Learning analytics use large datasets from learning management systems to improve learning and teaching. They focus on providing "actionable intelligence" through metrics, reports, and recommendations. Effective use of learning analytics requires consideration of context, people, and learning design. While learning analytics have potential to enhance education, they also raise issues regarding teaching models, learner privacy, and ensuring analytics do not reinforce biases.
Technologies to support self-directed learning through social interactionDragan Gasevic
This talk will describe underlying principles, design, and experience gained with ProSolo, a platform that supports personalized, competency-based learning through social interaction. Traditional educational models are primarily focused on classroom education and training typically associated with the notion of credit hours as the (only) route towards formal credentials. This limits opportunities for creating personalized learning pathways in the changing educational context. ProSolo provide users with the ability to unbundle education programs, courses, and units into discrete yet inter-related competencies, allowing learners to construct their education pathway in a manner that better reflects their interests and future career motivations and requirements. ProSolo is developed with the intention of providing learners with opportunities to customize, modify, and personalize their self-directed learning journey. ProSolo supports the development of skills for self-directed learning by allowing learners to control the planning, learning, and presentation of outcomes associated with their learning. To support learners with different levels of prior knowledge, study skills, and cultural backgrounds, ProSolo offers features for supporting self-directed learning through three types of scaffolds, including instructional, social, and technological. Learning in ProSolo occurs within a socially rich environment that aggregates learners’ information created and shared in their existing online spaces. ProSolo makes use of learning analytics to empower learners and instructors in this new model of education. ProSolo was used in the Data, Learning, and Analytics MOOC and is currently being piloted at several university sites.
State and Directions of Learning Analytics Adoption (Second edition)Dragan Gasevic
The analysis of data collected from user interactions with educational and information technology has attracted much attention as a promising approach for advancing our understanding of the learning process. This promise motivated the emergence of the new field learning analytics and mobilized the education sector to embrace the use of data for decision-making. This talk will first introduce the field of learning analytics and touch on lessons learned from some well-known case studies. The talk will then identify critical challenges that require immediate attention in order for learning analytics to make a sustainable impact on learning, teaching, and decision making. The talk will conclude by discussing a set of milestones selected as critical for the maturation of the field of learning analytics. The most important take away from the talk will be that
- systemic approaches to the development and adoption of learning analytics are critical,
- multidisciplinary teams are necessary to unlock a full potential of learning analytics, and
- capacity development at institutional levels through the inclusion of diverse stakeholders is essential for full learning analytics adoption.
This is the second edition of the talk that previously gave under the same title on several occasions. The second edition reflects many developments happened in the field of learning analytics, especially those in the following two projects - http://he-analytics.com and http://sheilaproject.eu.
Learning analytics as an academic research space has been growing in influence for nearly a decade. Campuses globally are deploying learning analytics to address a range of challenges including student dropout, poor engagement and targeted marketing as well as predict teaching and resource needs. As a field, learning analytics has advanced rapidly both as a research domain and as a practical on-campus activity to increase organizational use of data. In this presentation, Dr. George Siemens will explore both the research and the practice of analytics in education, focusing on the development of the Society for Learning Analytics, models for research and organizational data use and growing sophistication of data collection through psychophysiological approaches.
This is a Walden University course (EDUC 8103), A8: Course Project—Program Proposal. It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
2015 cae measuring_engagement at www.cheapassignmnethelp.comAssignment Help
Dear student, Cheap Assignment Help, an online tutoring company, provides students with a wide range of online assignment help services for students studying in classes K-12, and College or university. The Expert team of professional online assignment help tutors at Cheap Assignment Help .COM provides a wide range of help with assignments through services such as college assignment help, university assignment help, homework assignment help, email assignment help and online assignment help. Our expert team consists of passionate and professional assignment help tutors, having masters and PhD degrees from the best universities of the world, from different countries like Australia, United Kingdom, United States, Canada, UAE and many more who give the best quality and plagiarism free answers of the assignment help questions submitted by students, on sharp deadline. Cheap Assignment Help .COM tutors are available 24x7 to provide assignment help in diverse fields - Math, Chemistry, Physics, Writing, Thesis, Essay, Accounting, Finance, Data Analysis, Case Studies, Term Papers, and Projects etc. We also provide assistance to the problems in programming languages such as C/C++, Java, Python, Matlab, .Net, Engineering assignment help and Finance assignment help. The expert team of certified online tutors in diverse fields at Cheap Assignment Help .COM available around the clock (24x7) to provide live help to students with their assignment and questions. We have also excelled in providing E-education with latest web technology. The Students can communicate with our online assignment tutors using voice, video and an interactive white board. We help students in solving their problems, assignments, tests and in study plans. You will feel like you are learning from a highly skilled online tutor in person just like in classroom teaching. You can see what the tutor is writing, and at the same time you can ask the questions which arise in your mind. You only need a PC with Internet connection or a Laptop with Wi-Fi Internet access. We provide live online tutoring which can be accessed at anytime and anywhere according to student’s convenience. We have tutors in every subject such as Math, Chemistry, Biology, Physics and English whatever be the school level. Our college and university level tutors provide engineering online tutoring in areas such as Computer Science, Electrical and Electronics engineering, Mechanical engineering and Chemical engineering. Regards http://www.cheapassignmenthelp.com/ http://www.cheapassignmenthelp.co.uk/
Technologies to support self-directed learning through social interactionDragan Gasevic
This talk will describe underlying principles, design, and experience gained with ProSolo, a platform that supports personalized, competency-based learning through social interaction. Traditional educational models are primarily focused on classroom education and training typically associated with the notion of credit hours as the (only) route towards formal credentials. This limits opportunities for creating personalized learning pathways in the changing educational context. ProSolo provide users with the ability to unbundle education programs, courses, and units into discrete yet inter-related competencies, allowing learners to construct their education pathway in a manner that better reflects their interests and future career motivations and requirements. ProSolo is developed with the intention of providing learners with opportunities to customize, modify, and personalize their self-directed learning journey. ProSolo supports the development of skills for self-directed learning by allowing learners to control the planning, learning, and presentation of outcomes associated with their learning. To support learners with different levels of prior knowledge, study skills, and cultural backgrounds, ProSolo offers features for supporting self-directed learning through three types of scaffolds, including instructional, social, and technological. Learning in ProSolo occurs within a socially rich environment that aggregates learners’ information created and shared in their existing online spaces. ProSolo makes use of learning analytics to empower learners and instructors in this new model of education. ProSolo was used in the Data, Learning, and Analytics MOOC and is currently being piloted at several university sites.
State and Directions of Learning Analytics Adoption (Second edition)Dragan Gasevic
The analysis of data collected from user interactions with educational and information technology has attracted much attention as a promising approach for advancing our understanding of the learning process. This promise motivated the emergence of the new field learning analytics and mobilized the education sector to embrace the use of data for decision-making. This talk will first introduce the field of learning analytics and touch on lessons learned from some well-known case studies. The talk will then identify critical challenges that require immediate attention in order for learning analytics to make a sustainable impact on learning, teaching, and decision making. The talk will conclude by discussing a set of milestones selected as critical for the maturation of the field of learning analytics. The most important take away from the talk will be that
- systemic approaches to the development and adoption of learning analytics are critical,
- multidisciplinary teams are necessary to unlock a full potential of learning analytics, and
- capacity development at institutional levels through the inclusion of diverse stakeholders is essential for full learning analytics adoption.
This is the second edition of the talk that previously gave under the same title on several occasions. The second edition reflects many developments happened in the field of learning analytics, especially those in the following two projects - http://he-analytics.com and http://sheilaproject.eu.
Learning analytics as an academic research space has been growing in influence for nearly a decade. Campuses globally are deploying learning analytics to address a range of challenges including student dropout, poor engagement and targeted marketing as well as predict teaching and resource needs. As a field, learning analytics has advanced rapidly both as a research domain and as a practical on-campus activity to increase organizational use of data. In this presentation, Dr. George Siemens will explore both the research and the practice of analytics in education, focusing on the development of the Society for Learning Analytics, models for research and organizational data use and growing sophistication of data collection through psychophysiological approaches.
This is a Walden University course (EDUC 8103), A8: Course Project—Program Proposal. It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
2015 cae measuring_engagement at www.cheapassignmnethelp.comAssignment Help
Dear student, Cheap Assignment Help, an online tutoring company, provides students with a wide range of online assignment help services for students studying in classes K-12, and College or university. The Expert team of professional online assignment help tutors at Cheap Assignment Help .COM provides a wide range of help with assignments through services such as college assignment help, university assignment help, homework assignment help, email assignment help and online assignment help. Our expert team consists of passionate and professional assignment help tutors, having masters and PhD degrees from the best universities of the world, from different countries like Australia, United Kingdom, United States, Canada, UAE and many more who give the best quality and plagiarism free answers of the assignment help questions submitted by students, on sharp deadline. Cheap Assignment Help .COM tutors are available 24x7 to provide assignment help in diverse fields - Math, Chemistry, Physics, Writing, Thesis, Essay, Accounting, Finance, Data Analysis, Case Studies, Term Papers, and Projects etc. We also provide assistance to the problems in programming languages such as C/C++, Java, Python, Matlab, .Net, Engineering assignment help and Finance assignment help. The expert team of certified online tutors in diverse fields at Cheap Assignment Help .COM available around the clock (24x7) to provide live help to students with their assignment and questions. We have also excelled in providing E-education with latest web technology. The Students can communicate with our online assignment tutors using voice, video and an interactive white board. We help students in solving their problems, assignments, tests and in study plans. You will feel like you are learning from a highly skilled online tutor in person just like in classroom teaching. You can see what the tutor is writing, and at the same time you can ask the questions which arise in your mind. You only need a PC with Internet connection or a Laptop with Wi-Fi Internet access. We provide live online tutoring which can be accessed at anytime and anywhere according to student’s convenience. We have tutors in every subject such as Math, Chemistry, Biology, Physics and English whatever be the school level. Our college and university level tutors provide engineering online tutoring in areas such as Computer Science, Electrical and Electronics engineering, Mechanical engineering and Chemical engineering. Regards http://www.cheapassignmenthelp.com/ http://www.cheapassignmenthelp.co.uk/
07 18-13 webinar - sharnell jackson - using data to personalize learningDreamBox Learning
Learning and competency data can be useful tools in assessing a student’s individual learning needs. In this month’s Blended Learning webinar, presenters Sharnell Jackson and Tim Hudson shared best practices for organizing and using student data in order to better meet student needs. They also discussed processes for using and analyzing data at the student, classroom, and district levels.
The student experience of a collaborative e-learning university module. Miche...eraser Juan José Calderón
The student experience of a collaborative e-learning university module
Michele Biasutti
Abstract
The aim of this paper is to present a picture of student experience of a collaborative e-learning module in an asynchronous e-learning environment. A distance learning module on music education worth five credit points for a bachelor online degree for primary school educating teachers was assessed using a self-evaluation questionnaire that gathered quantitative and qualitative data about student satisfaction of the collaborative e-learning activity. The quantitative part of the questionnaire consisted of 27 closed questions on a 10-point Likert scale and offered data about satisfaction with the module. The qualitative part of the questionnaire provided an insight into the participant perspective of the online collaborative experience. General open questions on satisfaction and dissatisfaction were analyzed with an inductive analysis which showed the evaluation criteria used by 92 students. Results of the analysis showed five themes of the participants' perspectives, which were interpreted by the researcher as: teamwork, cognitive, operating, organizing, and emotive/ethic for the positive aspects and teamwork, operating, organizing, and emotive/ethic for the aspects to be improved. The aspects that were associated with satisfaction include: collaborating, comparing ideas, sharing knowledge and skills to support each other, peer learning, analyzing and integrating different points of view, the usability of the platform, group planning and workload management. Aspects of the student learning experience that should inform the improvements of e-learning include: more collaboration between students since some students engage differently; more coordination and organization, the workload management in the group activities, some technical problems such as updating modifications. The participants' results in the module increased their didactic potential as primary school teachers. The findings are discussed in relation to their potential impact on developing collaborative activities addressed to teacher education in distance learning. Implications for future research are also considered.
Slides from Keynote presentation at the University of Southern California's 2015 Teaching with Technology annual conference.
"9:15 am – ANN Auditorium
Key Note: What Do We Mean by Learning Analytics?
Leah Macfadyen, Director for Evaluation and Learning Analytics, University of British Columbia
Executive Board, SoLAR (Society for Learning Analytics Research)
Leah Macfadyen will define and explore the emerging and interdisciplinary field of learning analytics in the context of quantified and personalized learning. Leah will use actual examples and case studies to illustrate the range of stakeholders learning analytics may serve, the diverse array of questions they may be used to address, and the potential impact of learning analytics in higher education."
Focuses on the Postgraduates' (Gen X) acceptance of Blackboard as an Online Teaching and Learning Platform before Online Teaching and Leaning became the Norm
Strategies for Teaching in a Hybrid* Environment
Sarah Egan Warren & Sarah Glova
*Strategies will be applicable to online and in-person courses as well
Feedback to students about academic writing_INTEGRITY ProjectLaura Costelloe
This presentation - delivered to partners on the INTEGRITY project - provides some guidance to academic faculty on the theory and practice of providing feedback to students on academic writing. Prepared and delivered by Dr Laura Costelloe and Dr Mark Glynn, Teaching Enhancement Unit at Dublin City University. Incorporates material from the National Forum for the Enhancement of Teaching and Learning and the Y1 Feedback Project.
Predictors of Success: Linking Student Achievement to School and Educator Successes through Professional Learning
This study show how some schools have seen a dramatic increase in student achievement after developing a strong, online professional learning program.
Researching e-portfolios: The current state of playdcambrid
The first in the Europortfolio project's series of open webinars, from February 7, 2014. Inter/National Coalition for Electronic Portfolio Research co-directors Darren Cambridge, Barbara Cambridge, and Kathleen Yancey present on the philosophy behind and design of the Coalition, how its results illustrate the principle of "scaling out," and the four propositions about assessment with e-portfolios and their non-negotiable core that Coalition members are currently exploring.
AECT - Systems Thinking & Change 2015 MiniMagBeth Sockman
This minimag is an overview of the topics covered in the 2015- AECT Conference for the Division on Systems Thinking and Change. In this PDF you will see division conference details, get information on the name change and policy brief, and meet some of the people involved.
Calibrating Assessment Literacy Through Benchmarking TasksSimon Knight
Slides that partner with the paper Simon Knight, Andrea Leigh, Yvonne C. Davila, Leigh J. Martin, Daniel W. Krix, Assessment and Evaluation in Higher Education https://doi.org/10.1080/02602938.2019.1570483
In calibration tasks students assess exemplar texts using criteria against which their own work will be assessed. Typically these tasks are used in the context of training for peer assessment. Little research has been conducted on the benefits of calibration tasks, such as benchmarking, as learning opportunities in their own right. This paper examines a dataset from a long-running benchmarking task (~500 students per semester, for four semesters). We investigate the relationship of benchmarking performance to other student outcomes, including ability to self-assess accurately. We show that students who complete the benchmarking perform better, that there is a relationship between benchmarking performance and self-assessment performance, and that students appreciate the support for learning that benchmarking tasks provide. We discuss implications for teaching and learning flagging the potential of calibration tasks as an under-explored tool.
Connected libraries . Surveying the Current Landscape and Charting a Path to ...eraser Juan José Calderón
Connected libraries : Surveying the Current Landscape
and Charting a Path to the Future. Kelly M. Hoffman
Mega Subramaniam
Saba Kawas
Ligaya Scaff
Katie Davis
Systemic Framework Supports Sustainability: University – Elementary School P...Beth Sockman
When applying for grants, funders often require sustaining plans beyond the project’s funding period. Systemic theory provides a framework for sustainability through analysis of the systems that influence the interventions’ effectiveness proposed by the grant. This presentation reviews a specific grant, Volunteers in Service to America (VISTA), that uses a systemic theory framework to inform implementation. The VISTA grant funds collaboration between a university and an elementary school focused on raising academic achievement with children living in poverty.
07 18-13 webinar - sharnell jackson - using data to personalize learningDreamBox Learning
Learning and competency data can be useful tools in assessing a student’s individual learning needs. In this month’s Blended Learning webinar, presenters Sharnell Jackson and Tim Hudson shared best practices for organizing and using student data in order to better meet student needs. They also discussed processes for using and analyzing data at the student, classroom, and district levels.
The student experience of a collaborative e-learning university module. Miche...eraser Juan José Calderón
The student experience of a collaborative e-learning university module
Michele Biasutti
Abstract
The aim of this paper is to present a picture of student experience of a collaborative e-learning module in an asynchronous e-learning environment. A distance learning module on music education worth five credit points for a bachelor online degree for primary school educating teachers was assessed using a self-evaluation questionnaire that gathered quantitative and qualitative data about student satisfaction of the collaborative e-learning activity. The quantitative part of the questionnaire consisted of 27 closed questions on a 10-point Likert scale and offered data about satisfaction with the module. The qualitative part of the questionnaire provided an insight into the participant perspective of the online collaborative experience. General open questions on satisfaction and dissatisfaction were analyzed with an inductive analysis which showed the evaluation criteria used by 92 students. Results of the analysis showed five themes of the participants' perspectives, which were interpreted by the researcher as: teamwork, cognitive, operating, organizing, and emotive/ethic for the positive aspects and teamwork, operating, organizing, and emotive/ethic for the aspects to be improved. The aspects that were associated with satisfaction include: collaborating, comparing ideas, sharing knowledge and skills to support each other, peer learning, analyzing and integrating different points of view, the usability of the platform, group planning and workload management. Aspects of the student learning experience that should inform the improvements of e-learning include: more collaboration between students since some students engage differently; more coordination and organization, the workload management in the group activities, some technical problems such as updating modifications. The participants' results in the module increased their didactic potential as primary school teachers. The findings are discussed in relation to their potential impact on developing collaborative activities addressed to teacher education in distance learning. Implications for future research are also considered.
Slides from Keynote presentation at the University of Southern California's 2015 Teaching with Technology annual conference.
"9:15 am – ANN Auditorium
Key Note: What Do We Mean by Learning Analytics?
Leah Macfadyen, Director for Evaluation and Learning Analytics, University of British Columbia
Executive Board, SoLAR (Society for Learning Analytics Research)
Leah Macfadyen will define and explore the emerging and interdisciplinary field of learning analytics in the context of quantified and personalized learning. Leah will use actual examples and case studies to illustrate the range of stakeholders learning analytics may serve, the diverse array of questions they may be used to address, and the potential impact of learning analytics in higher education."
Focuses on the Postgraduates' (Gen X) acceptance of Blackboard as an Online Teaching and Learning Platform before Online Teaching and Leaning became the Norm
Strategies for Teaching in a Hybrid* Environment
Sarah Egan Warren & Sarah Glova
*Strategies will be applicable to online and in-person courses as well
Feedback to students about academic writing_INTEGRITY ProjectLaura Costelloe
This presentation - delivered to partners on the INTEGRITY project - provides some guidance to academic faculty on the theory and practice of providing feedback to students on academic writing. Prepared and delivered by Dr Laura Costelloe and Dr Mark Glynn, Teaching Enhancement Unit at Dublin City University. Incorporates material from the National Forum for the Enhancement of Teaching and Learning and the Y1 Feedback Project.
Predictors of Success: Linking Student Achievement to School and Educator Successes through Professional Learning
This study show how some schools have seen a dramatic increase in student achievement after developing a strong, online professional learning program.
Researching e-portfolios: The current state of playdcambrid
The first in the Europortfolio project's series of open webinars, from February 7, 2014. Inter/National Coalition for Electronic Portfolio Research co-directors Darren Cambridge, Barbara Cambridge, and Kathleen Yancey present on the philosophy behind and design of the Coalition, how its results illustrate the principle of "scaling out," and the four propositions about assessment with e-portfolios and their non-negotiable core that Coalition members are currently exploring.
AECT - Systems Thinking & Change 2015 MiniMagBeth Sockman
This minimag is an overview of the topics covered in the 2015- AECT Conference for the Division on Systems Thinking and Change. In this PDF you will see division conference details, get information on the name change and policy brief, and meet some of the people involved.
Calibrating Assessment Literacy Through Benchmarking TasksSimon Knight
Slides that partner with the paper Simon Knight, Andrea Leigh, Yvonne C. Davila, Leigh J. Martin, Daniel W. Krix, Assessment and Evaluation in Higher Education https://doi.org/10.1080/02602938.2019.1570483
In calibration tasks students assess exemplar texts using criteria against which their own work will be assessed. Typically these tasks are used in the context of training for peer assessment. Little research has been conducted on the benefits of calibration tasks, such as benchmarking, as learning opportunities in their own right. This paper examines a dataset from a long-running benchmarking task (~500 students per semester, for four semesters). We investigate the relationship of benchmarking performance to other student outcomes, including ability to self-assess accurately. We show that students who complete the benchmarking perform better, that there is a relationship between benchmarking performance and self-assessment performance, and that students appreciate the support for learning that benchmarking tasks provide. We discuss implications for teaching and learning flagging the potential of calibration tasks as an under-explored tool.
Connected libraries . Surveying the Current Landscape and Charting a Path to ...eraser Juan José Calderón
Connected libraries : Surveying the Current Landscape
and Charting a Path to the Future. Kelly M. Hoffman
Mega Subramaniam
Saba Kawas
Ligaya Scaff
Katie Davis
Systemic Framework Supports Sustainability: University – Elementary School P...Beth Sockman
When applying for grants, funders often require sustaining plans beyond the project’s funding period. Systemic theory provides a framework for sustainability through analysis of the systems that influence the interventions’ effectiveness proposed by the grant. This presentation reviews a specific grant, Volunteers in Service to America (VISTA), that uses a systemic theory framework to inform implementation. The VISTA grant funds collaboration between a university and an elementary school focused on raising academic achievement with children living in poverty.
The Computer Aided Instruction Software System is a complete package that explains how to do a proper use of EDIBON’s unit. With no physical connection between unit and computer,this complete software package consists on an Instructor Software (INS/SOF) totally integrated with the Student/Unit Software (CAI/SOF).Both are interconnected so that the teacher knows at any moment what is the theoretical and practical knowledge of the students. These, on the other hand, get a virtual instructor who helps them to deal with all the information on the subject of study.
Learning analytics and Moodle: So much we could measure, but what do we want to measure? A presentation to the USQ Math and Sciences Community of Practice May 2013
R.t.l.: What You Need to Know, What You Don't Want to Know, and What You Were Afraid to Hear presented by Michele Cruse
Michele is an educational consultant who shares her expertise on Response to Intervention with school districts around the state. We're all flustered by Rtl. Michele is here to help answer our questions and feel more comfortable with the process. (This is one you can share with your team and your principal!)
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
Big Data and Advanced Analytics For Improving Teaching Practices In 2023 | Fu...Future Education Magazine
Here are 7 ways of big data and advanced analytics to improve teaching practices: 1. Data Sources in Education 2. The Role of Big Data in Education 3. Advanced Analytics in Education 4. Assessing Teaching Practices with Data 5. Enhancing Teaching Practices with Data
A presentation summarizing the work done by CEMCA for Department of Science and Technology to engage Community Radios for promoting Science for Women's Health and Nutrition
Skill Development in Science through Open and Distance Learning at NSOU, KolkataCEMCA
Presentation by Dr Ramesh Sharma, titled, “Skill Development in Science through Open and Distance Learning” at Netaji Subhas Open University, Kolkata, India
A presentation by Dr. Sanjaya Mishra ,Education Specialist, eLearning, COL,Canada and Principal Investigator, ROER4D Project at the Workshop on OER for Development supported by IDRC, Canada
Presented by Dr. Sanjaya Mishra , Education Specialist, eLearning, COL and Principal Investigator, ROER4D Project at the Workshop on OER for Development supported by IDRC, Canada
Presented by Dr. Sanjaya Mishra , Education Specialist, eLearning, COL and Principal Investigator, ROER4D Project at the Workshop on OER for Development supported by IDRC, Canada
Searching and Creating Open Educational ResourcesCEMCA
Searching and Creating Open Educational Resources: Presentation by Dr Sanjaya Mishra during the Workshop on OER for Librarians held at NIFT, New Delhi on 26 November 2014
ICT Leadership in Higher Education: Selected ReadingsCEMCA
Compilation of papers delivered at the three events on ICT Leadership in Higher Education held at Hyderabad (2013), Kandy (June 2014), and Dhaka (December 2014), edited by Sanjaya Mishra
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Chapter 3 - Islamic Banking Products and Services.pptx
CEMCA EdTech Notes: Learning Analytics for Open and Distance Education
1. 1CEMCA EdTech Notes
A topical start-up guide series on emerging topics on Educational Media and Technology
2. 2 CEMCA EdTech Notes
IntroductionIntroduction
L
earning analytics make use of large datasets in
order to improve learning and the
environments in which it takes place. Students
and educators can use these analytics to review
work that has been done in the past, to support
current study and to access recommendations for
future activities. In the context of open and distance
education, analytics are able to draw on
information about online learning activity in order
to support teachers and to help guide learners.
Many of the major learning management systems
(LMSs) used to support education worldwide
currently have basic-level learning analytics built
into them, and new tools are currently under
development that will expand the use of analytics
within open and distance education.
Context
The recent development of learning analytics is
associated with several factors (Ferguson, 2012).
The first of these is the increasing availability of
‘big data’ – datasets so complex that they require
new approaches to management and analysis.
Within education, particularly within online
distance learning, Learning Management Systems
(LMSs) collect and store enormous amounts of
administrative, systems, personal and academic
information. Institutions running these systems
have an interest in finding ways of extracting value
from their big sets of learning-related data.
At the same time, access to devices with Internet
access has grown and there has been an
increase in the take-up of online learning.
This offers many benefits for learners and
extends the availability of expertise and
resources, but also poses challenges.
Teachers who lack the visual cues that
are available in a face-to-face
classroom may struggle to recognise
when online students need more
challenge, when they are confused,
overwhelmed or failing to engage.
Learners, particularly those working
alone with open educational
resources, can find themselves adrift
in a sea of information. Both learners
and teachers need tools that can help
them to optimise opportunities for
learning.
In the wider context, educational institutions
and regions are increasingly seeking to measure,
compare and improve educational performance.
Governments and local administrative bodies are
looking for ways of identifying best practice in order
to optimise learning and educational results at
national and international levels.
There is therefore a demand at national level, at
local level and at the individual level of students
and teachers for analytics that can not only make
sense of the increasing amount of educational data
but can also use it to support learning and teaching.
Learning Analytics
These various interest groups have made different
demands on the big educational datasets that are
now available. This has resulted in the development
of several related areas, with overlapping interests
and similar concerns. Broadly speaking, Educational
Data Mining focuses on managing and making sense
of data, while Academic Analytics deal with
institutional and national priorities such as
retention and success rates.
Learning Analytics are defined by the Society for
Learning Analytics Research (SoLAR) as ‘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’. A key element of
analytics is that they are not primarily concerned
with reporting activity or with theoretical insights.
Instead, they focus on the provision of ‘actionable
intelligence’ that can provoke or encourage
practical action. In an educational setting, analytics
allow learners and educators ‘to increase the degree
to which our choices are based on evidence rather
than myth, prejudice or anecdote’ (Cooper, 2012).
A review of key learning analytics tools (Dyckhoff,
Lukarov, Muslim, Chatti, & Schroeder, 2013) has
Teachers who lack
the visual cues that
are available in a
face-to-face
classroom may
struggle to recognise
when online students
need more challenge,
when they are
confused,
overwhelmed or
failing to engage
3. 3CEMCA EdTech Notes
Learning Analytics in
Use
The range of available learning analytics tools and
approaches is constantly expanding. Here, three
examples are used to give a flavour of how learning
analytics are currently being used. For a more
detailed overview of the field, see the freely available
report on analytics and infrastructure produced by
JISC CETIS (Kraan & Sherlock, 2013).
Course Signals at Purdue University
The Signals project, developed over a decade at
Purdue University, applies statistical tests to large
highlighted ways in which they can be used by
educators and learners:
Educators can use learning analytics to
• monitor the learning process
• explore student data
• identify problems
• discover patterns
• find early indicators for success, poor
marks or drop-out
• assess usefulness of learning materials
• increase awareness, reflect and self reflect
• increase understanding of learning
environments
• intervene, supervise, advise and assist, and
• improve teaching, resources and the
environment.
Learners can use learning analytics to
• monitor their own activities, interactions
and learning process
• compare their activity with that of others
• increase awareness, reflect and self reflect
• improve discussion participation,
learning behaviour and performance
• become better learners, and
• learn.
Figure 1: Course Signals in use at Purdue University, USA
A ‘traffic signal’
status display tells
students when things
appear to be going
well (green), when
the system has
detected some cause
for concern (amber)
and when they have
been classified as at
high risk (red)
datasets in order to predict, while courses are
in progress, which students are in danger of
falling behind. A ‘traffic signal’ status
display tells students when things appear
to be going well (green), when the system
has detected some cause for concern
(amber) and when they have been
classified as at high risk (red). The
signal colour is associated with advice
on action that the students can take to
get back on track. The university reports
improved retention levels when Course
Signals is used. Students in experimental
groups seek help earlier than those in a
control group, the percentage of students
awarded A and B grades rises, and the
percentage awarded D and F grades falls (Pistilli
& Arnold, 2012).
Social Networks Adapting
Pedagogical Practice
A challenge within distance learning is to monitor
and support activity within online discussion
forums. The freely available SNAPP
tool was developed to enable
educators to visualise the development
of relationships within these
environments. SNAPP makes it clear
4. 4 CEMCA EdTech Notes
Mini Case
Dr Patel teaches Arts 101, an online course at a large
Canadian university. Arts 101 has been designed to be a
collaborative course, with the 200 students guided by tutors
as they engage in discussion and build a shared
understanding of course material. However, feedback from
previous years suggests that some students struggle to engage
in the discussion forums.
In a face-to-face setting it would be relatively simple to
identify and support students who are isolated and
unengaged. In the standard forum view, it is difficult to do this
without looking at the contributions of every student
individually.
Dr Patel installs the freely available SNAPP tool, developed for
use with standard learning management systems. This allows
her to visualise her forums as networks in which individuals
are represented as nodes, linked by lines representing the
connections they have made as they have responded to
discussions. This view shows potential problems, allowing her
to take action to support learning.
One group is in a characteristic ‘wagon wheel’ formation. At
the hub of this network is the teacher – her connections
radiate out in all directions, but the students are
not talking to anyone else. At the start of a
course, this is a typical formation, but by this
time students should be engaging in discussion with each
other. Changing behaviour here is easy, a prompt from the
tutor encourages students to engage more widely.
Some isolated nodes in the main group are of more concern.
These are students who have posted in the forum but have
received no replies, so they appear as individuals with no
connections. Clicking on these nodes provides a link to basic
data. Worryingly, many of these students are receiving low
grades, and are among those most in need of support. A
check with the course team reveals these students are asking
basic factual questions and tutors are leaving it to other
learners to respond. The problem is that other learners are
not responding. A two-pronged approach works here – the
tutors identify and work with the isolated students, and also
explain to all participants the advantages of answering
questions and addressing confusion.
Later in the course, the network has taken on a different
form, with two large groups that are not talking to each
other. Students focused on a history assignment are not
engaging with others who are focused on literature. This lack
of links means that the two groups are not sharing ideas and
information. Again, the SNAPP visualisation allows Dr Patel
to identify the problem and she is able to establish links
between the two groups.
when students have posted but received no reply, or
when cliques are forming and dominating a forum.
It shows when a teacher is taking the lead, when
groups are working together, or if a teacher is
working only with specific groups. Being able to see
these representations in real time, rather than when
the course has finished, makes it possible to take
action. Where appropriate, isolated students can be
supported and encouraged, groups reorganized, and
educator effort refocused (Bakharia & Dawson,
2011).
Figure 2: Interpreting a SNAPP network diagram of
student interactions
Figure 3: Comparison of threaded forum views and SNAPP visualisations
of forum activity
5. 5CEMCA EdTech Notes
Making Effective Use
of Learning Analytics
Tools are not the only key element of learning
analytics. They form part of a system in which
human decisions and actions are also of key
importance. Without attention to context, to people
and to learning design, learning analytics cannot
function effectively.
Context includes the problems that can arise when
a large-scale learning
analytics system
undertakes real-time
analysis of varied types of
data in order to produce
reports. Unless the system
is confined to an LMS,
data it employs are likely
to be generated from
systems that were not
designed with a view to
such integration and are
unlikely to offer data
consistency. In addition,
while using data from
different live operational systems, analytics must
not limit the operational effectiveness of any of
these systems. This may necessitate the
development of a data warehouse where data can be
brought together and processed without interfering
with activity on the live system.
In order to use a learning analytics system
effectively, people require support. Staff will need to
be able to select and interpret suitable metrics and
to engage in good quality dialogue about how and
why these are used. As learners and teachers are
likely to have limited experience of data
visualisation, this needs to be considered when
Identifying and
Supporting Students
‘At-Risk’ Students
In distance education it is sometimes difficult to
find and support students who are struggling on a
course. The JISC-funded RETAIN project at the UK
Open University uses online data to predict which
students are at risk of dropping out. The project
found that variability amongst learners makes it
difficult to build the profile of an average student.
Instead, the system looks for individuals who
change their patterns of activity. Online behaviour
of learners is usually consistent until they hit a
problem. At that point, they may reduce usage
because they are discouraged, or increase usage
because they are searching for a solution. Analysis
of their activity can be presented to tutors in a
dashboard, where it is possible to drill down for
more data, and to record action taken (Wolff &
Zdrahal, 2012).
Figure 4: Identifying at-risk students. RETAIN analytics based on
engagement, submission and grade for tutor-marked assessments (TMAs)
6. 6 CEMCA EdTech Notes
Challenges
Although the use of student data to help with the
achievement of desired learning outcomes is a
valuable activity, it raises problems in terms of
approaches to teaching and learning and in terms of
ethics and data management.
Analytics cannot be understood simply as
tools to support teaching and learning,
they carry with them assumptions about
how learning takes place and about
how it can be managed. In countries
such as the UK and Australia, the use
of analytics related to national
school tests has been associated
with state management of education
and with enhanced regulation of the
teaching and learning environment.
There is always a danger that
analytics will focus attention on the
achievement of a constrained set of
measurable criteria, and will distract
attention from other aspects of learning.
Educators need to consider and be aware of
the models of teaching and learning that
underpin any set of analytics, and the categories of
action and interaction prioritised by those models
(Griffiths, 2013).
They also need to be aware of ethical issues
associated with learning analytics. These include
consideration of how data will be collected and
stored, how it will be classified and managed, how
and when it will be anonymised, and how it will be
interpreted and presented. Educational institutions
are likely to need a comprehensive data governance
structure, drawn up with reference to local
legislation, to help them to deal with these issues
(Slade & Prinsloo, 2013). Procedures will be
required that will discourage people from providing
false data in order to game the system, and that will
help educators and students challenge findings if it
appears that analytic tools are producing biased
results or reinforcing stereotypes. In addition,
institutions should always set time aside to test
that every predictive model employed is capable of
generating useful and valid predictive insights in
the local context. Being aware of potential problems
and planning to reduce them and deal with them is
key to the successful use of learning analytics.
designing dashboards
and developing training
programmes. The
emotional elements of
assessment and feedback
must also be taken into
account, developing
effective strategies for
sharing data with
learners in ways that are
both supportive and
sensitive.
Learning design is the
process of putting in
place practices, activities,
resources and tools that
will allow learners to
achieve specified learning outcomes in a given
situation. This helps interpretation of the data that
learner environments
generate by linking the
activities of learners with
the outcomes they should
be working to achieve
(Lockyer, Heathcote, &
Dawson, 2013). It also
helps to move the analytic
focus away from
simplistic presentation of
data relating to click rates
and test results towards
learning and teaching
concerns – ‘Which
elements are my students
struggling with?’ ‘What
misconceptions have they
shown? ‘How can
analytics help us to achieve the desired learning
outcomes?’
Procedures will be
requiredthatwill
discourage people
from providing false
data in order to game
the system, and that
will help educators
and students
challenge findings if
it appears that
analytic tools are
producingbiased
results or reinforcing
stereotypes
7. 7CEMCA EdTech Notes
Finding Out More
The Society for Learning Analytics Research (SoLAR)
organises both national and international
conferences, including the annual Learning
Analytics and Knowledge conference (LAK);
publishes the Journal of Learning Analytics; and
runs an online doctoral school (SoLAR Storm) for
students around the world.
http://www.solaresearch.org/
The CETIS Analytics Series of reports, available free
of charge online, explores key issues around the
strategic advantages and insights that analytics
bring to the education sector.
http://publications.cetis.ac.uk/c/analytics
The Educause Library brings together analytics
reports and case studies
http://www.educause.edu/library/learning-
analytics
The Future
To date, a major focus of learning analytics has
been on their use in LMSs, where large amounts of
student data are readily available. This has proved
fruitful in universities running such systems, in
countries where regular and reliable Internet access
is easily available to students. In countries where
these conditions are not met, learning analytics are
more difficult to implement (Faridhan, 2012).
New developments in learning analytics are
reported in the proceedings of the annual
international Learning Analytics and Knowledge
conference organised by SoLAR. Work is currently in
progress to develop analytics that can be used on
massive open online courses (MOOCs). This form of
open learning has recently seen huge international
engagement, and is capable of providing structured
resources and discussion to tens of thousands of
learners on a single course. MOOC analytics offer
the potential of providing support and
recommendations to learners who do not have
access to a local educational institution or who
only have intermittent Internet access.
Other innovations currently under development are
recommender systems and evidence hubs that will
help learners to search online educational
resources quickly and effectively. Data from
handheld devices is being used to underpin apps
that can support learning and can offer suggestions
Summary
Learning analytics make use of ‘big
data’ in order to understand and
develop both learning and the
contexts in which it takes place.
They focus on ‘actionable
intelligence’ _ information,
recommendations and prompts that
can be used to increase student
engagement and learning. This is a
relatively new field, but it draws on
extensive work in related areas. As a
result, tools and methods are already
available that can support both learners and
educators. The majority of current tools are
best suited to students and teachers with
reliable access to an online LMS. Tools
currently under development will provide more
support for learners in other contexts,
including those engaged in open education,
those with limited access to online
environments and those learning with the help
of mobile phones.
and prompts via mobile phones. On every continent,
researchers and educators are working to develop
analytics that are sensitive to local needs and
context.
Other innovations
currentlyunder
development are
recommender systems
and evidence hubs
that will help learners
to search online
educational resources
quicklyand
effectively