Land of The Learning Giants: The Rise of MOOCsEamon Costello
Massive Open Online Courses (MOOCs) have been heralded and decried in something of equal measure over the last four years. Their ultimate purpose and the effect they are having are still uncertain but given the level of maturity that has now reached we ought now to be able to attempt to answer some questions of this phenomenon. Following an overview of key issues for educational research on the topic of MOOCs this paper presents findings from studies we have conducted into
* Representations of MOOCs in the Irish Print Media: What are the narratives, who is telling it and why?
* Quality of education in MOOCs in particular regarding online testing
* The strategic drivers for higher education institutions in Ireland to develop MOOCs
An interactive session with the Entrada Consortium that covers the basics of analytics possibilities for medical education at the learning management system, not individual user, level.
Learning Analytics: What is it? Why do it? And how?Timothy Harfield
Presentation delivered to graduate students at Emory University as part of a TATTO (Teaching Assistant Training and Teaching Opportunity) brown bag session.
ABSTRACT
Learning analytics is the measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs. Data driven approaches to teaching and learning are rapidly being adopted within educational environments, but there is still much confusion about what learning analytics is, what it can do, and how it is best employed.
This talk will provide a general overview of the field of learning analytics, its terminology and methods, as well as contemporary ethical debates. It will also introduce several open source and Emory-supported analytics tools available to students and instructors to facilitate the achievement of various learning outcomes.
Land of The Learning Giants: The Rise of MOOCsEamon Costello
Massive Open Online Courses (MOOCs) have been heralded and decried in something of equal measure over the last four years. Their ultimate purpose and the effect they are having are still uncertain but given the level of maturity that has now reached we ought now to be able to attempt to answer some questions of this phenomenon. Following an overview of key issues for educational research on the topic of MOOCs this paper presents findings from studies we have conducted into
* Representations of MOOCs in the Irish Print Media: What are the narratives, who is telling it and why?
* Quality of education in MOOCs in particular regarding online testing
* The strategic drivers for higher education institutions in Ireland to develop MOOCs
An interactive session with the Entrada Consortium that covers the basics of analytics possibilities for medical education at the learning management system, not individual user, level.
Learning Analytics: What is it? Why do it? And how?Timothy Harfield
Presentation delivered to graduate students at Emory University as part of a TATTO (Teaching Assistant Training and Teaching Opportunity) brown bag session.
ABSTRACT
Learning analytics is the measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs. Data driven approaches to teaching and learning are rapidly being adopted within educational environments, but there is still much confusion about what learning analytics is, what it can do, and how it is best employed.
This talk will provide a general overview of the field of learning analytics, its terminology and methods, as well as contemporary ethical debates. It will also introduce several open source and Emory-supported analytics tools available to students and instructors to facilitate the achievement of various learning outcomes.
The Virtuous Loop of Learning Analytics & Academic Technology Innovation John Whitmer, Ed.D.
Faculty and academic departments creating innovative educational practices are often starved for useful data and analysis to determine whether their innovations made a difference. Research has found that this data is a systematically significant predictor of success much more powerful than traditional demographic or academic preparedness variables. This leads to a “virtuous loop” in which digital technology adoption enables assessment which then improves educational practices using those technologies.
This presentation was delivered at the Online Learning Consortium Collaborate Event, November 19, 2015.
Improving Student Achievement with New Approaches to DataJohn Whitmer, Ed.D.
Presentation delivered at WASC ARC conference on April 11, 2013 on the CSU Data Dashboard and Chico State Learning Analytics case study.
Chico State Case Study: Academic technologies collect highly detailed student usage data. How can this data be used to understand and predict student performance, especially of at-risk students? This presentation will discuss research on a high-enrollment undergraduate course exploring the relationship between LMS activity, student background characteristics, current enrollment information, and student achievement.
CSU Data Dashboard: By monitoring on-track indicators institutional leaders can better understand not only which milestones students are failing to reach, but why they are not reaching them. It can also help campuses to design interventions or policy changes to increase student success and to gauge the impact of interventions.
Rethinking Student Success: Analytics in Support of Teaching and LearningTimothy Harfield
Presented at the 2014 Blackboard Institutional Performance Conference (30-31 October 2014).
ABSTRACT: Passing grades and retention through to degree are essential to success in higher education, but these factors are too often mistaken for ends in themselves. A high-performing student environment has provided teachers and researchers at Emory University with a space to think critically about what success means, and about the extent to which data might inform the design of successful learning environments. This presentation will (1) discuss some of the unique challenges encountered by Emory University during its 2013-2014 Blackboard Analytics pilot, (2) describe several provisional insights gained from exploratory data mining, and (3) outline how Emory’s pilot experience has informed support of learning analytics on campus. What we have learned at Emory University has both broad and deep implications for how institutions use data in support of student success, but these insights could only have been achieved in an environment where grade-performance and retention are not significant issues.
ABSTRACT. In spite of wide-spread interest in learning analytics, many instructors are still uncertain about what data are available to them, whether these data are relevant to their specific contexts, and how to put available data to work in the classroom in a way that is aligned with their values as teachers. This panel brings together inspirational thought leaders with experience in business, research, administration, teaching, and instructional design to discuss complexities involved in the use of learning analytics, explore the challenges associated with rethinking student success in the 21st century, and share some of the innovative ways they are using data to improve the lives of students today.
LEARNING OBJECTIVES
1. Identify complexities and contemporary challenges facing the use of educational data to inform instructional design decisions
2. Describe ways in which learning analytics provide an opportunity for instructors to gain a richer understanding of the needs of their students
3. Share stories about how data has been used to inform instructional design, improve student outcomes, and stimulate thinking about student success
SPEAKERS
David Lindrum
Founder & Instructional Designer, Soomo Learning
Phillip Long
Associate Vice Provost for Learning Sciences, UT Austin
Laura Malcolm
Vice President of Product Management, Civitas Learning
Mike Sharkey
Vice President of Analytics, Blackboard
Using Learning Analytics to Create our 'Preferred Future'John Whitmer, Ed.D.
One certainty about the future of higher education is that online technologies will play an increasingly central role in the creation and delivery of learning experiences, whether through mobile apps, MOOCs, open content, ePortfolios, and other resources. As adoption increases, the ‘digital exhaust’ recording technology use has increasing potential to understand student learning. The emergent field of Learning Analytics analyzes this data to provide actionable insights for students, for faculty, and for administrators. What have we learned in Learning Analytics to date? What challenges remain? How should we apply Learning Analytics to create our ‘preferred’ future’ that supports deep and meaningful learning
Using Learning Analytics to Assess Innovation & Improve Student Achievement John Whitmer, Ed.D.
Presentation about Learning Analytics for JISC network event; discussion of research findings and implications for individual and institutions considering a Learning Analytics project. Also discuss implications for my work with Blackboard on "Platform Analytics."
Introduction to the joint JISC CETIS and Making Assessment Count project event on 2 February 2011. Background information and further reading on the topic of assessment feedback.
Practically and productively analysing Course Experience Questionnaire student comment data
Stuart Palmer and Malcolm Campbell
Revised version
Faculty of Science, Engineering and Built Environment Deakin University
Introduction to Learning Analytics in BlackboardTimothy Harfield
Instructions for how to use and interpret the "Activity Compared to Others" feature in Blackboard. (Requires installation of Blackboard Analytics for Learn)
A Mobile First Clinical Assessment model. Terry Young, Kate Mitchell, Rachel ...ePortfolios Australia
La Trobe University undergraduate nursing students have been using an online clinical assessment tool since 2014 with
positive results and negative challenges. The management of over 3000 students and an ever-changing workforce of clinical nurse educators and nursing preceptor ship models has been difficult with diminishing administrative resources. In
2017, we redesigned our approach to a radical model for a student driven, mobile fist clinical assessment tool. The design was intentionally changed to return the responsibility to the student to connect them to their assessors and clinical
placement assessment. The design was driven to minimize the administrate overhead of creating accounts for clinical
nurse educators and pairing them with students. This evaluation looks at the success of this design with key stakeholders
of students, clinical educators and teaching staff
Biographies: Terry Young is currently a Senior Education Designer working at La Trobe Learning & Teaching. He has worked over the
last 5 years with the Education and Health Science Disciplines promoting the use of Portflios in curriculum and clinical assessment.
Kate Mitchell supports teachers and academics to integrate educational technologies into their teaching practice. She currently works
as a Senior Educational Designer at La Trobe University where she is able to integrate pedagogy and technology. She has several years'
experience in tertiary staff development and training delivery, and over a decade experience of vocational and secondary education
teaching and television and media production. She recently completed her Master of Education by Research thesis exploring vocational
educators’ perceptions of the enablers and barriers influencing their use of e-Learning. Rachel Cross is an academic lecturer in the
School of Nursing and Midwifery at La Trobe University. Rachel is a subject coordinator and also works as the clinical lead for student
placement for assessment and appraisals using e-portflios. This role spans includes nursing and midwifery students across both metropolitan and rural/regional campuses for the university.
The study examines the efficacy of the free software Socrative in:
- Enhancing attendance taking routines
- Improving engagement and participation
- Improving learning outcomes
- Enhancing process of course preparation
- Underscore the importance of the 7 Principles of Undergraduate Teaching and Learning
The Virtuous Loop of Learning Analytics & Academic Technology Innovation John Whitmer, Ed.D.
Faculty and academic departments creating innovative educational practices are often starved for useful data and analysis to determine whether their innovations made a difference. Research has found that this data is a systematically significant predictor of success much more powerful than traditional demographic or academic preparedness variables. This leads to a “virtuous loop” in which digital technology adoption enables assessment which then improves educational practices using those technologies.
This presentation was delivered at the Online Learning Consortium Collaborate Event, November 19, 2015.
Improving Student Achievement with New Approaches to DataJohn Whitmer, Ed.D.
Presentation delivered at WASC ARC conference on April 11, 2013 on the CSU Data Dashboard and Chico State Learning Analytics case study.
Chico State Case Study: Academic technologies collect highly detailed student usage data. How can this data be used to understand and predict student performance, especially of at-risk students? This presentation will discuss research on a high-enrollment undergraduate course exploring the relationship between LMS activity, student background characteristics, current enrollment information, and student achievement.
CSU Data Dashboard: By monitoring on-track indicators institutional leaders can better understand not only which milestones students are failing to reach, but why they are not reaching them. It can also help campuses to design interventions or policy changes to increase student success and to gauge the impact of interventions.
Rethinking Student Success: Analytics in Support of Teaching and LearningTimothy Harfield
Presented at the 2014 Blackboard Institutional Performance Conference (30-31 October 2014).
ABSTRACT: Passing grades and retention through to degree are essential to success in higher education, but these factors are too often mistaken for ends in themselves. A high-performing student environment has provided teachers and researchers at Emory University with a space to think critically about what success means, and about the extent to which data might inform the design of successful learning environments. This presentation will (1) discuss some of the unique challenges encountered by Emory University during its 2013-2014 Blackboard Analytics pilot, (2) describe several provisional insights gained from exploratory data mining, and (3) outline how Emory’s pilot experience has informed support of learning analytics on campus. What we have learned at Emory University has both broad and deep implications for how institutions use data in support of student success, but these insights could only have been achieved in an environment where grade-performance and retention are not significant issues.
ABSTRACT. In spite of wide-spread interest in learning analytics, many instructors are still uncertain about what data are available to them, whether these data are relevant to their specific contexts, and how to put available data to work in the classroom in a way that is aligned with their values as teachers. This panel brings together inspirational thought leaders with experience in business, research, administration, teaching, and instructional design to discuss complexities involved in the use of learning analytics, explore the challenges associated with rethinking student success in the 21st century, and share some of the innovative ways they are using data to improve the lives of students today.
LEARNING OBJECTIVES
1. Identify complexities and contemporary challenges facing the use of educational data to inform instructional design decisions
2. Describe ways in which learning analytics provide an opportunity for instructors to gain a richer understanding of the needs of their students
3. Share stories about how data has been used to inform instructional design, improve student outcomes, and stimulate thinking about student success
SPEAKERS
David Lindrum
Founder & Instructional Designer, Soomo Learning
Phillip Long
Associate Vice Provost for Learning Sciences, UT Austin
Laura Malcolm
Vice President of Product Management, Civitas Learning
Mike Sharkey
Vice President of Analytics, Blackboard
Using Learning Analytics to Create our 'Preferred Future'John Whitmer, Ed.D.
One certainty about the future of higher education is that online technologies will play an increasingly central role in the creation and delivery of learning experiences, whether through mobile apps, MOOCs, open content, ePortfolios, and other resources. As adoption increases, the ‘digital exhaust’ recording technology use has increasing potential to understand student learning. The emergent field of Learning Analytics analyzes this data to provide actionable insights for students, for faculty, and for administrators. What have we learned in Learning Analytics to date? What challenges remain? How should we apply Learning Analytics to create our ‘preferred’ future’ that supports deep and meaningful learning
Using Learning Analytics to Assess Innovation & Improve Student Achievement John Whitmer, Ed.D.
Presentation about Learning Analytics for JISC network event; discussion of research findings and implications for individual and institutions considering a Learning Analytics project. Also discuss implications for my work with Blackboard on "Platform Analytics."
Introduction to the joint JISC CETIS and Making Assessment Count project event on 2 February 2011. Background information and further reading on the topic of assessment feedback.
Practically and productively analysing Course Experience Questionnaire student comment data
Stuart Palmer and Malcolm Campbell
Revised version
Faculty of Science, Engineering and Built Environment Deakin University
Introduction to Learning Analytics in BlackboardTimothy Harfield
Instructions for how to use and interpret the "Activity Compared to Others" feature in Blackboard. (Requires installation of Blackboard Analytics for Learn)
A Mobile First Clinical Assessment model. Terry Young, Kate Mitchell, Rachel ...ePortfolios Australia
La Trobe University undergraduate nursing students have been using an online clinical assessment tool since 2014 with
positive results and negative challenges. The management of over 3000 students and an ever-changing workforce of clinical nurse educators and nursing preceptor ship models has been difficult with diminishing administrative resources. In
2017, we redesigned our approach to a radical model for a student driven, mobile fist clinical assessment tool. The design was intentionally changed to return the responsibility to the student to connect them to their assessors and clinical
placement assessment. The design was driven to minimize the administrate overhead of creating accounts for clinical
nurse educators and pairing them with students. This evaluation looks at the success of this design with key stakeholders
of students, clinical educators and teaching staff
Biographies: Terry Young is currently a Senior Education Designer working at La Trobe Learning & Teaching. He has worked over the
last 5 years with the Education and Health Science Disciplines promoting the use of Portflios in curriculum and clinical assessment.
Kate Mitchell supports teachers and academics to integrate educational technologies into their teaching practice. She currently works
as a Senior Educational Designer at La Trobe University where she is able to integrate pedagogy and technology. She has several years'
experience in tertiary staff development and training delivery, and over a decade experience of vocational and secondary education
teaching and television and media production. She recently completed her Master of Education by Research thesis exploring vocational
educators’ perceptions of the enablers and barriers influencing their use of e-Learning. Rachel Cross is an academic lecturer in the
School of Nursing and Midwifery at La Trobe University. Rachel is a subject coordinator and also works as the clinical lead for student
placement for assessment and appraisals using e-portflios. This role spans includes nursing and midwifery students across both metropolitan and rural/regional campuses for the university.
The study examines the efficacy of the free software Socrative in:
- Enhancing attendance taking routines
- Improving engagement and participation
- Improving learning outcomes
- Enhancing process of course preparation
- Underscore the importance of the 7 Principles of Undergraduate Teaching and Learning
Star Trek or Minority Report: Assessment and feedback demands, trends, and fu...tbirdcymru
What works for Higher Education assessment, and what do we wish we could have in Higher Education assessment Terese Bird keynote at Assessment on Tour London 2019.
3D Printing for Engaging Post-Digital Learningtbirdcymru
With Thanin Ong, Dr Steve Jacques, Dr Vrushant Lakhlani, Dr Vikas Shah. Leicester Medical School and School of Psychology have been working with 3D Printing for undergraduate learning and share inital findings on feasibility, cost, and benefits.
The 7 Cs of Learning Design - presented at the Fourth International Conference of E-Learning and Distance Learning - Riyadh, Saudi Arabia - February - March 2015
Mobile LMS and Pedagogical Uses for Social Mediatbirdcymru
Possibilities for mobile learning systems including Blackboard and iTunesU - presented at the Fourth International Conference of E-Learning and Distance Learning, Riyadh, Saudi Arabia, Feb-Mar 2015
Googling is core and the textbook is extra: information-seeking behaviour and...tbirdcymru
How do students who have never known a world without the internet search for and construct knowledge in the digital age? How do they decide what are trusted sources, and what are their learning and digital literacy strategies? Terese Bird and Sarah Whittaker researched these and other questions in this project conducted among Leicester Medical School students in 2016-2017.
An Evaluation of Medical Students' Responses to Structured Exam Feedback from...tbirdcymru
Presentation given at the Association for the Study of Medical Education Scientific Meeting in July 2016 in Belfast. This presentation summarises findings from my masters dissertation done for MA in International Education at University of Leicester.
Sina Weibo and other social media for academic networkingtbirdcymru
I shared this presentation at a seminar for scholars from Nantong University, which took place at University of Leicester 20 August 2015. It was a great opportunity to consider using tools which are often associated only with trivial and personal use, for use in educational networking and professional profiling.
Presentation shared with Colleges-University of Leicester Network Conference 16 June 2015. A look at Bring Your Own Device initiatives in comparison with institutionally-purchased-device initiatives, for mobile learning.
Building and maintaining your digital research profiletbirdcymru
Workshop shared with colleagues at School of Education Summer School, 27 June 2015. A digital research profile is what a researcher wants to share about herself and her work online, including some work which may be created online, and research which may be conducted online.
At the intersection of open practice and institutional collaboration: eMundus...tbirdcymru
This presentation was shared at the OER15 Conference in Cardiff. It showcases the work of eMundus Project, an EU-funded project promoting open practice and institutional collaboration.
Building a Digital Platform - iPads in Undergraduate Medicinetbirdcymru
This presentation was given at the Apple Medical Leadership Event in February 2015 in Edinburgh, UK, on behalf of the University of Leicester Department of Social Care and Medical Education
Credit and Collaboration in MOOCs: Where are we now?tbirdcymru
This presentation was presented in a webinar for Open Education Week 10 March 2015, on behalf of the work of eMundus EU Project, which promotes and researches collaborative work in open educational practice.
The challenges and possibilities of using social media for educational purposestbirdcymru
This workshop was presented by Alison Fox and Terese Bird of University of Leicester, at the Inspiring Leaders conference, at the National Teaching College Training Center, Nottingham, UK, 16 October 2014.
Lecture Capture at University of Leicester: Pilot, Evaluation, Next Stepstbirdcymru
A look at the pilot project of Lecture Capture at University of Leicester in 2013/14, including evaluation.... and a look at the university's next steps in lecture capture for 2014/15.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The French Revolution Class 9 Study Material pdf free download
Audience Voting Systems in Lectures
1. Leicester Learning Institute
www.le.ac.uk/lli
Audience voting systems in lectures
Terese Bird and Catherine Leyland
Leicester Learning Institute
Focus On: Student Engagement
17 December, 2014 Images by Waifer X and Travis Goodspeed on Flickr
2. Leicester Learning Institute
www.le.ac.uk/lli
Why use Audience Response Systems?
• Students’ attention diminishes after 20 min (Jackson,
Ganger, Bridge, & Ginsburg, 2005)
• Anonymity – no recrimination (Durbin & Durbin, 2006)
• Better participation than without ARS (Siau, Sheng, & Nah,
2006)
Photo by scottjacksonx on
Flickr
5. Leicester Learning Institute
www.le.ac.uk/lli
Suggested voting systems
System Supported? Devices Limits What kind of
computer to run
it?
Other notes
Turning-
Point
Yes Borrow from
bookav
None? University-
owned PC with
TurningPoint
installed
System may be
booked out
Participoll Not banned Smartphones,
tablets,
laptops
Wifi Any PC to create
& run; any
browser to vote
Give students URL
Socrative Not banned Smartphones,
tablets,
laptops
50
max,
Wifi
Any browser or
app to run; need
app to vote
Students must get
free app
7. Leicester Learning Institute
www.le.ac.uk/lli
Participoll
1. Start an account http://www.participoll.com/
2. You create a URL where students will enter answers
3. Install the Participoll plug-in (don’t need admin rights)
http://www.participoll.com/downloads/
4. Open your Powerpoint, click Insert Poll, add questions
5. Make sure Participoll
is installed on demo
computer, click Start
Polling
8. Leicester Learning Institute
www.le.ac.uk/lli
Socrative
1. Start a Teacher account http://www.socrative.com/
2. ‘Manage Quizzes’ to begin (quizzes are not part of Powerpoint)
3. Students create a student account, download free app, enter your
Room Number
9. Leicester Learning Institute
www.le.ac.uk/lli
Socrative tips
1. Most stable if you run the quiz from browser of a hardwired
networked computer
2. To run the quiz, go back to Dashboard and click Start a Quiz
3. When you close that, you are given options of reports emailed
to you in Excel format
10. Leicester Learning Institute
www.le.ac.uk/lli
Try it!
Need help? Email lli@le.ac.uk
References
Durbin, S. M., & Durbin, K. A. (2006). Anonymous polling in an engineering tutorial
environment: A case study. In D. A. Banks (Ed.), Audience response systems in higher
education (pp. 116–126). Hershey, PA: Information Science Publishing.
Jackson, M., Ganger, A. C., Bridge, P. D., & Ginsburg, K. (2005, December 9). Wireless
Handheld Computers in the Undergraduate Medical Curriculum. Medical Education
Online. Retrieved from http://med-ed-online.net/index.php/meo/article/view/4386
Kay, R. H., & LeSage, A. (2009). Examining the benefits and challenges of using audience
response systems: A review of the literature. Computers & Education, 53, 819–827.
Siau, K., Sheng, H., & Nah, F. (2006). Use of classroom response system to enhance
classroom interactivity. IEEE Transactions on Education, 49(3), 398–403.
