This document provides an overview of a presentation on disruptive technologies and shifting to "we-learning". It discusses the timeline of e-learning technologies from the 1980s to present day, emerging technologies like MOOCs and learning analytics, and different pedagogical approaches that can be used with technologies, including problem-based learning, inquiry learning, and situated learning. It also addresses issues around digital literacies, identity, and interaction in online spaces.
Understanding and supporting students' digital literaciesMartin Oliver
This session will introduce the work being undertaken by a JISC- funded study based at the Institute, which is exploring what digital literacies our students are using or need to develop. This work has followed a phased approach, starting with general data from the iGraduate survey, using this to inform a series of focus groups (with PGCE, Masters, Doctoral and Online MRes students), and to lay the groundwork for a longitudinal study with a dozen students. The findings to date have identified practical challenges facing students' use of technology in their studies, pointed to conceptual issues such as their developing sense of professional and scholarly identity, and allowed us to map the spaces and places that students use or create as they pursue their studies. The presentation will identify early implications and provide an overview of the remainder of the project's work. Participants will be invited to relate the project's work to their students' activities and inform the implementation phase that will conclude the project.
Understanding and supporting students' digital literaciesMartin Oliver
This session will introduce the work being undertaken by a JISC- funded study based at the Institute, which is exploring what digital literacies our students are using or need to develop. This work has followed a phased approach, starting with general data from the iGraduate survey, using this to inform a series of focus groups (with PGCE, Masters, Doctoral and Online MRes students), and to lay the groundwork for a longitudinal study with a dozen students. The findings to date have identified practical challenges facing students' use of technology in their studies, pointed to conceptual issues such as their developing sense of professional and scholarly identity, and allowed us to map the spaces and places that students use or create as they pursue their studies. The presentation will identify early implications and provide an overview of the remainder of the project's work. Participants will be invited to relate the project's work to their students' activities and inform the implementation phase that will conclude the project.
Spaces, places and technologies: can we know, value and shape policy to provi...Martin Oliver
Values can be espoused; they can be enacted; but they can also be represented in the way that structures and systems are created (Feenberg, 1999). Students’ engagement with Higher Education is shaped in important ways by the spaces in which they study, the resources they work with and the materials they produce, things that are widely overlooked in educational research (Fenwick, Edwards & Sawchuk, 2011). This lack of scrutiny limits our ability to understand the values of higher education, and how they vary not only by discipline but also setting – which is an issue, since technologies (including resources and designed spaces) are so much more durable than talk or action in the way that they shape society (Latour, 1999).
In this paper, we report on a research project that explored sociomaterial aspects of students’ experiences of learning. 12 students (3 each of PGCE students, Masters’ students, Doctoral students and Masters’ students studying at a distance) undertook multimodal journaling over a period of 9 months to document the ways in which they used resources, technologies and spaces to be ‘digitally literate’, in order to achieve success in their studies. In addition to generating images, videos and field notes, the students were each interviewed three or more times to generate accounts of their studies.
The analysis of this dataset showed how markedly different ‘success’ was, in terms of resources and practices, to different students. It demonstrated that the phrase, “the student experience”, is misleadingly singular: students’ experiences varied considerably. It also revealed where and when their learning was or was not valued. Examples of such situations will be provided, to show how the configuration of spaces, technologies and other resources affects students’ ability to succeed in their studies, and what individuals did to overcome these.
Finally, we will illustrate how these issues relate to institutional policy making, looking at an example of how evidence about student experience does (and does not) link through to institutional action.
Digital Humanities for Undergraduates, AAC&U 2012Rebecca Davis
Digital Humanities for Undergraduates
The digital humanities offer one avenue for exploring the future of liberal education by pursuing essential learning goals and high impact practices in a digital context. This panel of faculty, staff and students from the Tri-College Consortium (Bryn Mawr, Haverford and Swarthmore Colleges), Furman University, Hamilton College, and Wheaton College will share how students have used digital methodologies to engage in authentic, applied research and prepare to be citizens in a networked world.
Rebecca Frost Davis, Program Officer for the Humanities, NITLE
Kathryn Tomasek, Associate Professor of History, Wheaton College
Angel David Nieves, Associate Professor of Africana Studies, Hamilton College
Janet Simons, Associate Director of Instructional Technology, Hamilton College
Christopher Blackwell, Professor of Classics, Furman University
Laura McGrane, Associate Professor of English, Haverford College
Jennifer Rajchel, Digital Humanities Intern, Library, Bryn Mawr College
This session is presented by the National Institute for Technology in Liberal Education (NITLE)
session from AAC&U 2012 annual meeting
Using Second Life as a learning environmentSheila Webber
This was presented by Sheila Webber (Sheila Yoshikawa in Second Life) senior Lecturer in the Information School, University of Sheffield, at the IVIG conference in Prague, Czech Republic on 23rd September 2010. It responds to a number of questions about using Second Life and other digital environments for learning
E-learning and its prospects in Nigeria InstitutionsGodswll Egegwu
E-learning and its prospects in Nigeria Institutions is a seminar Topic Researched, Designed and Presented By:
Name: Egegwu Godswill
School: Science and Technology
Department: Computer Science
Institution: Nasarawa State Polytechnic, Lafia, Nasarawa
Mobile No: 08166643792
Email: egegwu.godswill@hotmail.com
José Bidarra from Universidade Aberta gave a presentation about Mobile Learning & New Trends as part of the online events by expert pool Institutional Support within EMPOWER.
Blended learning, itself, is a threshold concept: liminal, uncomfortable, uncertain and transforming
Each person and context is a hybrid: utterly unique
No cultural origin is privileged
Learning occurs in the gaps: the spaces between
Learning growth is non linear
People only partly inhabit any space and do so on their own terms
All learning spaces are co-created
Social, learning, and transactional space are blending physically and digitally
The spirit of the third space is “the teacher”
Any enclosure of space requires force, power or violence
Thanks to Steve Wheeler and Terry Anderson for some of the slides used in this short presentation. Originally this was put together to seed discussion amongst Education Studies students about the future of e-learning.
Keynote slides from Segundo Coloquio Nacional de Educación Media Superior a Distancia, in Mexico, 2011, discussing the dance and coevolution of technologies (including pedagogies) that has led to the emerging connectivist model of distance learning. The presentation looks beyond this to a holist model of distance learning that embodies collective and set entities as well as networks and groups.
Spaces, places and technologies: can we know, value and shape policy to provi...Martin Oliver
Values can be espoused; they can be enacted; but they can also be represented in the way that structures and systems are created (Feenberg, 1999). Students’ engagement with Higher Education is shaped in important ways by the spaces in which they study, the resources they work with and the materials they produce, things that are widely overlooked in educational research (Fenwick, Edwards & Sawchuk, 2011). This lack of scrutiny limits our ability to understand the values of higher education, and how they vary not only by discipline but also setting – which is an issue, since technologies (including resources and designed spaces) are so much more durable than talk or action in the way that they shape society (Latour, 1999).
In this paper, we report on a research project that explored sociomaterial aspects of students’ experiences of learning. 12 students (3 each of PGCE students, Masters’ students, Doctoral students and Masters’ students studying at a distance) undertook multimodal journaling over a period of 9 months to document the ways in which they used resources, technologies and spaces to be ‘digitally literate’, in order to achieve success in their studies. In addition to generating images, videos and field notes, the students were each interviewed three or more times to generate accounts of their studies.
The analysis of this dataset showed how markedly different ‘success’ was, in terms of resources and practices, to different students. It demonstrated that the phrase, “the student experience”, is misleadingly singular: students’ experiences varied considerably. It also revealed where and when their learning was or was not valued. Examples of such situations will be provided, to show how the configuration of spaces, technologies and other resources affects students’ ability to succeed in their studies, and what individuals did to overcome these.
Finally, we will illustrate how these issues relate to institutional policy making, looking at an example of how evidence about student experience does (and does not) link through to institutional action.
Digital Humanities for Undergraduates, AAC&U 2012Rebecca Davis
Digital Humanities for Undergraduates
The digital humanities offer one avenue for exploring the future of liberal education by pursuing essential learning goals and high impact practices in a digital context. This panel of faculty, staff and students from the Tri-College Consortium (Bryn Mawr, Haverford and Swarthmore Colleges), Furman University, Hamilton College, and Wheaton College will share how students have used digital methodologies to engage in authentic, applied research and prepare to be citizens in a networked world.
Rebecca Frost Davis, Program Officer for the Humanities, NITLE
Kathryn Tomasek, Associate Professor of History, Wheaton College
Angel David Nieves, Associate Professor of Africana Studies, Hamilton College
Janet Simons, Associate Director of Instructional Technology, Hamilton College
Christopher Blackwell, Professor of Classics, Furman University
Laura McGrane, Associate Professor of English, Haverford College
Jennifer Rajchel, Digital Humanities Intern, Library, Bryn Mawr College
This session is presented by the National Institute for Technology in Liberal Education (NITLE)
session from AAC&U 2012 annual meeting
Using Second Life as a learning environmentSheila Webber
This was presented by Sheila Webber (Sheila Yoshikawa in Second Life) senior Lecturer in the Information School, University of Sheffield, at the IVIG conference in Prague, Czech Republic on 23rd September 2010. It responds to a number of questions about using Second Life and other digital environments for learning
E-learning and its prospects in Nigeria InstitutionsGodswll Egegwu
E-learning and its prospects in Nigeria Institutions is a seminar Topic Researched, Designed and Presented By:
Name: Egegwu Godswill
School: Science and Technology
Department: Computer Science
Institution: Nasarawa State Polytechnic, Lafia, Nasarawa
Mobile No: 08166643792
Email: egegwu.godswill@hotmail.com
José Bidarra from Universidade Aberta gave a presentation about Mobile Learning & New Trends as part of the online events by expert pool Institutional Support within EMPOWER.
Blended learning, itself, is a threshold concept: liminal, uncomfortable, uncertain and transforming
Each person and context is a hybrid: utterly unique
No cultural origin is privileged
Learning occurs in the gaps: the spaces between
Learning growth is non linear
People only partly inhabit any space and do so on their own terms
All learning spaces are co-created
Social, learning, and transactional space are blending physically and digitally
The spirit of the third space is “the teacher”
Any enclosure of space requires force, power or violence
Thanks to Steve Wheeler and Terry Anderson for some of the slides used in this short presentation. Originally this was put together to seed discussion amongst Education Studies students about the future of e-learning.
Keynote slides from Segundo Coloquio Nacional de Educación Media Superior a Distancia, in Mexico, 2011, discussing the dance and coevolution of technologies (including pedagogies) that has led to the emerging connectivist model of distance learning. The presentation looks beyond this to a holist model of distance learning that embodies collective and set entities as well as networks and groups.
Grainne Conole and Terese Bird presented this in a webinar for Open Education Week 2014, on 14th March 2014. The webinar is an activity of the eMundus EU-funded project about virtual mobility and open educational partnerships.
navigating the future of education is given by Mike Sharples, formerly of the Learning Sciences Research Institute, University of Nottingham, and now at the Open University. Facilitated by Diane Brewster (Consultant).
Jisc conference 2011
In this keynote for Anglia Ruskin University's Digifest 2016 I introduced the idea that a convergence of emerging digital contexts is creating a tipping point in understanding the hybrid learning space. This changes the relationships we have with our students and signals at last that digital lifewide learning shifts the balance from a teaching or content-centred paradigm to learning paradigm.
The implications are staff and students need to learning the literacies of this connectivist learning environment.
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
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Embracing GenAI - A Strategic ImperativePeter 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.
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
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Unit 8 - Information and Communication Technology (Paper I).pdf
Conole icem plenary
1. Disruptive what?
Shifting to ‘we-learning’
Gráinne Conole, University of Leicester
2nd October 2013
63rd ICEM Conference
Singapore
National
Teaching
Fellow 2012 Ascilite fellow 2012EDEN fellow 2013
2. About me…
• Irish but living in England
• PhD in Chemistry
• Two girls (15 and 18)
• Professor of Learning
Innovation at the
University of Leicester
3. Institute of Learning Innovation
• Research
• Teaching
• Supervision
• Consultancy
• Visiting scholars
• Institutional advice
http://www.le.ac.uk/ili
4. Outline
• Disruptive technologies or
pedagogies?
• Why e-learning?
• E-learning timeline and back to
the future
• Emergent technologies
• Pick and mix
– Digital literacies and identity
– Pedagogical approaches
– OER and MOOCs
– Learning analytics
– Mobile learning
– Social media and open practices
8. Why e-learning?
• For learning
– Potential to support interaction, communication
and collaboration
– Developing digital literacy skills
– Promoting different pedagogical approaches
– Fostering creativity and innovation
– Connecting students beyond the formal course
• For life
– Preparing students for an uncertain future
– Improving employability opportunities
– Increased importance of technology in society
10. Back to the future…
http://gizmodo.com/16-classic-films-that-got-future-tech-right-1184346443
Back to the future:
Wearable technology
Total recall:
Self driving cars
Space odyssey 2001:
Skype
Minority report:
Touch interface
Space odyssey 2001:
Siri
11. A glimpse of the future…
• MOOCs
• Tablet computing
• Games and gamification
• Learning analytics
• 3D-printing
• Wearable technologies
http://tinyurl.com/horizon2013
22. SWIFT – Learning in virtual worlds
Features:
• Harnesses imagination
• Experiential learning
• Creates learning context
• Computer as personal tutor
Example applications:
• Practical subjects
• Language practice
• Abstract concepts
• Artistic creation
Paul Rudman
24. A
Constructivist
Building on prior
knowledge
Task-orientated
Situative
Learning through
social interaction
Learning in context
Connectivist
Learning in a
networked
environment
From E- to ‘We-pedagogy’ Mayes & De Freitas, 2004
Conole 2010
E-training
Drill & practice
Inquiry learning
Collective intelligence
Resource-based
Experiential,
Problem-based
Role play
Reflective &
dialogic learning,
Personalised
learning
Flashlets App Springpad App
Solve
Outbreak App
Social media
& MOOCs
Associative
Focus on individual
Learning through
association and
reinforcement
41. From E-Learning to M-Learning
• More than just mobile e-learning
– Anytime, anywhere for the learner (efficiency)
– Enables learning in special location (i.e. fieldwork)
• New affordances of mobile
– Small and compact
– Personal
– Capturing sound, video, image
– New tech i.e. augmented reality
– Wearable tech Peacekeeper student using
supplied iPad and course app –
Security, Conflict & International
Development Masters Distance
42. Other Leicester examples
One iPad per medical
undergraduate:
•Paperlessness,
Personalised
•Anywhere
•Medical references
and apps for clinical
settings
Masters of International Education:
•Personalised learning environment
•Accessibility
•iBooks Author to create iBook
43. Flexibility and mobility
Small, compact size
Readability
Easy on the eyes
Access from a single
device without internet
Portability Capacity
Long battery life
Continue reading, Bookmark
Photo by Kzeng on Flickr
Photo by Yummy Pancake on Flickr
44. Digital literacies: definition
• Set of social practices
and meaning making of
digital tools (Lankshear
and Knobel, 2008)
Socio-cultural view of
digital literacy
• Continuum from
instrumental skills to
productive competence
and efficiency
http://ftp.jrc.es/EURdoc/JRC67075_TN.pdf
47. Identity
• How you present yourself
online
• How you interact and
communicate with others
• Facets
– Reputation
– Impact
– Influence
– Productivity
– Openness
http://www.flickr.com/photos/easegill/8481750456/
49. Presence
• Presence (markchilds.wordpress.com)
– Mediated presence
• “being there”
• immersion
– Social presence
• projection of ourselves
• perception of others
– Copresence
• being somewhere with others
– Self presence
• or embodiment
http://www.flickr.com/photos/deadair/4250153736/
50. Interaction
• Moore’s (1989)
transactional distance:
– Learners and teachers
– Learners and learners
– Learners and content
• Hillman et al. (1994)
– Learners and interface
http://www.flickr.com/photos/easegill/8481750456/
51. Dangers of online interaction
http://e4innovation.com/?p=782
Online interaction and
communication is great
but there is a darker
more sinister side… here
is the story of my recent
experience
52. OER and MOOCs
• Over ten years of the Open
Educational Resource (OER)
movement
• Hundreds of OER repositories
worldwide
• Presence on iTunesU
• 2012 Times year of the MOOC
54. POERUP outputs
• An inventory of more than 300 OER initiatives
http://poerup.referata.com/wiki/Countries_with_OER_initiatives
• 11 country reports and 13 mini-reports
http://poerup.referata.com/wiki/Countries
• 7 in-depth case studies
• 3 EU-wide policy papers
55. The emergence of MOOCs
• CCK08
– Connectivist MOOC (cMOOC)
– Siemens, Downes and Cormier
– Evaluation (Fini, 2009)
– http://www.irrodl.org/index.php/irrodl/article/view/643/1402
• Emergence of large-scale xMOOCs
• UK-based FutureLearn
• What are MOOCs?
– http://www.youtube.com/watch?v=eW3gMGqcZQc
• List of MOOCs
– http://www.mooc-list.com/
• EFQUEL series of blogs
– http://mooc.efquel.org/
56. Massive Open Online Courses (MOOCs)
Free
Distributed global community
Social inclusion
High dropout rates
Learning income not learning outcome
Marketing exercise
http://alternative-educate.blogspot.co.uk/2012/12/audio-ascilite-2012-great-debate-moocs.html
JOLT, Vol. 9, No. 2, http://jolt.merlot.org
57. Dimension Characteristics
Context
Open Degree to which the MOOC is open
Massive How large theMOOC is
Diversity The diversity of the learners
Learning
Use of multimedia Extent of use of rich multimedia
Degree of communication Amount of communication incorporated
Degree of collaboration Amount of collaboration incorporated
Amount of reflection Ways in which reflection is encouraged
Learning pathway Degree to which the learning pathway is supported
Quality assurance Degree of quality assurance
Certification Mechanisms for accreditation
Formal learning Feed into formal learning offerings
Autonomy Degree of learner autonomy
A taxonomy of MOOCs
http://e4innovation.com/?p=727
58. The future…
• Challenging traditional
institutions
• New business models
emerging
• Need for appropriate
pedagogies
• Disaggregation of education
– High quality resources
– Learning pathways
– Support
– Accreditation
62. Open practices
• Digital scholarship
• Sharing and exchange of teaching ideas
• Beyond the classroom
• A distributed, global community
• Peer critique and support
• Challenging established paradigms
63. A personal perspective
• What are the most effective uses of mobile
and online technologies for education?
http://e4innovation.com/?p=788
64. Learning Analytics
Measurement, collection, analysis
and reporting of data about
learners and their contexts, for the
purposes of understanding and
optimising learning and the
environments in which it occurs
US Department of Education
72. Contribution
• As a tool to understand
learning behaviour
• To provide evidence to
support design of more
effective learning
environments
• To make effective use of
social and participatory
media
74. Assessment & feedback
• Importance of assessment and feedback
as part of the learning process
• Issues around markingand workload
• Open Mentor and Open Comment:
feedback through reflection and social
networking
• Coding of feedback comments and power
of Bale’s categories of group interaction
Whitelock
75. Enquiry and sensemaking
• New social networking spaces like
Cloudworks to support dialogue and
knowledge construction
• Cloudworks: object- rather than ego
centric, collective aggregation and
improvement, supporting collective
intelligence and distribution cognition
(Salomon, 1983)
• Disputational, cumulative and exploratory
talk
Ferguson
76. Discourse
• Cohere: structured discourse and
knowledge construction
• Discourse as an indicator of learning
• Language as social action
• Visualisation both as an analytic tool
and a means of supporting
sensemaking
Buckingham Shum
77. Putting it all together
• Combining different forms of data analytics
–VLE stats
–Library analytics
–Sitewide tracking
–Course analytics
• Powerful new analytics tools to understand
data and network connections
• Making sense of MOOCs
Hirst
78. Resources
• LAK conference site
– http://lakconference2013.wordpress.com/
• Special issue of ETS
– http://www.learninganalytics.net/
• Definitions
– http://learninganalytics.net/LearningAnalyticsDefinitionsPro
cessesPotential.pdf
• Siemens: presentation
– http://www.slideshare.net/gsiemens/learning-analytics-
educause
79. Conclusion
• Nature of learning, teaching
and research is changing
• Changing roles
• Technology Enhanced
Learning spaces
• It’s about
– Harnessing new media
– Adopting open practices
• New business models are
emerging
81. References
• Conole, G. (2010) Review of pedagogical frameworks and models
and their use in e-learning,
http://cloudworks.ac.uk/cloud/view/2982.
• Conole, G. and P. Alevizou (2010) Review of the use(s) of Web 2.0 in
Higher Education.
• Conole, G., M. Dyke, et al. (2004). "Mapping pedagogy and tools for
effective learning design." Computers and Education43(1-2): 17-33.
• Dewey, J. (1916). Experience and Nature. New York, Dover.
• Jarvis, P. (2004). Adult education and lifelong learning. London,
RoutledgeFalmer.
• Laurillard, D. (2002). Rethinking university teaching, Routledge %@
0415256798, 9780415256797.
• Secker, J.(2011), http://www.slideshare.net/seckerj/information-
literacy-e-learning-and-the-changing-role-of-the-librarian
• Learning Design workshop resources http://tinyurl.com/LD-
workshop
Editor's Notes
§
Horizon 2103
VW: 3D space; represented by avatarCreate any context in which to learnSimulation – real, imagined, impossibleDemo: SWIFT Genetics lab (experiential; computer as tutor)Demo: Language-learning in context / with nativesDemo: SWIFT XP3 (Abstract)Demo: Artistic (Castle)SL; OpenSim; HTML5