This document outlines a proposed framework for evaluating the Creative Skillset Tick, which certifies creative courses in the UK. The framework would use multiple data sources to assess the Tick's impact over five years in key areas like employability, career outcomes, and awareness among students, employers, and other stakeholders. It proposes analyzing both quantitative data like surveys and enrollment statistics as well as qualitative research through studies and panels. By telling the story of the Tick's value through mixed methods evidence, the framework aims to make the case for its benefits to different audiences like government, educators, students, and employers.
Trudy Turner from the University of Kent, shared the university's 'Digital Roadmap' with colleagues at the Talis Aspire Open Day in Bristol, November 2012.
'Why Talis Aspire is on Our Roadmap'
Come hear how one school has used a schoolwide data management system to track
and grow student success and create a rigorous learning environment. Participants will
be able to see how key elements of personalization—limited size, teacher teamwork,
ConnectEDU tools, rigor and career, and college and civic preparation—come together to
provide the structure needed for success in this New York-based AOF program.
Aligning Learning Analytics with Classroom Practices & NeedsSimon Knight
The Learning Analytics Research Network (LEARN) invites you to join us for a talk about the exciting ways in which the University of Technology Sydney is using participatory design to augment existing classroom practices with learning analytics. Simon Knight, a LEARN Visiting Scholar from the University of Technology Sydney, will introduce a variety of projects, including their work developing analytics to support student writing.
Come meet others at NYU interested in learning analytics while learning from the examples of leading work in Australia. A light lunch will be served and the talk will be followed by a short Q&A. RSVP is required.
About Simon Knight
Simon Knight is a lecturer at the University of Technology Sydney in the Faculty of Transdisciplinary Innovation. His research investigates how people find and evaluate evidence, particularly in the context of learning and educator practices. Dr Knight received his Bachelor’s degree in Philosophy and Psychology from the University of Leeds before completing a teacher education program and Philosophy of Education MA at the UCL Institute of Education. Following teaching high school social sciences, Dr Knight completed an MPhil in Educational Research Methods at Cambridge, and PhD in Learning Analytics at the UK Open University.
About Simon’s Talk
How do we make use of data about our students to support their learning, and where does learning analytics fit into that? Educators are increasingly asked to work with data and technologies such as learning analytics to support and provide evidence of student learning. However, what learning analytics developers should design for, and how educators will implement analytics, is unclear. Learning analytics risks the same levels of low uptake and implementation as many other educational technologies if they do not align with educator practice and needs. How then do we tackle this gap, to support and develop technologies that are implemented in practice, for impact on learning?
At the University of Technology Sydney, we have taken a participatory design based approach to designing and implementing learning analytics in practice, and understanding their impact. In our work we have identified existing practices with which learning analytics may be aligned to augment them. This talk introduces some of these projects, particularly drawing on our work in developing analytics to support student writing (writing analytics), giving examples of how analytics were aligned with existing pedagogic practices to support learning. Through this augmentation, supported by design-based approaches, we argue we can develop research and practice in tandem.
Learning analytics are more than measurementDragan Gasevic
Slides used for the keynote
Learning analytics are more than measurement
at
Policies for Educational Data Mining and Learning Analytics Briefing
organized by http://www.laceproject.eu/
About the VISCED Poject:
The VISCED project carried out an inventory of innovative ICT-enhanced learning initiatives and major ‘e-mature’ secondary and post-secondary education providers for the 14-21 age group in Europe. This entailed a systematic review at international and national levels including a study into operational examples of fully virtual schools and colleges. The outputs of this work have been analysed and compared to identify relevant parameters and success factors for classifying and comparing these initiatives.
See http://www.virtualschoolsandcolleges.info/
Next Generation Learning Conference 2012
21-23 February 2012
Dalarna University, Sweden
This conference organised by KTH Royal Institute of Technology was a Nordic event on the implications for learning and education of the digital revolution. It was aimed at development and research projects in both educational and professional settings.
http://www.du.se/en/NGL/Next-Generation-Learning-Conference-2012/
http://www.virtualschoolsandcolleges.info/news/next-generation-learning-conference-2012-sweden
A joint presentation entitled “International benchmarking. The first dual mode distance learning benchmarking club” was given by Ebba Ossiannilsson from Lund University on behalf of a team of researchers that included Paul Bacsich from Sero. It includes a significant number of references to VISCED and helped to consolidate the NORDIC input to VISCED .
ePortfolios for Employability: Promoting Career Learning through Business Engagement - presentation at ALT-C 2012, Wedneday 12th September @ 9am - Paper 40
DATA MINING FOR STUDENTS’ EMPLOYABILITY PREDICTIONCSEIJJournal
This study has been undertaken to predict the student employability.Assessing student employability
provides a method of integrating student abilities and employer business requirements, which is becoming
an increasingly important concern for academic institutions. Improving student evaluation techniques for
employability can help students to have a better understanding of business organizations and find the right
one for them. The data for the training classification models is gathered through a survey in which students
are asked to fill out a questionnaire in which they may indicate their abilities and academic achievement.
This information may be used to determine their competency in a variety of skill categories, including soft
skills, problem-solving skills and technical abilities and so on.The goal of this research is to use data
mining to predict student employability by considering different factors such as skills that the students have
gained during their diploma level and time duration with respect to the knowledge they have captured
when they expect the placement at the end of graduation. Further during this research most specific skills
with relevant to each job category also was identified. In this research for the prediction of the student
employability different data mining models such as such as KNN, Naive Bayer’s, and Decision Tree were
evaluated and out of that best model also was identified for this institute's student’s employability
prediction.So, in this research classification and association techniques were used and evaluated.
Confronting Reality with Big Data & Learning Analytics
We are experiencing an explosion in the quantity of data available online from archives and live streams. Learning Analytics is concerned with how educational research, and learning platform design, can make more effective use of such data (Long & Siemens, 2011). Improving outcomes through the analysis of data is of interest to researchers, administrators, systems architects, social media developers, educators and learners. Analytics are being held up by some as a way to confront, and tackle, the tough new realities of less money, less attention, and higher accountability for quality of learning.
Researchers and vendors are building reporting capabilities into tools that provide unprecedented levels of data on learners. This symposium will show what is possible, and what's coming soon. What objections could possibly be raised to such progress?
However, information infrastructure embodies and shapes worldviews: classification schemes are not only systematic ways to capture and preserve, but also to forget, by virtue of what remains invisible (Bowker & Star, 1999). Learning analytics and recommendation engines are designed with a particular conception of ‘success’, driving the patterns deemed to be evidence of progress, the interventions that are deemed appropriate, the data captured and the rules that fire in software.
This symposium will air some of the critical arguments around the limits of decontextualised data and automated analytics, which often appear reductionist in nature, failing to illuminate higher order learning. There are complex ethical issues around data fusion, and it is not clear to what extent learners are empowered, in contrast to being merely the objects of tracking technology. Educators may also find themselves at the receiving end of a new battery of institutional ‘performance indicators’ that do not reflect what they consider to be authentic learning and teaching.
This Symposium will provide the opportunity to hear a series of brief presentations introducing contrasting perspectives, before the debate is opened to all. Speakers from a cross-section of The Open University will describe how we are connecting datasets, analysing student data and prototyping next generation analytics. Complementing this, JISC will present a national capability perspective, with an update on the JISC CETIS ‘landscape analysis’ of the field, which will clarify potential benefits, issues to consider, and help institutions to assess their current capability and possible next steps.
Participants will catch up with developments in this fast moving field, through exposure to the possibilities of analytics, as well as issues to be alert to.
Trudy Turner from the University of Kent, shared the university's 'Digital Roadmap' with colleagues at the Talis Aspire Open Day in Bristol, November 2012.
'Why Talis Aspire is on Our Roadmap'
Come hear how one school has used a schoolwide data management system to track
and grow student success and create a rigorous learning environment. Participants will
be able to see how key elements of personalization—limited size, teacher teamwork,
ConnectEDU tools, rigor and career, and college and civic preparation—come together to
provide the structure needed for success in this New York-based AOF program.
Aligning Learning Analytics with Classroom Practices & NeedsSimon Knight
The Learning Analytics Research Network (LEARN) invites you to join us for a talk about the exciting ways in which the University of Technology Sydney is using participatory design to augment existing classroom practices with learning analytics. Simon Knight, a LEARN Visiting Scholar from the University of Technology Sydney, will introduce a variety of projects, including their work developing analytics to support student writing.
Come meet others at NYU interested in learning analytics while learning from the examples of leading work in Australia. A light lunch will be served and the talk will be followed by a short Q&A. RSVP is required.
About Simon Knight
Simon Knight is a lecturer at the University of Technology Sydney in the Faculty of Transdisciplinary Innovation. His research investigates how people find and evaluate evidence, particularly in the context of learning and educator practices. Dr Knight received his Bachelor’s degree in Philosophy and Psychology from the University of Leeds before completing a teacher education program and Philosophy of Education MA at the UCL Institute of Education. Following teaching high school social sciences, Dr Knight completed an MPhil in Educational Research Methods at Cambridge, and PhD in Learning Analytics at the UK Open University.
About Simon’s Talk
How do we make use of data about our students to support their learning, and where does learning analytics fit into that? Educators are increasingly asked to work with data and technologies such as learning analytics to support and provide evidence of student learning. However, what learning analytics developers should design for, and how educators will implement analytics, is unclear. Learning analytics risks the same levels of low uptake and implementation as many other educational technologies if they do not align with educator practice and needs. How then do we tackle this gap, to support and develop technologies that are implemented in practice, for impact on learning?
At the University of Technology Sydney, we have taken a participatory design based approach to designing and implementing learning analytics in practice, and understanding their impact. In our work we have identified existing practices with which learning analytics may be aligned to augment them. This talk introduces some of these projects, particularly drawing on our work in developing analytics to support student writing (writing analytics), giving examples of how analytics were aligned with existing pedagogic practices to support learning. Through this augmentation, supported by design-based approaches, we argue we can develop research and practice in tandem.
Learning analytics are more than measurementDragan Gasevic
Slides used for the keynote
Learning analytics are more than measurement
at
Policies for Educational Data Mining and Learning Analytics Briefing
organized by http://www.laceproject.eu/
About the VISCED Poject:
The VISCED project carried out an inventory of innovative ICT-enhanced learning initiatives and major ‘e-mature’ secondary and post-secondary education providers for the 14-21 age group in Europe. This entailed a systematic review at international and national levels including a study into operational examples of fully virtual schools and colleges. The outputs of this work have been analysed and compared to identify relevant parameters and success factors for classifying and comparing these initiatives.
See http://www.virtualschoolsandcolleges.info/
Next Generation Learning Conference 2012
21-23 February 2012
Dalarna University, Sweden
This conference organised by KTH Royal Institute of Technology was a Nordic event on the implications for learning and education of the digital revolution. It was aimed at development and research projects in both educational and professional settings.
http://www.du.se/en/NGL/Next-Generation-Learning-Conference-2012/
http://www.virtualschoolsandcolleges.info/news/next-generation-learning-conference-2012-sweden
A joint presentation entitled “International benchmarking. The first dual mode distance learning benchmarking club” was given by Ebba Ossiannilsson from Lund University on behalf of a team of researchers that included Paul Bacsich from Sero. It includes a significant number of references to VISCED and helped to consolidate the NORDIC input to VISCED .
ePortfolios for Employability: Promoting Career Learning through Business Engagement - presentation at ALT-C 2012, Wedneday 12th September @ 9am - Paper 40
DATA MINING FOR STUDENTS’ EMPLOYABILITY PREDICTIONCSEIJJournal
This study has been undertaken to predict the student employability.Assessing student employability
provides a method of integrating student abilities and employer business requirements, which is becoming
an increasingly important concern for academic institutions. Improving student evaluation techniques for
employability can help students to have a better understanding of business organizations and find the right
one for them. The data for the training classification models is gathered through a survey in which students
are asked to fill out a questionnaire in which they may indicate their abilities and academic achievement.
This information may be used to determine their competency in a variety of skill categories, including soft
skills, problem-solving skills and technical abilities and so on.The goal of this research is to use data
mining to predict student employability by considering different factors such as skills that the students have
gained during their diploma level and time duration with respect to the knowledge they have captured
when they expect the placement at the end of graduation. Further during this research most specific skills
with relevant to each job category also was identified. In this research for the prediction of the student
employability different data mining models such as such as KNN, Naive Bayer’s, and Decision Tree were
evaluated and out of that best model also was identified for this institute's student’s employability
prediction.So, in this research classification and association techniques were used and evaluated.
Confronting Reality with Big Data & Learning Analytics
We are experiencing an explosion in the quantity of data available online from archives and live streams. Learning Analytics is concerned with how educational research, and learning platform design, can make more effective use of such data (Long & Siemens, 2011). Improving outcomes through the analysis of data is of interest to researchers, administrators, systems architects, social media developers, educators and learners. Analytics are being held up by some as a way to confront, and tackle, the tough new realities of less money, less attention, and higher accountability for quality of learning.
Researchers and vendors are building reporting capabilities into tools that provide unprecedented levels of data on learners. This symposium will show what is possible, and what's coming soon. What objections could possibly be raised to such progress?
However, information infrastructure embodies and shapes worldviews: classification schemes are not only systematic ways to capture and preserve, but also to forget, by virtue of what remains invisible (Bowker & Star, 1999). Learning analytics and recommendation engines are designed with a particular conception of ‘success’, driving the patterns deemed to be evidence of progress, the interventions that are deemed appropriate, the data captured and the rules that fire in software.
This symposium will air some of the critical arguments around the limits of decontextualised data and automated analytics, which often appear reductionist in nature, failing to illuminate higher order learning. There are complex ethical issues around data fusion, and it is not clear to what extent learners are empowered, in contrast to being merely the objects of tracking technology. Educators may also find themselves at the receiving end of a new battery of institutional ‘performance indicators’ that do not reflect what they consider to be authentic learning and teaching.
This Symposium will provide the opportunity to hear a series of brief presentations introducing contrasting perspectives, before the debate is opened to all. Speakers from a cross-section of The Open University will describe how we are connecting datasets, analysing student data and prototyping next generation analytics. Complementing this, JISC will present a national capability perspective, with an update on the JISC CETIS ‘landscape analysis’ of the field, which will clarify potential benefits, issues to consider, and help institutions to assess their current capability and possible next steps.
Participants will catch up with developments in this fast moving field, through exposure to the possibilities of analytics, as well as issues to be alert to.
Similar to Creative Advance Industry Best Practice workshop - Dr Kion Ahadi (20)
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
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
3. What are the arguments for the Tick?
Providers Teachers, Students and Employers
Parents
“The fact the Tick appears on KIS “The Tick would make me look on
gives us a distinct advantage” “For students employability someone [potential employee] more
is the main driver, will this favourably, they would stand out
“It needs to maintain it’s quality, and course get me the job I from other applications”
have evidence to show this” want? Tick definitely meets
this criteria” “I know they would
“Recruitment is the key reason – it’s
a very difficult market” come with a defined
“Students are aware [they’re on a set of skills for what
Tick course], they feel they’re on an is an incredibly niche
improved course” sector [animation]”
“It’s [applying for the Tick]
is a lengthy and painstaking “Parents perhaps are more aware “I have noticed with a couple of
process but we do it than students, the Tick is a shorthand employers they defer to the Tick,
way of saying to parents, ‘this is a when faced with a mix of students,
because we know it will
quality course’”. but awareness needs to increase
help with applications” amongst employers”
4. Mapping Sources across the Customer
Journey
Data Sources
Prospects Creative
Creative Employment LFS
The Data
National Skillset Census ABI
Service
Student Workforce
Survey Unistats HESA DLHE
Unistats Survey
UCAS Creative Skillset Employer
Unistats National Student Survey Survey
Deciding Applying Making
on for Studying careers Employment
courses courses plans
University
Parents Teachers Careers
Influencers Departments
5. Full Framework of Evaluation
Sources
Creative Skillset Employer Survey
Creative Employment
Unistats UCAS Unistats Creative
Census
Skillset
Workforce Unistats
Survey HESA DLHE
Deciding Applying Making
on for Studying careers Employment
courses courses plans
Qualitative Studies of students, providers and employers
Tracking awareness
Use of Panels & consider development of panel of final year Tick
students
6. Timing
2013 2014 2015 2016 2017
YR 1 YR 2 YR 3 YR 4 YR 5
DLHE and UCAS data
analysis (annually) Analysis of DLHE 5
year trajectory if
Amend application Awareness Tracking published
form (tick box Studies
questions alongside
narrative)
Awareness Tracking
Studies
Investigate ideas If possible annual
around engaging with analysis of Unistats
Unistats / building data / panel
panel of final year development
Tick students Analysis of
Now awareness with employment census
employers has built, data, and workforce
Amend Workforce
amend employment and employer survey
and Employer Survey
census (results 2015 where published
if considered
if every 2 years)
appropriate
Qualitative research Qualitative research
programme – with programme – with
employers, students & employers, students &
Qualitative research
providers providers
programme – with
Student Quant Survey
employers, students &
Student Quant survey
providers
7. Structuring the argument
Communications
Context Telling the overarching story
- Using the evaluation data to create real meaning
to make the argument for
Tick to range of Solid Creative
RATIONAL EMOTIONAL
audiences: rational ideas to
evidence show the
- Government / Policy base for PERSONAL emotional
FACTS
- Providers value
benefits
STORIES value
benefits
- Teachers / Students / STATISTICS TESTIMONIALS
Parents
- Employers ROI WHAT IF …
- Utilise both qualitative
ECONOMICS CASE STUDIES
and quantitative data to
tell the story – case
studies, quotations etc. –
appropriate to the Powers a framework that can be tailored for particular
purposes
audience.