SlideShare a Scribd company logo
1 of 19
Download to read offline
MOOC Research Conference 2013, Arlington TX
Panel on Certifying MOOCs
moocresearch.com

Certifying the hard stuff
(and where learning analytics might help)

Simon Buckingham Shum
Knowledge Media Institute, The Open University, UK
simon.buckinghamshum.net
learningemergence.net
@sbskmi
1
The final educational C…
may be about to go Open

content +
curriculum

certification

community
Assessment regimes drive certification
“What you assess is what you
get; if you don’t test it, you won’t
get it.
To improve student performance
we must recognize that essential
intellectual abilities are falling
through the cracks of
conventional testing.”
Lauren Resnick
3
Certification

Assumes we know what quality
looks like
That we know how to assess it,
reliably
That certification is a brand
(but based on scarcity)
4
The problem of Massive

How do we avoid just
counting what’s easiest
to count?

5
Big Data and Analytics to the rescue!

Finally, we can let the data speak
for itself
Learning analytics and eassessment make it possible to
objectively evaluate performance
at scale

6
Data and Analytics are infused with human
values

Finally, we can let the data speak
for itself
Learning analytics and eassessment make it possible to
objectively evaluate performance
at scale

7
Learning technology is not neutral
Any technology embodies
epistemological, pedagogical
and assessment assumptions
“Our learning analytics are our
pedagogy”

epistemology

assessment

pedagogy

Knight S, Buckingham Shum S and Littleton K. (2013) Epistemology, Pedagogy, Assessment and Learning Analytics. Proc. 3rd
International Conference on Learning Analytics & Knowledge. Leuven, BE: ACM, 75-84 Open Access Eprint: http://oro.open.ac.uk/36635

8
The challenge of authenticity:
of learner, and of learning

Are you really doing the work?
Did you really write this?
Plagiarism is not a new problem
>>> “authentic assessment”

9
Authentic Assessment strategies
resist plagiarism, promote deep learning and build real world competencies

  Oral Interviews Teacher asks student questions about personal background, activities,
readings, and other interests.

cf. Jim Groom’s
keynote

  Story or Text Retelling Student retells main ideas or selected details of text experienced
through listening or reading.

  Writing Samples Student generates narrative, expository, persuasive, or reference paper with
clear reference to their own experience and views.

  Projects/Exhibitions Student works with other students as a team to create a project that
often involves multimedia production, oral and written presentations, and a display.

  Experiments/Demonstrations Student documents a series of experiments,
illustrates a procedure, performs the necessary steps to complete a task, and documents the results of the
actions.

  Constructed-Response Items Student responds in writing to open-ended
questions.

  Teacher Observations Teacher observes and documents the students attention and
interaction in class, response to instructional materials, and cooperative work with other students.

  Portfolios A focused collection of student work to show progress over time.
10
Learning dispositions
“In the growth mindset, people believe
that their talents and abilities can be
developed through passion,
education, and persistence …

It’s about a commitment to …
taking informed risks …
surrounding yourself with people
who will challenge you to grow”
Carol Dweck

See the MRI mindset
intervention projects

Interview with Carol Dweck:
http://interviewscoertvisser.blogspot.co.uk/2007/11/interview-with-carol-dweck_4897.html

11
Learning dispositions
“We’re looking at the profiles of
what it means to be effective in the
21st century. […] Resilience will
be the defining concept. When
challenged and bent, you learn and
bounce back stronger.”
“Dispositions are now at least as

important as Knowledge and
Skills. …They cannot be taught.
They can only be cultivated.”
John Seely Brown
US Dept. of Educ. http://reimaginingeducation.org conference (May 28, 2013)
Dispositions clip: http://www.c-spanvideo.org/clip/4457327
Whole talk: http://www.c-spanvideo.org/program/SecD

12
Learning dispositions
“It’s more than knowledge and skills.

For the innovation economy,
dispositions come into play:
readiness to collaborate;
attention to multiple
perspectives; initiative;
persistence; curiosity.
The purpose of learning in the 21st century
is not to recite inert knowledge but to

transform it.
It’s time to change the subject.”

Larry Rosenstock

LearningREimagined project: http://learning-reimagined.com
Larry Rosenstock:
http://audioboo.fm/boos/1669375-50-seconds-of-larry-rosenstock-ceo-of-hightechhigh-on-how-he-would-re-imagine-learning

13
How Learning Analytics may help

14
Dispositional
Learning
Analytics
Workshop

http://learningemergence.net/events/lasi-dla-wkshp

15
1st International Workshop on
Discourse-Centric Learning Analytics
solaresearch.org/events/lak/lak13/dcla13

analytics that look
beneath the surface,
and quantify linguistic
proxies for ‘deeper
learning’

http://www.glennsasscer.com/wordpress/wp-content/uploads/2011/10/iceberg.jpg

Beyond number / size / frequency
of posts; ‘hottest thread’
Social Network Analysis to gain insight into
peer-peer and peer-mentor dynamics
(SNAPP tool)

http://www.slideshare.net/aneeshabakharia/snapp-20minute-presentation
Bakharia A and Dawson S. (2011) SNAPP: a bird's-eye view of temporal participant interaction. Proceedings of
the 1st International Conference on Learning Analytics and Knowledge. Banff, Alberta, Canada: ACM, 168-173.

17
Epistemic Gaming

Shaffer, D. W., Hatfield, D., Svarovsky, G. N., Nash, P., Nulty, A., Bagley, E., Franke, K., Rupp, A. A., Mislevy, R.
(2009). Epistemic Network Analysis: A prototype for 21st Century assessment of learning. The International
Journal of Learning and Media. 1(2), 33-53.

18
Badging framework

Open Learning Design Studio MOOC — Badging Framework: http://www.olds.ac.uk/blog/moocbadgingandthelearningarc

19

More Related Content

What's hot

Pedagoo London 2014
Pedagoo London 2014Pedagoo London 2014
Pedagoo London 2014
David Didau
 
Anatomy of an outstanding lesson
Anatomy of an outstanding lessonAnatomy of an outstanding lesson
Anatomy of an outstanding lesson
David Didau
 
Promoting a growth mind set classroom ppt v2 (1)
Promoting a growth mind set classroom ppt v2 (1)Promoting a growth mind set classroom ppt v2 (1)
Promoting a growth mind set classroom ppt v2 (1)
brucec10
 

What's hot (20)

Why is it important to foster children’s creativity
Why is it important to foster children’s creativityWhy is it important to foster children’s creativity
Why is it important to foster children’s creativity
 
Mind the Gap: (re)Examining Schooling, Assessment and the Theory/Practice Divide
Mind the Gap: (re)Examining Schooling, Assessment and the Theory/Practice DivideMind the Gap: (re)Examining Schooling, Assessment and the Theory/Practice Divide
Mind the Gap: (re)Examining Schooling, Assessment and the Theory/Practice Divide
 
Introducing clara
Introducing claraIntroducing clara
Introducing clara
 
PBL for PLP ConnectU
PBL for PLP ConnectUPBL for PLP ConnectU
PBL for PLP ConnectU
 
Creativity in school education
Creativity in school educationCreativity in school education
Creativity in school education
 
Strategies for Developing Creativity and Critical Thinking
Strategies for Developing Creativity and Critical ThinkingStrategies for Developing Creativity and Critical Thinking
Strategies for Developing Creativity and Critical Thinking
 
The 4 C's of education
The 4 C's of education The 4 C's of education
The 4 C's of education
 
Coquitlam.burnaby.sept2012
Coquitlam.burnaby.sept2012Coquitlam.burnaby.sept2012
Coquitlam.burnaby.sept2012
 
Growth Mindset During Project Based Learning
Growth Mindset During Project Based LearningGrowth Mindset During Project Based Learning
Growth Mindset During Project Based Learning
 
12 Habits of Top 21st Century Teachers: ASTE 2015 Version
12 Habits of Top 21st Century Teachers: ASTE 2015 Version12 Habits of Top 21st Century Teachers: ASTE 2015 Version
12 Habits of Top 21st Century Teachers: ASTE 2015 Version
 
What if everything you know about mindsets and resilience is wrong?
What if everything you know about mindsets and resilience is wrong?What if everything you know about mindsets and resilience is wrong?
What if everything you know about mindsets and resilience is wrong?
 
Teaching students to think like experts using peer instruction - CSUgrit
Teaching students to think like experts using peer instruction - CSUgritTeaching students to think like experts using peer instruction - CSUgrit
Teaching students to think like experts using peer instruction - CSUgrit
 
Pedagoo London 2014
Pedagoo London 2014Pedagoo London 2014
Pedagoo London 2014
 
Sample Peer Instruction questions for CSUgrit
Sample Peer Instruction questions for CSUgritSample Peer Instruction questions for CSUgrit
Sample Peer Instruction questions for CSUgrit
 
Anatomy of an outstanding lesson
Anatomy of an outstanding lessonAnatomy of an outstanding lesson
Anatomy of an outstanding lesson
 
Promoting a growth mind set classroom ppt v2 (1)
Promoting a growth mind set classroom ppt v2 (1)Promoting a growth mind set classroom ppt v2 (1)
Promoting a growth mind set classroom ppt v2 (1)
 
ISTE 2014: The Reflective Teacher's Tips and Tools for Guiding PBL
ISTE 2014: The Reflective Teacher's Tips and Tools for Guiding PBLISTE 2014: The Reflective Teacher's Tips and Tools for Guiding PBL
ISTE 2014: The Reflective Teacher's Tips and Tools for Guiding PBL
 
Keynote1.poese17
Keynote1.poese17Keynote1.poese17
Keynote1.poese17
 
Less marking more feedback
Less marking more feedbackLess marking more feedback
Less marking more feedback
 
5 professionalism isms
5 professionalism isms5 professionalism isms
5 professionalism isms
 

Similar to Certifying the Hard Stuff (and the role of learning analytics)

182684-tristian-stobie-inspiring-teaching-inspiring-learning-how-we-prepare-l...
182684-tristian-stobie-inspiring-teaching-inspiring-learning-how-we-prepare-l...182684-tristian-stobie-inspiring-teaching-inspiring-learning-how-we-prepare-l...
182684-tristian-stobie-inspiring-teaching-inspiring-learning-how-we-prepare-l...
Sonal Agarwal
 
Lakeview pbl
Lakeview pblLakeview pbl
Lakeview pbl
ehelfant
 
Lakeview pbl
Lakeview pblLakeview pbl
Lakeview pbl
ehelfant
 
Tony Wagner NAIS presentation
Tony Wagner NAIS presentationTony Wagner NAIS presentation
Tony Wagner NAIS presentation
Jonathan Martin
 
Tony Wagner NAIS presentation
Tony Wagner NAIS presentationTony Wagner NAIS presentation
Tony Wagner NAIS presentation
guest0410aba
 
Teaching approches
Teaching approchesTeaching approches
Teaching approches
ciksuria
 

Similar to Certifying the Hard Stuff (and the role of learning analytics) (20)

You're a Leader - Lead!
You're a Leader - Lead!You're a Leader - Lead!
You're a Leader - Lead!
 
Learning Analytics : quantifying deeper learning dispositions?
Learning Analytics: quantifying deeper learning dispositions?Learning Analytics: quantifying deeper learning dispositions?
Learning Analytics : quantifying deeper learning dispositions?
 
Recent techniques and methods of teaching part - trap
Recent techniques and methods of teaching   part - trapRecent techniques and methods of teaching   part - trap
Recent techniques and methods of teaching part - trap
 
182684-tristian-stobie-inspiring-teaching-inspiring-learning-how-we-prepare-l...
182684-tristian-stobie-inspiring-teaching-inspiring-learning-how-we-prepare-l...182684-tristian-stobie-inspiring-teaching-inspiring-learning-how-we-prepare-l...
182684-tristian-stobie-inspiring-teaching-inspiring-learning-how-we-prepare-l...
 
Passion based cell
Passion based cellPassion based cell
Passion based cell
 
Edmonton catholic 2010
Edmonton catholic 2010Edmonton catholic 2010
Edmonton catholic 2010
 
Guided Inquiry : An Instructional Framework for Designing Effective Inquiry U...
Guided Inquiry: An Instructional Framework for Designing Effective Inquiry U...Guided Inquiry: An Instructional Framework for Designing Effective Inquiry U...
Guided Inquiry : An Instructional Framework for Designing Effective Inquiry U...
 
Passion Based Learning
Passion Based LearningPassion Based Learning
Passion Based Learning
 
enquiryblogger-analytics-calrg2012
enquiryblogger-analytics-calrg2012enquiryblogger-analytics-calrg2012
enquiryblogger-analytics-calrg2012
 
activities
activitiesactivities
activities
 
EDSS 620 Day 2
EDSS 620 Day 2EDSS 620 Day 2
EDSS 620 Day 2
 
Planning Obe Lessonwith Bloom
Planning Obe Lessonwith BloomPlanning Obe Lessonwith Bloom
Planning Obe Lessonwith Bloom
 
Lakeview pbl
Lakeview pblLakeview pbl
Lakeview pbl
 
Lakeview pbl
Lakeview pblLakeview pbl
Lakeview pbl
 
Leading and Learning in 21st Century Schools
Leading and Learning in 21st Century SchoolsLeading and Learning in 21st Century Schools
Leading and Learning in 21st Century Schools
 
Tony Wagner NAIS presentation
Tony Wagner NAIS presentationTony Wagner NAIS presentation
Tony Wagner NAIS presentation
 
Tony Wagner NAIS presentation
Tony Wagner NAIS presentationTony Wagner NAIS presentation
Tony Wagner NAIS presentation
 
Teaching approches
Teaching approchesTeaching approches
Teaching approches
 
Teaching approches
Teaching approchesTeaching approches
Teaching approches
 
Passion based techdout
Passion based techdoutPassion based techdout
Passion based techdout
 

More from Simon Buckingham Shum

Deliberative Democracy as a strategy for co-designing university ethics aro...
Deliberative Democracy as a strategy for co-designing university ethics aro...Deliberative Democracy as a strategy for co-designing university ethics aro...
Deliberative Democracy as a strategy for co-designing university ethics aro...
Simon Buckingham Shum
 
March 2021 • 24/7 Instant Feedback on Writing: Integrating AcaWriter into yo...
March 2021 • 24/7 Instant Feedback on Writing: Integrating AcaWriter into yo...March 2021 • 24/7 Instant Feedback on Writing: Integrating AcaWriter into yo...
March 2021 • 24/7 Instant Feedback on Writing: Integrating AcaWriter into yo...
Simon Buckingham Shum
 
24/7 Instant Feedback on Writing: Integrating AcaWriter into your Teaching
24/7 Instant Feedback on Writing: Integrating AcaWriter into your Teaching24/7 Instant Feedback on Writing: Integrating AcaWriter into your Teaching
24/7 Instant Feedback on Writing: Integrating AcaWriter into your Teaching
Simon Buckingham Shum
 
Learning Informatics: AI • Analytics • Accountability • Agency
Learning Informatics: AI • Analytics • Accountability • AgencyLearning Informatics: AI • Analytics • Accountability • Agency
Learning Informatics: AI • Analytics • Accountability • Agency
Simon Buckingham Shum
 
Towards Collaboration Translucence: Giving Meaning to Multimodal Group Data
Towards Collaboration Translucence: Giving Meaning to Multimodal Group DataTowards Collaboration Translucence: Giving Meaning to Multimodal Group Data
Towards Collaboration Translucence: Giving Meaning to Multimodal Group Data
Simon Buckingham Shum
 
Transitioning Education’s Knowledge Infrastructure ICLS 2018
Transitioning Education’s Knowledge Infrastructure ICLS 2018Transitioning Education’s Knowledge Infrastructure ICLS 2018
Transitioning Education’s Knowledge Infrastructure ICLS 2018
Simon Buckingham Shum
 

More from Simon Buckingham Shum (20)

The Generative AI System Shock, and some thoughts on Collective Intelligence ...
The Generative AI System Shock, and some thoughts on Collective Intelligence ...The Generative AI System Shock, and some thoughts on Collective Intelligence ...
The Generative AI System Shock, and some thoughts on Collective Intelligence ...
 
Could Generative AI Augment Reflection, Deliberation and Argumentation?
Could Generative AI Augment Reflection, Deliberation and Argumentation?Could Generative AI Augment Reflection, Deliberation and Argumentation?
Could Generative AI Augment Reflection, Deliberation and Argumentation?
 
Conversational, generative AI as a cognitive tool for critical thinking
Conversational, generative AI as a cognitive tool for critical thinkingConversational, generative AI as a cognitive tool for critical thinking
Conversational, generative AI as a cognitive tool for critical thinking
 
On the Design of a Writing App offering 24/7 Formative Feedback on Reflective...
On the Design of a Writing App offering 24/7 Formative Feedback on Reflective...On the Design of a Writing App offering 24/7 Formative Feedback on Reflective...
On the Design of a Writing App offering 24/7 Formative Feedback on Reflective...
 
SBS_ISLS2022.pdf
SBS_ISLS2022.pdfSBS_ISLS2022.pdf
SBS_ISLS2022.pdf
 
Is “The Matter With Things” also what’s the matter with Learning Analytics?
Is “The Matter With Things” also what’s the matter with Learning Analytics?Is “The Matter With Things” also what’s the matter with Learning Analytics?
Is “The Matter With Things” also what’s the matter with Learning Analytics?
 
Deliberative Democracy as a strategy for co-designing university ethics aro...
Deliberative Democracy as a strategy for co-designing university ethics aro...Deliberative Democracy as a strategy for co-designing university ethics aro...
Deliberative Democracy as a strategy for co-designing university ethics aro...
 
Knowledge Art or… “Participatory Improvisational DVN”
Knowledge Art or… “Participatory Improvisational DVN”Knowledge Art or… “Participatory Improvisational DVN”
Knowledge Art or… “Participatory Improvisational DVN”
 
March 2021 • 24/7 Instant Feedback on Writing: Integrating AcaWriter into yo...
March 2021 • 24/7 Instant Feedback on Writing: Integrating AcaWriter into yo...March 2021 • 24/7 Instant Feedback on Writing: Integrating AcaWriter into yo...
March 2021 • 24/7 Instant Feedback on Writing: Integrating AcaWriter into yo...
 
ICQE20: Quantitative Ethnography Visualizations as Tools for Thinking
ICQE20: Quantitative Ethnography Visualizations as Tools for ThinkingICQE20: Quantitative Ethnography Visualizations as Tools for Thinking
ICQE20: Quantitative Ethnography Visualizations as Tools for Thinking
 
24/7 Instant Feedback on Writing: Integrating AcaWriter into your Teaching
24/7 Instant Feedback on Writing: Integrating AcaWriter into your Teaching24/7 Instant Feedback on Writing: Integrating AcaWriter into your Teaching
24/7 Instant Feedback on Writing: Integrating AcaWriter into your Teaching
 
Argumentation 101 for Learning Analytics PhDs!
Argumentation 101 for Learning Analytics PhDs!Argumentation 101 for Learning Analytics PhDs!
Argumentation 101 for Learning Analytics PhDs!
 
Learning Informatics: AI • Analytics • Accountability • Agency
Learning Informatics: AI • Analytics • Accountability • AgencyLearning Informatics: AI • Analytics • Accountability • Agency
Learning Informatics: AI • Analytics • Accountability • Agency
 
AI/Data Analytics (AIDA): Key concepts, examples & risks
AI/Data Analytics (AIDA): Key concepts, examples & risksAI/Data Analytics (AIDA): Key concepts, examples & risks
AI/Data Analytics (AIDA): Key concepts, examples & risks
 
Learning Analytics as Educational Knowledge Infrastructure
Learning Analytics as Educational Knowledge InfrastructureLearning Analytics as Educational Knowledge Infrastructure
Learning Analytics as Educational Knowledge Infrastructure
 
Towards Collaboration Translucence: Giving Meaning to Multimodal Group Data
Towards Collaboration Translucence: Giving Meaning to Multimodal Group DataTowards Collaboration Translucence: Giving Meaning to Multimodal Group Data
Towards Collaboration Translucence: Giving Meaning to Multimodal Group Data
 
Knowledge Art - MDSI Guest Lecture - 1st May 2019
Knowledge Art - MDSI Guest Lecture - 1st May 2019Knowledge Art - MDSI Guest Lecture - 1st May 2019
Knowledge Art - MDSI Guest Lecture - 1st May 2019
 
UX/LX for PLSA: Workshop Welcome
UX/LX for PLSA: Workshop WelcomeUX/LX for PLSA: Workshop Welcome
UX/LX for PLSA: Workshop Welcome
 
Educational Data Scientists: A Scarce Breed
Educational Data Scientists: A Scarce BreedEducational Data Scientists: A Scarce Breed
Educational Data Scientists: A Scarce Breed
 
Transitioning Education’s Knowledge Infrastructure ICLS 2018
Transitioning Education’s Knowledge Infrastructure ICLS 2018Transitioning Education’s Knowledge Infrastructure ICLS 2018
Transitioning Education’s Knowledge Infrastructure ICLS 2018
 

Recently uploaded

Activity 01 - Artificial Culture (1).pdf
Activity 01 - Artificial Culture (1).pdfActivity 01 - Artificial Culture (1).pdf
Activity 01 - Artificial Culture (1).pdf
ciinovamais
 
1029 - Danh muc Sach Giao Khoa 10 . pdf
1029 -  Danh muc Sach Giao Khoa 10 . pdf1029 -  Danh muc Sach Giao Khoa 10 . pdf
1029 - Danh muc Sach Giao Khoa 10 . pdf
QucHHunhnh
 
Ecosystem Interactions Class Discussion Presentation in Blue Green Lined Styl...
Ecosystem Interactions Class Discussion Presentation in Blue Green Lined Styl...Ecosystem Interactions Class Discussion Presentation in Blue Green Lined Styl...
Ecosystem Interactions Class Discussion Presentation in Blue Green Lined Styl...
fonyou31
 

Recently uploaded (20)

Activity 01 - Artificial Culture (1).pdf
Activity 01 - Artificial Culture (1).pdfActivity 01 - Artificial Culture (1).pdf
Activity 01 - Artificial Culture (1).pdf
 
fourth grading exam for kindergarten in writing
fourth grading exam for kindergarten in writingfourth grading exam for kindergarten in writing
fourth grading exam for kindergarten in writing
 
1029 - Danh muc Sach Giao Khoa 10 . pdf
1029 -  Danh muc Sach Giao Khoa 10 . pdf1029 -  Danh muc Sach Giao Khoa 10 . pdf
1029 - Danh muc Sach Giao Khoa 10 . pdf
 
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...
Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...
 
Mattingly "AI & Prompt Design: The Basics of Prompt Design"
Mattingly "AI & Prompt Design: The Basics of Prompt Design"Mattingly "AI & Prompt Design: The Basics of Prompt Design"
Mattingly "AI & Prompt Design: The Basics of Prompt Design"
 
SOCIAL AND HISTORICAL CONTEXT - LFTVD.pptx
SOCIAL AND HISTORICAL CONTEXT - LFTVD.pptxSOCIAL AND HISTORICAL CONTEXT - LFTVD.pptx
SOCIAL AND HISTORICAL CONTEXT - LFTVD.pptx
 
Holdier Curriculum Vitae (April 2024).pdf
Holdier Curriculum Vitae (April 2024).pdfHoldier Curriculum Vitae (April 2024).pdf
Holdier Curriculum Vitae (April 2024).pdf
 
Código Creativo y Arte de Software | Unidad 1
Código Creativo y Arte de Software | Unidad 1Código Creativo y Arte de Software | Unidad 1
Código Creativo y Arte de Software | Unidad 1
 
Introduction to Nonprofit Accounting: The Basics
Introduction to Nonprofit Accounting: The BasicsIntroduction to Nonprofit Accounting: The Basics
Introduction to Nonprofit Accounting: The Basics
 
IGNOU MSCCFT and PGDCFT Exam Question Pattern: MCFT003 Counselling and Family...
IGNOU MSCCFT and PGDCFT Exam Question Pattern: MCFT003 Counselling and Family...IGNOU MSCCFT and PGDCFT Exam Question Pattern: MCFT003 Counselling and Family...
IGNOU MSCCFT and PGDCFT Exam Question Pattern: MCFT003 Counselling and Family...
 
Advance Mobile Application Development class 07
Advance Mobile Application Development class 07Advance Mobile Application Development class 07
Advance Mobile Application Development class 07
 
Web & Social Media Analytics Previous Year Question Paper.pdf
Web & Social Media Analytics Previous Year Question Paper.pdfWeb & Social Media Analytics Previous Year Question Paper.pdf
Web & Social Media Analytics Previous Year Question Paper.pdf
 
Disha NEET Physics Guide for classes 11 and 12.pdf
Disha NEET Physics Guide for classes 11 and 12.pdfDisha NEET Physics Guide for classes 11 and 12.pdf
Disha NEET Physics Guide for classes 11 and 12.pdf
 
Call Girls in Dwarka Mor Delhi Contact Us 9654467111
Call Girls in Dwarka Mor Delhi Contact Us 9654467111Call Girls in Dwarka Mor Delhi Contact Us 9654467111
Call Girls in Dwarka Mor Delhi Contact Us 9654467111
 
Student login on Anyboli platform.helpin
Student login on Anyboli platform.helpinStudent login on Anyboli platform.helpin
Student login on Anyboli platform.helpin
 
Z Score,T Score, Percential Rank and Box Plot Graph
Z Score,T Score, Percential Rank and Box Plot GraphZ Score,T Score, Percential Rank and Box Plot Graph
Z Score,T Score, Percential Rank and Box Plot Graph
 
Unit-IV- Pharma. Marketing Channels.pptx
Unit-IV- Pharma. Marketing Channels.pptxUnit-IV- Pharma. Marketing Channels.pptx
Unit-IV- Pharma. Marketing Channels.pptx
 
Ecosystem Interactions Class Discussion Presentation in Blue Green Lined Styl...
Ecosystem Interactions Class Discussion Presentation in Blue Green Lined Styl...Ecosystem Interactions Class Discussion Presentation in Blue Green Lined Styl...
Ecosystem Interactions Class Discussion Presentation in Blue Green Lined Styl...
 
Interactive Powerpoint_How to Master effective communication
Interactive Powerpoint_How to Master effective communicationInteractive Powerpoint_How to Master effective communication
Interactive Powerpoint_How to Master effective communication
 
The Most Excellent Way | 1 Corinthians 13
The Most Excellent Way | 1 Corinthians 13The Most Excellent Way | 1 Corinthians 13
The Most Excellent Way | 1 Corinthians 13
 

Certifying the Hard Stuff (and the role of learning analytics)

  • 1. MOOC Research Conference 2013, Arlington TX Panel on Certifying MOOCs moocresearch.com Certifying the hard stuff (and where learning analytics might help) Simon Buckingham Shum Knowledge Media Institute, The Open University, UK simon.buckinghamshum.net learningemergence.net @sbskmi 1
  • 2. The final educational C… may be about to go Open content + curriculum certification community
  • 3. Assessment regimes drive certification “What you assess is what you get; if you don’t test it, you won’t get it. To improve student performance we must recognize that essential intellectual abilities are falling through the cracks of conventional testing.” Lauren Resnick 3
  • 4. Certification Assumes we know what quality looks like That we know how to assess it, reliably That certification is a brand (but based on scarcity) 4
  • 5. The problem of Massive How do we avoid just counting what’s easiest to count? 5
  • 6. Big Data and Analytics to the rescue! Finally, we can let the data speak for itself Learning analytics and eassessment make it possible to objectively evaluate performance at scale 6
  • 7. Data and Analytics are infused with human values Finally, we can let the data speak for itself Learning analytics and eassessment make it possible to objectively evaluate performance at scale 7
  • 8. Learning technology is not neutral Any technology embodies epistemological, pedagogical and assessment assumptions “Our learning analytics are our pedagogy” epistemology assessment pedagogy Knight S, Buckingham Shum S and Littleton K. (2013) Epistemology, Pedagogy, Assessment and Learning Analytics. Proc. 3rd International Conference on Learning Analytics & Knowledge. Leuven, BE: ACM, 75-84 Open Access Eprint: http://oro.open.ac.uk/36635 8
  • 9. The challenge of authenticity: of learner, and of learning Are you really doing the work? Did you really write this? Plagiarism is not a new problem >>> “authentic assessment” 9
  • 10. Authentic Assessment strategies resist plagiarism, promote deep learning and build real world competencies   Oral Interviews Teacher asks student questions about personal background, activities, readings, and other interests. cf. Jim Groom’s keynote   Story or Text Retelling Student retells main ideas or selected details of text experienced through listening or reading.   Writing Samples Student generates narrative, expository, persuasive, or reference paper with clear reference to their own experience and views.   Projects/Exhibitions Student works with other students as a team to create a project that often involves multimedia production, oral and written presentations, and a display.   Experiments/Demonstrations Student documents a series of experiments, illustrates a procedure, performs the necessary steps to complete a task, and documents the results of the actions.   Constructed-Response Items Student responds in writing to open-ended questions.   Teacher Observations Teacher observes and documents the students attention and interaction in class, response to instructional materials, and cooperative work with other students.   Portfolios A focused collection of student work to show progress over time. 10
  • 11. Learning dispositions “In the growth mindset, people believe that their talents and abilities can be developed through passion, education, and persistence … It’s about a commitment to … taking informed risks … surrounding yourself with people who will challenge you to grow” Carol Dweck See the MRI mindset intervention projects Interview with Carol Dweck: http://interviewscoertvisser.blogspot.co.uk/2007/11/interview-with-carol-dweck_4897.html 11
  • 12. Learning dispositions “We’re looking at the profiles of what it means to be effective in the 21st century. […] Resilience will be the defining concept. When challenged and bent, you learn and bounce back stronger.” “Dispositions are now at least as important as Knowledge and Skills. …They cannot be taught. They can only be cultivated.” John Seely Brown US Dept. of Educ. http://reimaginingeducation.org conference (May 28, 2013) Dispositions clip: http://www.c-spanvideo.org/clip/4457327 Whole talk: http://www.c-spanvideo.org/program/SecD 12
  • 13. Learning dispositions “It’s more than knowledge and skills. For the innovation economy, dispositions come into play: readiness to collaborate; attention to multiple perspectives; initiative; persistence; curiosity. The purpose of learning in the 21st century is not to recite inert knowledge but to transform it. It’s time to change the subject.” Larry Rosenstock LearningREimagined project: http://learning-reimagined.com Larry Rosenstock: http://audioboo.fm/boos/1669375-50-seconds-of-larry-rosenstock-ceo-of-hightechhigh-on-how-he-would-re-imagine-learning 13
  • 14. How Learning Analytics may help 14
  • 16. 1st International Workshop on Discourse-Centric Learning Analytics solaresearch.org/events/lak/lak13/dcla13 analytics that look beneath the surface, and quantify linguistic proxies for ‘deeper learning’ http://www.glennsasscer.com/wordpress/wp-content/uploads/2011/10/iceberg.jpg Beyond number / size / frequency of posts; ‘hottest thread’
  • 17. Social Network Analysis to gain insight into peer-peer and peer-mentor dynamics (SNAPP tool) http://www.slideshare.net/aneeshabakharia/snapp-20minute-presentation Bakharia A and Dawson S. (2011) SNAPP: a bird's-eye view of temporal participant interaction. Proceedings of the 1st International Conference on Learning Analytics and Knowledge. Banff, Alberta, Canada: ACM, 168-173. 17
  • 18. Epistemic Gaming Shaffer, D. W., Hatfield, D., Svarovsky, G. N., Nash, P., Nulty, A., Bagley, E., Franke, K., Rupp, A. A., Mislevy, R. (2009). Epistemic Network Analysis: A prototype for 21st Century assessment of learning. The International Journal of Learning and Media. 1(2), 33-53. 18
  • 19. Badging framework Open Learning Design Studio MOOC — Badging Framework: http://www.olds.ac.uk/blog/moocbadgingandthelearningarc 19