Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Using data (analytics and analysis) to guide (e)teaching and (e)learning


Published on

3rd draft on 24 October 2017 @ 0731am

Published in: Education
  • Login to see the comments

  • Be the first to like this

Using data (analytics and analysis) to guide (e)teaching and (e)learning

  1. 1. Using data (analytics/analysis) to guide (e)Teaching and (e)Learning Analytics Information on learning pathway engagement, milestones From both Online AND Traditional Class and Learning/training settings Assessment Information on learning outcomes Analysis and Evaluation Guided and Informed by Learning design Learning outcomes Frank JR, Snell LS, Cate OT, Holmboe ES, Carraccio C, Swing SR, Harris P, Glasgow NJ, Campbell C, Dath D, Harden RM, Iobst W, Long DM, Mungroo R, Richardson DL, Sherbino J, Silver I, Taber S, Talbot M, Harris KA. Competency-based medical education: theory to practice. Med Teach. 2010;32(8):638-45. doi: 10.3109/0142159X.2010.501190. 
 Lori Lockyer, Elizabeth Heathcote, Shane Dawson. Informing Pedagogical Action - Aligning Learning Analytics with Learning Design. American Behavioral Scientist Vol 57, Issue 10, pp. 1439 - 1459 “Assessment Drives Student Learning” George E Miller Poh-Sun Goh 3rd draft on 24 October 2017 @ 0731am Why before How Why Now For Whom When and Where How Students spending more time online On Mobile devices (especially workplace) Students - how well am I doing? Faculty - to curate, create, customise content + learning pathway(s) Administration - evaluation of program One off, for course and program Before, during and after class Each learning, training session, setting Data and Learning analytics Track online (and class) activities and behaviour Participation, attendance, attention, presence What is role of textbooks? Online resources? Websites? Apps? Edubots? Intermediate and final learning outcomes Notes Q and A Participation on discussion (forums) Notes Draft assignments Submitted individual and group assignments Projects Performance tests Skills testing Transfer to workplace Undergraduate through Postgraduate and Lifelong Learning Blending and Flipping, Online and Face to Face Formal learning (online/traditional/blended), Informal Learning, Performance Support Active, Constructive, Collaborative, Contextual, Reflective Learning (Activities) What was used, When was it used, How was it used by Whom, for how Long, Why was this used, to (achieve) what Aim