on-campus students<br />http://www.flickr.com/photos/wolfgangstaudt/2279651479/<br />
AIC students<br />http://www.flickr.com/photos/wolfgangstaudt/2279651479/<br />
Distance education students<br /># of replies<br /># of posts<br />http://www.flickr.com/photos/wolfgangstaudt/2279651479/...
CQ on-campus students<br />http://www.flickr.com/photos/wolfgangstaudt/2279651479/<br />
AIC students<br />http://www.flickr.com/photos/wolfgangstaudt/2279651479/<br />
The results indicated a significant difference between low and high performing students in terms of the quantity of online...
Mixed design ANOVA<br />All reported effects are significant<br />Significant interaction effectbetween grades and partici...
http://www.flickr.com/photos/wadem/2730257498/<br />
FLEX/DE = no face-to-face<br />CQ = Quite a bit emphasis face-to-face<br />AIC = emphasis on face-to-face<br />Course site...
Taxonomy of critical success factorsfor quality web-supported learning<br />(Fresen, 2007)<br />Lecturer interaction/facil...
Taxonomy of critical success factorsfor quality web-supported learning<br />(Fresen, 2007)<br />Lecturer interaction/facil...
Course groups based on staff hits<br />http://www.flickr.com/photos/orinrobertjohn/3321067724/<br />
High staff participation courses<br />Hits<br />http://www.flickr.com/photos/orinrobertjohn/3321067724/<br />
High staff participation courses<br />Replies & posts<br />http://www.flickr.com/photos/orinrobertjohn/3321067724/<br />
Super low staff participation courses<br />Hits<br />http://www.flickr.com/photos/orinrobertjohn/3321067724/<br />
Super low staff participation courses<br />Replies & posts<br />http://www.flickr.com/photos/orinrobertjohn/3321067724/<br />
Posts comparisons<br />High<br />Superlow<br />http://www.flickr.com/photos/orinrobertjohn/3321067724/<br />
The results indicated a significant difference between low and high performing students in terms of the quantity of online...
http://www.flickr.com/photos/wadem/2730257498/<br />
Examination of super-low<br />Future Work<br />- Course size<br />Forum content<br />Networks of interaction<br />(Bakhari...
Taxonomy of critical success factorsfor quality web-supported learning<br />(Fresen, 2007)<br />Lecturer interaction/facil...
Course offerings with<br />n=167<br />Staff with grad certs in L&T<br />n=4<br />Significant input from instructional desi...
None of the above<br />http://www.flickr.com/photos/orinrobertjohn/3321067724/<br />
Grad cert in L&T<br />http://www.flickr.com/photos/orinrobertjohn/3321067724/<br />
Teaching awards<br />http://www.flickr.com/photos/orinrobertjohn/3321067724/<br />
Education discipline<br />http://www.flickr.com/photos/orinrobertjohn/3321067724/<br />
Instructional design<br />http://www.flickr.com/photos/orinrobertjohn/3321067724/<br />
Overview<br />Context<br />Feature usage<br />Participation, grades and other factors<br />Future work & Reflections<br />...
http://www.flickr.com/photos/mikebaird/2985066755/<br />
http://www.flickr.com/photos/david_jones/36379215/<br />
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Introducing the indicators project

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Presentation introducing the Indicators project (http://indicatorsproject.wordpress.com/) and the associated ASCILITE'09 paper.

More presentation resources here http://indicatorsproject.wordpress.com/2009/11/12/introducing-the-indicators-project-identifying-effective-learning/

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  • General overview. Give context of the project and work we’re talking about. Most of the talk is showing you some initial results – Feature usage is a comparison of what featuresAre being used in courses. It’s a comparison between 2 different “LMS” used at the same institution at the same time. Participation and grades examines the relationship betweenUse of an LMS and student grades and then how that is impacted by a range of factors such as mode of delivery, participation of staff, staff educational background and inputOf an instructional designer. We close with some discussion of future work. Each of the first three sections of space for you to ask questions
  • Let’s start with context
  • Just about every university thinks that to do e-learning you need an LMS. You can’t get fired for selecting an LMS. Anyone know of a university that doesn’t have at least one LMS and isn’t planning to get one?
  • So, what’s going on within the LMS. There are lots of important reasons why you need to know what is going on. Not the least of which is to inform decisions being made by students, teaching staff, support staff and management. My question for you is how much to people really know about what is going on?
  • General overview. Give context of the project and work we’re talking about. Most of the talk is showing you some initial results – Feature usage is a comparison of what featuresAre being used in courses. It’s a comparison between 2 different “LMS” used at the same institution at the same time. Participation and grades examines the relationship betweenUse of an LMS and student grades and then how that is impacted by a range of factors such as mode of delivery, participation of staff, staff educational background and inputOf an instructional designer. We close with some discussion of future work. Each of the first three sections of space for you to ask questions
  • General overview. Give context of the project and work we’re talking about. Most of the talk is showing you some initial results – Feature usage is a comparison of what featuresAre being used in courses. It’s a comparison between 2 different “LMS” used at the same institution at the same time. Participation and grades examines the relationship betweenUse of an LMS and student grades and then how that is impacted by a range of factors such as mode of delivery, participation of staff, staff educational background and inputOf an instructional designer. We close with some discussion of future work. Each of the first three sections of space for you to ask questions
  • Fresen developed a taxonomy of critical success facotrs for quality e-learning. We thought we might investigate the effect of some of these using the same types of graphs.As for the background image, Dave Snowden suggests that taxonomies have a lot in common with taxidermy, suggesting a connection between both and the production static relationships/categories
  • Fresen developed a taxonomy of critical success facotrs for quality e-learning. We thought we might investigate the effect of some of these using the same types of graphs.As for the background image, Dave Snowden suggests that taxonomies have a lot in common with taxidermy, suggesting a connection between both and the production static relationships/categories
  • Fresen developed a taxonomy of critical success facotrs for quality e-learning. We thought we might investigate the effect of some of these using the same types of graphs.As for the background image, Dave Snowden suggests that taxonomies have a lot in common with taxidermy, suggesting a connection between both and the production static relationships/categories
  • Fresen developed a taxonomy of critical success facotrs for quality e-learning. We thought we might investigate the effect of some of these using the same types of graphs.As for the background image, Dave Snowden suggests that taxonomies have a lot in common with taxidermy, suggesting a connection between both and the production static relationships/categories
  • Fresen developed a taxonomy of critical success facotrs for quality e-learning. We thought we might investigate the effect of some of these using the same types of graphs.As for the background image, Dave Snowden suggests that taxonomies have a lot in common with taxidermy, suggesting a connection between both and the production static relationships/categories
  • Fresen developed a taxonomy of critical success facotrs for quality e-learning. We thought we might investigate the effect of some of these using the same types of graphs.As for the background image, Dave Snowden suggests that taxonomies have a lot in common with taxidermy, suggesting a connection between both and the production static relationships/categories
  • Fresen developed a taxonomy of critical success facotrs for quality e-learning. We thought we might investigate the effect of some of these using the same types of graphs.As for the background image, Dave Snowden suggests that taxonomies have a lot in common with taxidermy, suggesting a connection between both and the production static relationships/categories
  • Fresen developed a taxonomy of critical success facotrs for quality e-learning. We thought we might investigate the effect of some of these using the same types of graphs.As for the background image, Dave Snowden suggests that taxonomies have a lot in common with taxidermy, suggesting a connection between both and the production static relationships/categories
  • Fresen developed a taxonomy of critical success facotrs for quality e-learning. We thought we might investigate the effect of some of these using the same types of graphs.As for the background image, Dave Snowden suggests that taxonomies have a lot in common with taxidermy, suggesting a connection between both and the production static relationships/categories
  • Fresen developed a taxonomy of critical success facotrs for quality e-learning. We thought we might investigate the effect of some of these using the same types of graphs.As for the background image, Dave Snowden suggests that taxonomies have a lot in common with taxidermy, suggesting a connection between both and the production static relationships/categories
  • Fresen developed a taxonomy of critical success facotrs for quality e-learning. We thought we might investigate the effect of some of these using the same types of graphs.As for the background image, Dave Snowden suggests that taxonomies have a lot in common with taxidermy, suggesting a connection between both and the production static relationships/categories
  • Fresen developed a taxonomy of critical success facotrs for quality e-learning. We thought we might investigate the effect of some of these using the same types of graphs.As for the background image, Dave Snowden suggests that taxonomies have a lot in common with taxidermy, suggesting a connection between both and the production static relationships/categories
  • Fresen developed a taxonomy of critical success facotrs for quality e-learning. We thought we might investigate the effect of some of these using the same types of graphs.As for the background image, Dave Snowden suggests that taxonomies have a lot in common with taxidermy, suggesting a connection between both and the production static relationships/categories
  • Fresen developed a taxonomy of critical success facotrs for quality e-learning. We thought we might investigate the effect of some of these using the same types of graphs.As for the background image, Dave Snowden suggests that taxonomies have a lot in common with taxidermy, suggesting a connection between both and the production static relationships/categories
  • Fresen developed a taxonomy of critical success facotrs for quality e-learning. We thought we might investigate the effect of some of these using the same types of graphs.As for the background image, Dave Snowden suggests that taxonomies have a lot in common with taxidermy, suggesting a connection between both and the production static relationships/categories
  • General overview. Give context of the project and work we’re talking about. Most of the talk is showing you some initial results – Feature usage is a comparison of what featuresAre being used in courses. It’s a comparison between 2 different “LMS” used at the same institution at the same time. Participation and grades examines the relationship betweenUse of an LMS and student grades and then how that is impacted by a range of factors such as mode of delivery, participation of staff, staff educational background and inputOf an instructional designer. We close with some discussion of future work. Each of the first three sections of space for you to ask questions
  • Some quick reflections
  • We’re still taking baby steps, still learning, still wobbling. Need some help.
  • It’s a big task, complex combination of factors, educational, technical, statistical, political, social….
  • There are significant limitations on what this information can tell on it’s own. Needs to be applied intelligently in a contextual and contingent way. Needs combination with other methods.
  • But there’s enough of a hint here to indicate that there are rewards.
  • General overview. Give context of the project and work we’re talking about. Most of the talk is showing you some initial results – Feature usage is a comparison of what featuresAre being used in courses. It’s a comparison between 2 different “LMS” used at the same institution at the same time. Participation and grades examines the relationship betweenUse of an LMS and student grades and then how that is impacted by a range of factors such as mode of delivery, participation of staff, staff educational background and inputOf an instructional designer. We close with some discussion of future work. Each of the first three sections of space for you to ask questions
  • Introducing the indicators project

    1. 1. The Indicators ProjectIdentifying effective learning: adoption, activity, grades and external factors<br />Colin BeerDavid JonesKen Clark<br />http://tr.im/FvRQ<br />
    2. 2. Overview<br />Context<br />Feature usage<br />Participation, grades and other factors<br />Future work and Reflections<br />http://www.flickr.com/photos/atbaker/1577665185/<br />
    3. 3. Overview<br />Context<br />Feature usage<br />Participation, grades and other factors<br />Future work and Reflections<br />http://www.flickr.com/photos/atbaker/1577665185/<br />
    4. 4. The data that we, educators gatherand utilize is all but garbage.<br />(Wiley, 2009)<br />http://www.flickr.com/photos/dnorman/251646154/<br />
    5. 5. almost every university is <br />planning to make use of an LMS<br />(Salmon, 2005)<br />They are becoming ubiquitous at universities around the world<br />(Coates et al, 2005)<br />http://www.flickr.com/photos/riverap1/3875718119/<br />
    6. 6. Are sites ready for start of term?<br />Are students using the site?<br />Are thereproblems?<br />How?<br />Is it worth it?<br />With what impact?<br />What makes “good” LMS use?<br />If I do “x” what happens?<br />http://www.flickr.com/photos/dsifry/2452527887/<br />
    7. 7. What’s going on within your LMS/course site?<br />a) Asking staff and/or students<br />b) Manual checking of LMS<br />c) LMS reporting facilities<br />d) Data mining + other analytics<br />e) Opinion/self-reporting<br />f) Other<br />g) None<br />http://www.flickr.com/photos/80417459@N00/2471314610/<br />
    8. 8. Mostly ad hoc<br />Mostly LMS reporting<br />Some surveys<br />Peer review?<br />One manual check<br />(Gonch, 2007)<br />http://www.flickr.com/photos/80417459@N00/2471314610/<br />
    9. 9. Mostly ad hoc<br />Mostly LMS reporting<br />No widespread view<br />Some surveys<br />One manual check<br />(Gonch, 2007)<br />http://www.flickr.com/photos/80417459@N00/2471314610/<br />
    10. 10. Limited views<br />Mostly ad hoc<br />Mostly LMS reporting<br />No widespread view<br />Only what is in the LMS<br />Some surveys<br />One manual check<br />(Gonch, 2007)<br />http://www.flickr.com/photos/80417459@N00/2471314610/<br />
    11. 11. Limited views<br />Mostly ad hoc<br />Mostly LMS reporting<br />No widespread view<br />Only what is in the LMS<br />Some surveys<br />Human recollection<br />One manual check<br />(Gonch, 2007)<br />http://www.flickr.com/photos/80417459@N00/2471314610/<br />
    12. 12. Limited views<br />Mostly ad hoc<br />Mostly LMS reporting<br />No widespread view<br />Only what is in the LMS<br />Some surveys<br />Human recollection<br />Time-consuming & error prone<br />One manual check<br />(Gonch, 2007)<br />http://www.flickr.com/photos/80417459@N00/2471314610/<br />
    13. 13. Limited views<br />Mostly ad hoc<br />Mostly LMS reporting<br />No widespread view<br />Only what is in the LMS<br />Some surveys<br />Human recollection<br />No lognitudinal examination<br />Time-consuming & error prone<br />One manual check<br />(Gonch, 2007)<br />http://www.flickr.com/photos/80417459@N00/2471314610/<br />
    14. 14. Limited views<br />Mostly ad hoc<br />Mostly LMS reporting<br />No widespread view<br />Only what is in the LMS<br />Some surveys<br />Human recollection<br />No lognitudinal examination<br />No cross LMS comparison<br />Time-consuming & error prone<br />One manual check<br />(Gonch, 2007)<br />http://www.flickr.com/photos/80417459@N00/2471314610/<br />
    15. 15. Limited views<br />Mostly ad hoc<br />Mostly LMS reporting<br />No widespread view<br />Only what is in the LMS<br />Some surveys<br />Human recollection<br />No lognitudinal examination<br />No cross LMS comparison<br />No cross institutional comparison<br />Time-consuming & error prone<br />One manual check<br />(Gonch, 2007)<br />http://www.flickr.com/photos/80417459@N00/2471314610/<br />
    16. 16. “LMS”<br />Pre-2010<br />Webfuse – 1997-2009<br />WebCT – 1999-2003/4<br />Blackboard – 2004-2009<br />2010-<br />Moodle<br />http://www.flickr.com/photos/80417459@N00/2471314610/<br />
    17. 17. We have lots of data<br />Examining it might reveal interesting patterns<br />Useful for L&T practice, management and research<br />http://www.flickr.com/photos/anders-vindegg/3408838186/<br />
    18. 18. Enabling comparisons of LMS usageacross institutions, platforms and time<br />http://indicatorsproject.wordpress.com<br />
    19. 19. http://www.flickr.com/photos/david_jones/36379215/<br />
    20. 20. Research<br />T&L Practice<br />Useful Data/Information<br />Useful Data/Information<br />Useful Data/Information<br />Useful Data/Information<br />LMS Independent Data<br />Institution A<br />Institution B<br />Institution C<br />LMS 1<br />LMS 2<br />LMS<br />LMS<br />http://www.flickr.com/photos/atbaker/1577665185/<br />
    21. 21. Research<br />T&L Practice<br />Useful Data/Information<br />Useful Data/Information<br />Useful Data/Information<br />Useful Data/Information<br />LMS Independent Data<br />Enabling<br />Institution A<br />Institution B<br />Institution C<br />LMS 1<br />LMS 2<br />LMS<br />LMS<br />http://www.flickr.com/photos/atbaker/1577665185/<br />
    22. 22. Research<br />T&L Practice<br />What<br />Useful Data/Information<br />Useful Data/Information<br />Useful Data/Information<br />Useful Data/Information<br />LMS Independent Data<br />Enabling<br />Institution A<br />Institution B<br />Institution C<br />LMS 1<br />LMS 2<br />LMS<br />LMS<br />http://www.flickr.com/photos/atbaker/1577665185/<br />
    23. 23. Why<br />Research<br />T&L Practice<br />What<br />Useful Data/Information<br />Useful Data/Information<br />Useful Data/Information<br />Useful Data/Information<br />LMS Independent Data<br />Enabling<br />Institution A<br />Institution B<br />Institution C<br />LMS 1<br />LMS 2<br />LMS<br />LMS<br />http://www.flickr.com/photos/atbaker/1577665185/<br />
    24. 24. Why<br />Research<br />T&L Practice<br />How<br />What<br />Useful Data/Information<br />Useful Data/Information<br />Useful Data/Information<br />Useful Data/Information<br />LMS Independent Data<br />Enabling<br />Institution A<br />Institution B<br />Institution C<br />LMS 1<br />LMS 2<br />LMS<br />LMS<br />http://www.flickr.com/photos/atbaker/1577665185/<br />
    25. 25. Overview<br />Context<br />Feature usage<br />Participation, grades and other factors<br />Future work<br />http://www.flickr.com/photos/atbaker/1577665185/<br />
    26. 26. There are more similarities than differences among LMS<br />(Black et al, 2007)<br />http://www.flickr.com/photos/chokingsun/3495110670/<br />
    27. 27. Level 1: Most used<br />Level 2: Moderately used<br />Level 3: Rarely used <br />More than 50% of courses<br />More than 20% of courses<br />(much) less than 20% of courses<br />CreatingClassInteractions<br />EvaluatingStudents<br />TransmittingContent<br /><ul><li> Chat
    28. 28. Discussion forum
    29. 29. Email
    30. 30. Quizzes
    31. 31. Drop box
    32. 32. Content/files
    33. 33. Announcements
    34. 34. Gradebook</li></ul>ComputerBasedInstruction<br />Evaluatingcourse and instructors<br /><ul><li> Some quizzes
    35. 35. Adaptive release
    36. 36. Surveys</li></ul>Move to features in unexplored categories, until each category is considered for different learning needs<br />(Malikowski et al, 2007)<br />http://www.flickr.com/photos/chokingsun/3495110670/<br />
    37. 37. CQU<br />Bb<br />Wf<br />What we did<br />LMS logs<br />http://www.flickr.com/photos/chokingsun/3495110670/<br />
    38. 38. LMS Independent Data<br />CQU<br />Bb<br />Wf<br />LMS logs<br />What we did<br />http://www.flickr.com/photos/chokingsun/3495110670/<br />
    39. 39. Feature usage<br />LMS Independent Data<br />(Malikowski et al, 2007)<br />CQU<br />Bb<br />Wf<br />LMS logs<br />What we did<br />http://www.flickr.com/photos/chokingsun/3495110670/<br />
    40. 40. Malikowskitop & bottomrange<br />http://www.flickr.com/photos/chokingsun/3495110670/<br />
    41. 41. Blackboard<br />http://www.flickr.com/photos/chokingsun/3495110670/<br />
    42. 42. Webfuse<br />http://www.flickr.com/photos/chokingsun/3495110670/<br />
    43. 43. http://www.flickr.com/photos/chokingsun/3495110670/<br />
    44. 44. http://www.flickr.com/photos/chokingsun/3495110670/<br />
    45. 45. http://www.flickr.com/photos/chokingsun/3495110670/<br />
    46. 46. http://www.flickr.com/photos/wadem/2730257498/<br />
    47. 47. The particular trajectory of emergence is not wholly determined either by the intentions of the human actors or by the material properties of technology, but rather by the interplay of the two<br />(Jones, 1999)<br />http://www.flickr.com/photos/wadem/2730257498/<br />
    48. 48. Why?<br />Future Work<br />How<br />Will Moodle be different?<br />What about other institutions?<br />Are Malikowski ranges out of date?<br />When is a feature adopted?<br />…….<br />http://www.flickr.com/photos/nedrichards/3234490934/<br />
    49. 49. Overview<br />Context<br />Feature usage<br />Participation, grades and other factors<br />Future work and Reflections<br />http://www.flickr.com/photos/atbaker/1577665185/<br />
    50. 50. The results indicated a significant difference between low and high performing students in terms of the quantity of online session times attended during the course<br />(Dawson et al, 2008)<br />Discussion forum activity has been demonstrated to be a sound indicator of future student academic performance.<br />(Dawson, 2009; Morris et al, 2005)<br />http://www.flickr.com/photos/wolfgangstaudt/2279651479/<br />
    51. 51. Feature usage<br />LMS Independent Data<br />(Malikowski et al, 2007)<br />CQU<br />Bb<br />Wf<br />LMS logs<br />What we did<br />http://www.flickr.com/photos/chokingsun/3495110670/<br />
    52. 52. Feature usage<br />LMS Independent Data<br />(Malikowski et al, 2007)<br />Student records<br />CQU<br />Bb<br />Wf<br />LMS logs<br />What we did<br />http://www.flickr.com/photos/chokingsun/3495110670/<br />
    53. 53. Feature usage<br />Participation, grades,external factors<br />LMS Independent Data<br />(Malikowski et al, 2007)<br />Student records<br />CQU<br />Bb<br />Wf<br />LMS logs<br />What we did<br />http://www.flickr.com/photos/chokingsun/3495110670/<br />
    54. 54. Distance education students<br />Hits on course site<br />Hits on course forum<br />http://www.flickr.com/photos/wolfgangstaudt/2279651479/<br />
    55. 55. CQ on-campus students<br />http://www.flickr.com/photos/wolfgangstaudt/2279651479/<br />
    56. 56. AIC students<br />http://www.flickr.com/photos/wolfgangstaudt/2279651479/<br />
    57. 57. Distance education students<br /># of replies<br /># of posts<br />http://www.flickr.com/photos/wolfgangstaudt/2279651479/<br />
    58. 58. CQ on-campus students<br />http://www.flickr.com/photos/wolfgangstaudt/2279651479/<br />
    59. 59. AIC students<br />http://www.flickr.com/photos/wolfgangstaudt/2279651479/<br />
    60. 60. The results indicated a significant difference between low and high performing students in terms of the quantity of online session times attended during the course<br />(Dawson et al, 2008)<br />Discussion forum activity has been demonstrated to be a sound indicator of future student academic performance.<br />(Dawson, 2009; Morris et al, 2005)<br />http://www.flickr.com/photos/wolfgangstaudt/2279651479/<br />
    61. 61. Mixed design ANOVA<br />All reported effects are significant<br />Significant interaction effectbetween grades and participation<br />http://www.flickr.com/photos/wolfgangstaudt/2279651479/<br />
    62. 62. http://www.flickr.com/photos/wadem/2730257498/<br />
    63. 63. FLEX/DE = no face-to-face<br />CQ = Quite a bit emphasis face-to-face<br />AIC = emphasis on face-to-face<br />Course site designedby CQ-based staff(usually)<br />NESB?<br />http://www.flickr.com/photos/wadem/2730257498/<br />
    64. 64. Taxonomy of critical success factorsfor quality web-supported learning<br />(Fresen, 2007)<br />Lecturer interaction/facilitation<br />Academic background of lecturer/instructional design<br />http://www.flickr.com/photos/orinrobertjohn/3321067724/<br />
    65. 65. Taxonomy of critical success factorsfor quality web-supported learning<br />(Fresen, 2007)<br />Lecturer interaction/facilitation<br />Academic background of lecturer/instructional design<br />http://www.flickr.com/photos/orinrobertjohn/3321067724/<br />
    66. 66. Course groups based on staff hits<br />http://www.flickr.com/photos/orinrobertjohn/3321067724/<br />
    67. 67. High staff participation courses<br />Hits<br />http://www.flickr.com/photos/orinrobertjohn/3321067724/<br />
    68. 68. High staff participation courses<br />Replies & posts<br />http://www.flickr.com/photos/orinrobertjohn/3321067724/<br />
    69. 69. Super low staff participation courses<br />Hits<br />http://www.flickr.com/photos/orinrobertjohn/3321067724/<br />
    70. 70. Super low staff participation courses<br />Replies & posts<br />http://www.flickr.com/photos/orinrobertjohn/3321067724/<br />
    71. 71. Posts comparisons<br />High<br />Superlow<br />http://www.flickr.com/photos/orinrobertjohn/3321067724/<br />
    72. 72. The results indicated a significant difference between low and high performing students in terms of the quantity of online session times attended during the course<br />(Dawson et al, 2008)<br />Discussion forum activity has been demonstrated to be a sound indicator of future student academic performance.<br />(Dawson, 2009; Morris et al, 2005)<br />http://www.flickr.com/photos/wolfgangstaudt/2279651479/<br />
    73. 73. http://www.flickr.com/photos/wadem/2730257498/<br />
    74. 74. Examination of super-low<br />Future Work<br />- Course size<br />Forum content<br />Networks of interaction<br />(Bakharia et al, 2009; Dawson, 2009)<br />http://www.flickr.com/photos/nedrichards/3234490934/<br />
    75. 75.
    76. 76. Taxonomy of critical success factorsfor quality web-supported learning<br />(Fresen, 2007)<br />Lecturer interaction/facilitation<br />Academic background of lecturer and instructional design<br />http://www.flickr.com/photos/orinrobertjohn/3321067724/<br />
    77. 77. Course offerings with<br />n=167<br />Staff with grad certs in L&T<br />n=4<br />Significant input from instructional designer<br />n=196<br />Staff who have received teaching awards<br />N=362<br />Staff teaching education courses<br />n=3288<br />None of the above<br />http://www.flickr.com/photos/orinrobertjohn/3321067724/<br />
    78. 78. None of the above<br />http://www.flickr.com/photos/orinrobertjohn/3321067724/<br />
    79. 79. Grad cert in L&T<br />http://www.flickr.com/photos/orinrobertjohn/3321067724/<br />
    80. 80. Teaching awards<br />http://www.flickr.com/photos/orinrobertjohn/3321067724/<br />
    81. 81. Education discipline<br />http://www.flickr.com/photos/orinrobertjohn/3321067724/<br />
    82. 82. Instructional design<br />http://www.flickr.com/photos/orinrobertjohn/3321067724/<br />
    83. 83. Overview<br />Context<br />Feature usage<br />Participation, grades and other factors<br />Future work & Reflections<br />http://www.flickr.com/photos/atbaker/1577665185/<br />
    84. 84. http://www.flickr.com/photos/mikebaird/2985066755/<br />
    85. 85. http://www.flickr.com/photos/david_jones/36379215/<br />
    86. 86. http://www.flickr.com/photos/dmatos/540688952/<br />
    87. 87. http://www.flickr.com/photos/mwichary/2188958154/<br />
    88. 88. http://www.flickr.com/photos/sylvar/1138341328/<br />
    89. 89. http://www.flickr.com/photos/fncll/145149313/<br />
    90. 90. http://www.flickr.com/photos/nedrichards/3234490934/<br />
    91. 91. Why<br />Research<br />T&L Practice<br />How<br />Little bit<br />Not much<br />What<br />Useful Data/Information<br />Useful Data/Information<br />Useful Data/Information<br />Useful Data/Information<br />Little bit<br />LMS Independent Data<br />Enabling<br />Little bit<br />Institution A<br />Institution B<br />Institution C<br />LMS 1<br />LMS 2<br />LMS<br />LMS<br />http://www.flickr.com/photos/atbaker/1577665185/<br />
    92. 92. http://www.flickr.com/photos/fncll/145149313/<br />
    93. 93. http://indicatorsproject.wordpress.com<br />http://tr.im/FvRQ<br />http://www.flickr.com/photos/jamuraa/813966437/<br />
    94. 94. Black, E., D. Beck, et al. (2007). &quot;The other side of the LMS: Considering implementation and use in the adoption of an LMS in online and blended learning environments.&quot; Tech Trends51(2): 35-39.<br />Coates, H., R. James, et al. (2005). &quot;A Critical Examination of the Effects of Learning Management Systems on University Teaching and Learning.&quot; Tertiary Education and Management 11(1): 19-36.<br />Dawson, S. (2009). &quot;&apos;Seeing&apos; the learning community: An exploration of the development of a resource for monitoring online student networking.&quot; British Journal of Educational Technology: in press.<br />Dawson, S., E. McWilliam, et al. (2008). Teaching smarter: How mining ICT data can inform and improve learning and teaching practice. Hello! Where are you in the landscape of educational technology? Proceedings ascilite Melbourne 2008. Melbourne: 221-230<br />Fresen, J. (2007). &quot;A taxonomy of factors to promote quality web-supported learning.&quot; International Journal on E-Learning6(3): 351-362.<br />Gonch, B. (2007). An inventory of Term 2 2006 online courses at CQU. Rockhampton, Central Queensland University: 18.<br />Jones, M. (1999). Information systems and the double mangle: Steering a course between the scylla of embedded structure and the charybdis of strong symmetry. Information Systems: Current Issues and Future Chalenges. T. Larsen, L. Levine and J. DeGross. Laxenburg, Austria, IFIP: 287-302.<br />Malikowski, S., M. Thompson, et al. (2007). &quot;A model for research into course management systems: bridging technology and learning theory.&quot; Journal of Educational Computing Research36(2): 149-173.<br />Morris, L., C. Finnega, et al. (2005). &quot;Tracking student behavior, persistence, and achievement in online courses.&quot; Internet and Higher Education8(3): 221-231.<br />Salmon, G. (2005). &quot;Flying not flapping: a strategic framework for e-learning and pedagogical innovation in higher education institutions.&quot; ALT-J, Research in Learning Technology13(3): 201-218.<br />Wiley, D. (2009). &quot;The LHC and education.&quot; Retrieved 29 November, 2009, from http://opencontent.org/blog/archives/1098.<br />
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