This presentation discusses the need to teach ethics as part of a learning analytics curriculum. It explores beliefs about data scientists, data analysis, and student data to understand different perspectives on ethics. The presentation considers whose ethics and values should be taught, and under what conditions teaching ethics could make a meaningful difference. It concludes that simply teaching a code of ethics may not be enough, and that holding people and systems accountable is also important.
This document provides an overview of webometrics and sentiment analysis techniques. It discusses using tools like Webometric Analyst to gather data from sites like YouTube, Twitter, and blogs. Sentiment analysis can study sentiment in YouTube comments and major media events on Twitter. Networks of YouTube video replies can reveal discussion patterns and demographic information. Large-scale YouTube analysis can discover usage patterns and behaviors.
Working with Social Media Data: Ethics & good practice around collecting, usi...Nicola Osborne
Slides from a workshop delivered for the University of Edinburgh Digital Scholarship programme, on 18th October 2017. For further information on the programme see: http://www.digital.cahss.ed.ac.uk/ or #DigScholEd. If you are interested in hosting a similar workshop, or adapting these slides please contact me: nicola.osborne@ed.ac.uk.
This presentation discusses the use of algorithmic decision-making in higher education. It explores the social perceptions of algorithms as both frightening and attractive. It also examines the potential benefits and ethical issues of using student data and algorithms to address issues like admissions, resource allocation, and improving student retention and success. Frameworks are presented for analyzing the human and technical roles in algorithmic systems as well as the dimensions of algorithmic surveillance like automation, visibility, and how data is used to structure students' experiences. The presentation calls for ensuring algorithmic systems are implemented transparently and accountably to serve student and social well-being.
The document discusses teaching data ethics in data science education. It provides context about the eScience Institute and a data science MOOC. It then presents a vignette on teaching data ethics using the example of an alcohol study conducted in Barrow, Alaska in 1979. The study had methodological and ethical issues in how it presented results to the community. The document concludes by discussing incorporating data ethics into all of the Institute's data science programs and initiatives like automated data curation and analyzing scientific literature visuals.
1) The document discusses issues around student vulnerability, agency, and learning analytics. It explores tensions between privacy, data collection and use, and student consent and control.
2) A framework is proposed for conceptualizing student vulnerability and agency, including the duty of reciprocal care between institutions and students and ensuring student participation and control over their data.
3) Allowing opt-in/opt-out choices for students is problematic as true informed consent is difficult, and students have less power and resources than institutions. Overall frameworks are needed to balance privacy, ethics, and student support in learning analytics.
Bill Howe discussed emerging topics in responsible data science for the next decade. He described how the field will focus more on what should be done with data rather than just what can be done. Specifically, he talked about incorporating societal constraints like fairness, transparency and ethics into algorithmic decision making. He provided examples of unfair outcomes from existing algorithms and discussed approaches to measure and achieve fairness. Finally, he discussed the need for reproducibility in science and potential techniques for more automatic scientific claim checking and deep data curation.
Data science remains a high-touch activity, especially in life, physical, and social sciences. Data management and manipulation tasks consume too much bandwidth: Specialized tools and technologies are difficult to use together, issues of scale persist despite the Cambrian explosion of big data systems, and public data sources (including the scientific literature itself) suffer curation and quality problems.
Together, these problems motivate a research agenda around “human-data interaction:” understanding and optimizing how people use and share quantitative information.
I’ll describe some of our ongoing work in this area at the University of Washington eScience Institute.
In the context of the Myria project, we're building a big data "polystore" system that can hide the idiosyncrasies of specialized systems behind a common interface without sacrificing performance. In scientific data curation, we are automatically correcting metadata errors in public data repositories with cooperative machine learning approaches. In the Viziometrics project, we are mining patterns of visual information in the scientific literature using machine vision, machine learning, and graph analytics. In the VizDeck and Voyager projects, we are developing automatic visualization recommendation techniques. In graph analytics, we are working on parallelizing best-of-breed graph clustering algorithms to handle multi-billion-edge graphs.
The common thread in these projects is the goal of democratizing data science techniques, especially in the sciences.
This presentation discusses the need to teach ethics as part of a learning analytics curriculum. It explores beliefs about data scientists, data analysis, and student data to understand different perspectives on ethics. The presentation considers whose ethics and values should be taught, and under what conditions teaching ethics could make a meaningful difference. It concludes that simply teaching a code of ethics may not be enough, and that holding people and systems accountable is also important.
This document provides an overview of webometrics and sentiment analysis techniques. It discusses using tools like Webometric Analyst to gather data from sites like YouTube, Twitter, and blogs. Sentiment analysis can study sentiment in YouTube comments and major media events on Twitter. Networks of YouTube video replies can reveal discussion patterns and demographic information. Large-scale YouTube analysis can discover usage patterns and behaviors.
Working with Social Media Data: Ethics & good practice around collecting, usi...Nicola Osborne
Slides from a workshop delivered for the University of Edinburgh Digital Scholarship programme, on 18th October 2017. For further information on the programme see: http://www.digital.cahss.ed.ac.uk/ or #DigScholEd. If you are interested in hosting a similar workshop, or adapting these slides please contact me: nicola.osborne@ed.ac.uk.
This presentation discusses the use of algorithmic decision-making in higher education. It explores the social perceptions of algorithms as both frightening and attractive. It also examines the potential benefits and ethical issues of using student data and algorithms to address issues like admissions, resource allocation, and improving student retention and success. Frameworks are presented for analyzing the human and technical roles in algorithmic systems as well as the dimensions of algorithmic surveillance like automation, visibility, and how data is used to structure students' experiences. The presentation calls for ensuring algorithmic systems are implemented transparently and accountably to serve student and social well-being.
The document discusses teaching data ethics in data science education. It provides context about the eScience Institute and a data science MOOC. It then presents a vignette on teaching data ethics using the example of an alcohol study conducted in Barrow, Alaska in 1979. The study had methodological and ethical issues in how it presented results to the community. The document concludes by discussing incorporating data ethics into all of the Institute's data science programs and initiatives like automated data curation and analyzing scientific literature visuals.
1) The document discusses issues around student vulnerability, agency, and learning analytics. It explores tensions between privacy, data collection and use, and student consent and control.
2) A framework is proposed for conceptualizing student vulnerability and agency, including the duty of reciprocal care between institutions and students and ensuring student participation and control over their data.
3) Allowing opt-in/opt-out choices for students is problematic as true informed consent is difficult, and students have less power and resources than institutions. Overall frameworks are needed to balance privacy, ethics, and student support in learning analytics.
Bill Howe discussed emerging topics in responsible data science for the next decade. He described how the field will focus more on what should be done with data rather than just what can be done. Specifically, he talked about incorporating societal constraints like fairness, transparency and ethics into algorithmic decision making. He provided examples of unfair outcomes from existing algorithms and discussed approaches to measure and achieve fairness. Finally, he discussed the need for reproducibility in science and potential techniques for more automatic scientific claim checking and deep data curation.
Data science remains a high-touch activity, especially in life, physical, and social sciences. Data management and manipulation tasks consume too much bandwidth: Specialized tools and technologies are difficult to use together, issues of scale persist despite the Cambrian explosion of big data systems, and public data sources (including the scientific literature itself) suffer curation and quality problems.
Together, these problems motivate a research agenda around “human-data interaction:” understanding and optimizing how people use and share quantitative information.
I’ll describe some of our ongoing work in this area at the University of Washington eScience Institute.
In the context of the Myria project, we're building a big data "polystore" system that can hide the idiosyncrasies of specialized systems behind a common interface without sacrificing performance. In scientific data curation, we are automatically correcting metadata errors in public data repositories with cooperative machine learning approaches. In the Viziometrics project, we are mining patterns of visual information in the scientific literature using machine vision, machine learning, and graph analytics. In the VizDeck and Voyager projects, we are developing automatic visualization recommendation techniques. In graph analytics, we are working on parallelizing best-of-breed graph clustering algorithms to handle multi-billion-edge graphs.
The common thread in these projects is the goal of democratizing data science techniques, especially in the sciences.
This document discusses challenges and opportunities for supporting guided discovery-based learning with informational learning management systems. It outlines different theoretical perspectives on curricular design from disciplines like learning sciences, educational psychology, and information science. It then discusses the Constructionism framework and Globaloria game design program as an intervention that aligns with perspectives favoring student-centered, active, self-directed learning starting with open-ended problems. Research on Globaloria indicates it increases student motivation and understanding of skills like collaboration and problem-solving. However, the document notes collaboration and information-seeking in Globaloria are under-structured, and more scaffolding could help support guided inquiry and knowledge building among students.
Global digital context
Social Media, a definition
Social Media policies?
Digital identity – the ‘research professional’
Social Media tools for academia?
Social Media – a new data source
Social Media in Research –
what considerations?
Citing Social Media sources
Value of Social Media?
This study examined college students' online research behaviors through a survey of 282 students. The survey asked about students' internet usage patterns, how they find study information online, and how they evaluate credibility of sources. The results showed that students primarily use search engines like Google to find information for studying due to convenience. They prefer using the library database for academic projects because they perceive the information to be more vetted. However, students value efficiency over credibility and expertise when conducting research. The study recommends improving information literacy training for students to help them better evaluate sources and use library databases.
ATPI Doctoral Dissertation Defense of Laura A. Pasquini
Department of Learning Technologies, College of Information
University of North Texas
June 12, 2014
Do Doctoral Students Use an Online Network for Mentoring?Alana James
This is the first 6 months findings from a professor trying to implement an online social network for doctoral students that she mentors in education and business.
Dr. Desmond D. Stubbs currently serves as the Georgia State Director for the Woodrow Wilson National Fellowship Foundation. He is responsible for program development, fellow support, and assessment to help develop and sustain the Woodrow Wilson Teaching Fellowship program at partner universities in Georgia. The Woodrow Wilson Foundation identifies and develops talented individuals for important fields and has supported over 22,000 fellows.
Dr. Stubbs has a PhD in Chemistry from Georgia Tech. He has over 15 years of experience managing STEM programs and developing partnerships between universities, national labs, and industry to strengthen STEM education and research. He currently leads several programs as the Georgia State Director for Woodrow Wilson and has previously served as the Co-Director for
Viewing universities as landscapes of scholarship, VIVO keynote, 2017-08-04jodischneider
The document discusses viewing universities as information landscapes and proposes representing scholarly fields, departments, and resources as geographic features within a multidimensional landscape. It suggests mapping the information landscape of a university could involve considering people, organizations, spaces, activities, resources, and ideas. The landscape would interconnect with increasingly broader landscapes and could be sliced into topical areas. The goal is to develop mapping conventions to help scholars identify relevant areas of scholarship.
Mining and Understanding Activities and Resources on the WebStefan Dietze
Research Seminar at KMRC Tübingen, Germany, on mining and understanding of Web acivities and resources through knowledge discovery and machine learning approaches.
Developing a multiple-document-processing performance assessment for epistem...Simon Knight
http://oro.open.ac.uk/41711/
The LAK15 theme “shifts the focus from data to impact”, noting the potential for Learning Analytics based on existing technologies to have scalable impact on learning for people of all ages. For such demand and potential in scalability to be met the challenges of addressing higher-order thinking skills should be addressed. This paper discuses one such approach – the creation of an analytic and task model to probe epistemic cognition in complex literacy tasks. The research uses existing technologies in novel ways to build a conceptually grounded model of trace-indicators for epistemic-commitments in information seeking behaviors. We argue that such an evidence centered approach is fundamental to realizing the potential of analytics, which should maintain a strong association with learning theory.
This document discusses student use of Wikipedia for academic research. It notes that today's students have grown up with the internet and see it as their primary source of information. While Wikipedia provides easily accessible information, instructors and information professionals are concerned about students' ability to evaluate sources critically. The document reviews literature on student information behavior, the concerns of instructors, Wikipedia as a source, and how students use Wikipedia. It finds that students often feel frustrated by academic databases and gravitate towards familiar sources like Wikipedia and Google.
Slides from Monday 30 July - Data in the Scholarly Communications Life Cycle Course which is part of the FORCE11 Scholarly Communications Institute.
Presenter - Natasha Simons
InfoFest Kent 2017: Your Digital Footprint and Managing an Appropriate Online...UKC Library and IT
Social media use can have a great impact on professionals, both positive and negative. Here are some strategies for using it wisely and making the most of the opportunities it offers.
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."
This document is a curriculum vitae for Xiaozhong Liu, an Assistant Professor at Indiana University Bloomington. It lists his professional qualifications including a Ph.D. from Syracuse University. It also outlines his appointments at Indiana University and past internships. Finally, it provides an extensive list of his published journal articles, conference publications, and conference posters focusing on information science and technology.
Can medical education take advantage of Learning Analytics techniques? How? Where? In this presentation a study is analyzed pinpointing three areas in which Medical Education needs to invest and all three are related to Learning Analytics.
This document defines learning analytics as an emerging field that uses sophisticated analytic tools to improve learning and education. It draws from fields like business intelligence, web analytics, academic analytics, and educational data mining. Learning analytics seeks to analyze large amounts of online educational data in real-time to improve student outcomes, identify at-risk students, and enable timely interventions. The goal is to better understand how to optimize learning interactions and support student needs using insights from extensive data on student engagement and performance.
The document proposes a multi-layer map model to improve self-directed learning through resource organization and community-based learning on the web. It describes difficulties in locating suitable resources and navigating large amounts of information. The model visualizes common learning behaviors like resource location, categorization, and sharing. It was developed into a system allowing learners to easily find resources, organize them into personal topic maps, and share with a community topic map merging all personal maps. A case study found learners could locate resources faster, organize more meaningfully, and collect community resources more easily.
Xiao Hu "Overview of the Space of Learning Analytics and Educational Data Min...CITE
This document provides an overview of the fields of learning analytics and educational data mining. It discusses the types of methods used in each field, including prediction, relationship mining, and discovery with models. Recent trends are noted, such as increased emphasis on constructs like motivation and engagement, and broader data sources. Challenges and opportunities are also presented, such as improving connections between fields and addressing issues around research ethics, privacy, and data management. Upcoming conferences and a MOOC on the topic are also announced. Questions from attendees are answered, focusing on friction between fields, collaboration opportunities, and handling research ethics and privacy concerns.
Conceptions of Participation in the Digital Age. A literature reviewFranco Rau
Foliensatz zu meinem Vortrag "Conceptions of Participation in the Digital Age. A literature review" auf der ECER 2014 in Porto (Tagungsthema: The Past, the Present and the Future of Educational Research)
Session Information
ERG SES G15, ICT and Education
Paper Session
Time:2014-09-02
09:00-10:30
Room:FPCEUP - 2 B
Chair:Paulo Nogueira
Sociology and anthropology briefings (C-SAP collections project)CSAPSubjectCentre
This literature review was written as part of the C-SAP (Higher Education Academy's Centre for Sociology, Anthropology and Politics) project "Discovering Collections of Social Science Open Educational Resources". The project ran from August 2010 - August 2011 as part of Phase 2 of the HEFCE-funded Open Educational Resources (OER) programme. The programme focused in particular on issues related to the discovery and use of OER by academics and was managed jointly by the Higher Education Academy [HEA] and Joint Information Systems Committee [JISC].
This document discusses challenges and opportunities for supporting guided discovery-based learning with informational learning management systems. It outlines different theoretical perspectives on curricular design from disciplines like learning sciences, educational psychology, and information science. It then discusses the Constructionism framework and Globaloria game design program as an intervention that aligns with perspectives favoring student-centered, active, self-directed learning starting with open-ended problems. Research on Globaloria indicates it increases student motivation and understanding of skills like collaboration and problem-solving. However, the document notes collaboration and information-seeking in Globaloria are under-structured, and more scaffolding could help support guided inquiry and knowledge building among students.
Global digital context
Social Media, a definition
Social Media policies?
Digital identity – the ‘research professional’
Social Media tools for academia?
Social Media – a new data source
Social Media in Research –
what considerations?
Citing Social Media sources
Value of Social Media?
This study examined college students' online research behaviors through a survey of 282 students. The survey asked about students' internet usage patterns, how they find study information online, and how they evaluate credibility of sources. The results showed that students primarily use search engines like Google to find information for studying due to convenience. They prefer using the library database for academic projects because they perceive the information to be more vetted. However, students value efficiency over credibility and expertise when conducting research. The study recommends improving information literacy training for students to help them better evaluate sources and use library databases.
ATPI Doctoral Dissertation Defense of Laura A. Pasquini
Department of Learning Technologies, College of Information
University of North Texas
June 12, 2014
Do Doctoral Students Use an Online Network for Mentoring?Alana James
This is the first 6 months findings from a professor trying to implement an online social network for doctoral students that she mentors in education and business.
Dr. Desmond D. Stubbs currently serves as the Georgia State Director for the Woodrow Wilson National Fellowship Foundation. He is responsible for program development, fellow support, and assessment to help develop and sustain the Woodrow Wilson Teaching Fellowship program at partner universities in Georgia. The Woodrow Wilson Foundation identifies and develops talented individuals for important fields and has supported over 22,000 fellows.
Dr. Stubbs has a PhD in Chemistry from Georgia Tech. He has over 15 years of experience managing STEM programs and developing partnerships between universities, national labs, and industry to strengthen STEM education and research. He currently leads several programs as the Georgia State Director for Woodrow Wilson and has previously served as the Co-Director for
Viewing universities as landscapes of scholarship, VIVO keynote, 2017-08-04jodischneider
The document discusses viewing universities as information landscapes and proposes representing scholarly fields, departments, and resources as geographic features within a multidimensional landscape. It suggests mapping the information landscape of a university could involve considering people, organizations, spaces, activities, resources, and ideas. The landscape would interconnect with increasingly broader landscapes and could be sliced into topical areas. The goal is to develop mapping conventions to help scholars identify relevant areas of scholarship.
Mining and Understanding Activities and Resources on the WebStefan Dietze
Research Seminar at KMRC Tübingen, Germany, on mining and understanding of Web acivities and resources through knowledge discovery and machine learning approaches.
Developing a multiple-document-processing performance assessment for epistem...Simon Knight
http://oro.open.ac.uk/41711/
The LAK15 theme “shifts the focus from data to impact”, noting the potential for Learning Analytics based on existing technologies to have scalable impact on learning for people of all ages. For such demand and potential in scalability to be met the challenges of addressing higher-order thinking skills should be addressed. This paper discuses one such approach – the creation of an analytic and task model to probe epistemic cognition in complex literacy tasks. The research uses existing technologies in novel ways to build a conceptually grounded model of trace-indicators for epistemic-commitments in information seeking behaviors. We argue that such an evidence centered approach is fundamental to realizing the potential of analytics, which should maintain a strong association with learning theory.
This document discusses student use of Wikipedia for academic research. It notes that today's students have grown up with the internet and see it as their primary source of information. While Wikipedia provides easily accessible information, instructors and information professionals are concerned about students' ability to evaluate sources critically. The document reviews literature on student information behavior, the concerns of instructors, Wikipedia as a source, and how students use Wikipedia. It finds that students often feel frustrated by academic databases and gravitate towards familiar sources like Wikipedia and Google.
Slides from Monday 30 July - Data in the Scholarly Communications Life Cycle Course which is part of the FORCE11 Scholarly Communications Institute.
Presenter - Natasha Simons
InfoFest Kent 2017: Your Digital Footprint and Managing an Appropriate Online...UKC Library and IT
Social media use can have a great impact on professionals, both positive and negative. Here are some strategies for using it wisely and making the most of the opportunities it offers.
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."
This document is a curriculum vitae for Xiaozhong Liu, an Assistant Professor at Indiana University Bloomington. It lists his professional qualifications including a Ph.D. from Syracuse University. It also outlines his appointments at Indiana University and past internships. Finally, it provides an extensive list of his published journal articles, conference publications, and conference posters focusing on information science and technology.
Can medical education take advantage of Learning Analytics techniques? How? Where? In this presentation a study is analyzed pinpointing three areas in which Medical Education needs to invest and all three are related to Learning Analytics.
This document defines learning analytics as an emerging field that uses sophisticated analytic tools to improve learning and education. It draws from fields like business intelligence, web analytics, academic analytics, and educational data mining. Learning analytics seeks to analyze large amounts of online educational data in real-time to improve student outcomes, identify at-risk students, and enable timely interventions. The goal is to better understand how to optimize learning interactions and support student needs using insights from extensive data on student engagement and performance.
The document proposes a multi-layer map model to improve self-directed learning through resource organization and community-based learning on the web. It describes difficulties in locating suitable resources and navigating large amounts of information. The model visualizes common learning behaviors like resource location, categorization, and sharing. It was developed into a system allowing learners to easily find resources, organize them into personal topic maps, and share with a community topic map merging all personal maps. A case study found learners could locate resources faster, organize more meaningfully, and collect community resources more easily.
Xiao Hu "Overview of the Space of Learning Analytics and Educational Data Min...CITE
This document provides an overview of the fields of learning analytics and educational data mining. It discusses the types of methods used in each field, including prediction, relationship mining, and discovery with models. Recent trends are noted, such as increased emphasis on constructs like motivation and engagement, and broader data sources. Challenges and opportunities are also presented, such as improving connections between fields and addressing issues around research ethics, privacy, and data management. Upcoming conferences and a MOOC on the topic are also announced. Questions from attendees are answered, focusing on friction between fields, collaboration opportunities, and handling research ethics and privacy concerns.
Conceptions of Participation in the Digital Age. A literature reviewFranco Rau
Foliensatz zu meinem Vortrag "Conceptions of Participation in the Digital Age. A literature review" auf der ECER 2014 in Porto (Tagungsthema: The Past, the Present and the Future of Educational Research)
Session Information
ERG SES G15, ICT and Education
Paper Session
Time:2014-09-02
09:00-10:30
Room:FPCEUP - 2 B
Chair:Paulo Nogueira
Sociology and anthropology briefings (C-SAP collections project)CSAPSubjectCentre
This literature review was written as part of the C-SAP (Higher Education Academy's Centre for Sociology, Anthropology and Politics) project "Discovering Collections of Social Science Open Educational Resources". The project ran from August 2010 - August 2011 as part of Phase 2 of the HEFCE-funded Open Educational Resources (OER) programme. The programme focused in particular on issues related to the discovery and use of OER by academics and was managed jointly by the Higher Education Academy [HEA] and Joint Information Systems Committee [JISC].
The field of learning analytics emerged in the early 2010s as researchers and practitioners sought to make use of the large amounts of digital trace data being produced by students in online and technology-enhanced learning environments. Early work in learning analytics focused on using basic LMS and student information system data to identify patterns between student behaviors and outcomes. However, critics argued this work was limited and did not address deeper learning challenges. By the mid-2010s, the field was establishing itself as a distinct "tribe" with its own conferences and journals, though it drew scholars from various disciplines and lacked a unified theoretical framework. Most recent reviews find the field is moving from predictive modeling toward a deeper understanding of the student experience but that evidence of impact on
This document discusses data-centric education and learning. It begins by outlining past and present technologies used in education. It then discusses how data-centric learning is enabled by devices that connect to the cloud and collect real-time student data. This data can provide adaptive instruction, feedback, and insights into learning processes. Examples are given of social network analysis and predictive analytics projects using large educational datasets. Finally, frameworks for designing data-driven learning environments and strategies to improve performance are presented. The conclusion emphasizes using data and analytics responsibly and strategically to improve education.
PhD proposal: Specialized heuristics for crowdsourcing website designdonellemckinley
The document discusses research on developing heuristics to support the design and evaluation of GLAM and academic crowdsourcing websites. It aims to address the lack of empirically-based guidance for these projects. The research will use Action Design Research methodology to iteratively develop a set of specialized heuristics. These heuristics will provide a tool to help meet project objectives of sufficient participation and high-quality contributions. The heuristics will also support crowdsourcing website design and evaluation practice.
Dutch Cooking with xAPI Recipes, The Good, the Bad, and the ConsistentHendrik Drachsler
This document discusses the use of experience API (xAPI) statements and metadata standards for learning analytics. It provides an example of an xAPI statement in JSON format and describes how xAPI works by sending statements about learning activities and experiences to a learning record store. It also summarizes the Dutch xAPI specification for learning activities (DSLA) which includes a registry and repository of xAPI statements to support interoperability. The document advocates for the adoption of xAPI and DSLA to facilitate learning analytics and data sharing across systems in the Netherlands.
Hybrid online learning: An introductionjessrushing
This document discusses the benefits and guidelines for implementing hybrid online learning in face-to-face classrooms. Hybrid learning combines online and in-person instruction, allowing students to access resources and knowledge beyond the classroom. Standards from the American Association of School Librarians and Common Core emphasize students' need to use technology as a learning tool. Research suggests hybrid models provide individualized learning while maintaining social support from classmates and teachers. The document provides tips for collaborative online learning and lists popular platforms to integrate online content and activities into face-to-face courses.
Hybrid online learning: An Introductionjessrushing
This document discusses the benefits and guidelines for implementing hybrid online learning in classrooms. Hybrid learning involves adding online delivery of content and instruction to traditional face-to-face teaching. It can provide students with greater flexibility, engagement, and access to knowledge beyond what is taught in the classroom. Standards from organizations like the American Association of School Librarians and Common Core emphasize skills like research, media literacy, and use of technology that hybrid learning supports. The document provides examples of online learning platforms and guidelines for creating collaborative online learning communities.
This document summarizes a systematic literature review of 40 empirical studies on learning analytics and educational data mining from 2008-2013. The review aimed to document applied research approaches, identify strengths and weaknesses, and suggest opportunities for future research. Four major directions of LA/EDM empirical research were identified: 1) predicting student performance, 2) understanding student behavior, 3) improving educational systems, and 4) developing analytic methods/tools. The results highlighted the added value of LA/EDM in improving learning and informed decision making, but also identified opportunities to explore new technologies and research questions.
The document is a research proposal examining the impact of social networking sites on the academic performance of adolescents. It includes an introduction outlining the research problem, literature review on relevant topics, research design using questionnaires and interviews of a sample of local adolescents, and a proposed presentation of findings and data analysis. The research aims to evaluate the negative impact of social media usage on academics, determine influencing factors for student participation, and identify measures to reduce time spent on social networking sites.
This document discusses social science approaches to e-research and categorizes them into four main categories based on their degree of pragmatic engagement and research orientation. It provides examples of projects that fall into each category, such as usability studies, agenda-neutral infrastructure development efforts, and critical analyses of e-research discourses and policies. The document also discusses potential impacts and synergies between different social science approaches and concludes that e-research projects can make previously implicit research processes more visible.
Data Mining for Education
Ryan S.J.d. Baker, Carnegie Mellon University, Pittsburgh, Pennsylvania, USA
rsbaker@cmu.edu
Article to appear as
Baker, R.S.J.d. (in press) Data Mining for Education. To appear in McGaw, B., Peterson, P.,
Baker, E. (Eds.) International Encyclopedia of Education (3rd edition). Oxford, UK: Elsevier.
This is a pre-print draft. Final article may involve minor changes and different formatting.
Social Media Use in Higher Education -- 2017 AU Graduate Research Conference ...Kelli Buckreus
The document summarizes a master's research project exploring the affordances and transformative dimensions of social media in higher education learning contexts. A systematic review of over 150 research studies on social media use in higher education identified three themes - emergent, administrative, and process - which describe how social media is used across formal and informal learning environments. A conceptual model is proposed that positions tools, users, and content as primary interacting actors within digitally connected environments, with fluid roles for users as learners, facilitators, or contributors.
This document provides an overview of learning analytics, including:
- A brief history of learning analytics and related fields from the 1920s to present day.
- Drivers for the increased focus on learning analytics like big data, personalized learning, and demands for educational institutions to demonstrate performance.
- A definition of learning analytics 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."
- Key dimensions that learning analytics research and practice focuses on, such as data sources and methods, connection to learning and teaching, purpose, stakeholder management, and ethics.
This document discusses three generations of online learning pedagogy: 1) behaviourist/cognitive, 2) social constructivist, and 3) connectivist. The first generation focuses on individual learning through direct instruction and is scalable but lacks social learning. The second generation emphasizes collaborative group learning and knowledge construction but has limitations in size and scalability. The third generation is based on connective knowledge and networked learning through linking to other people and resources on the internet. It focuses on students taking responsibility for their own learning but can be disruptive. Overall, the best approach to online learning combines pedagogies, technologies, and social structures to empower student exploration and lifelong learning.
This document summarizes an agenda for a workshop on integrating technology into the classroom. The workshop covers topics like 21st century skills, using technology to support higher-order thinking, project-based learning, using tools like Promethean boards and Google docs for collaboration. It discusses how digital natives learn differently and emphasizes engaging and authentic learning experiences using resources on the web.
Similar to A Research Synthesis of Social Media in Higher Education. Challenges and Limitations (20)
Lernen mit und über Wikibooks. Fallstudien zu Entwicklungspotenzialen einer i...Franco Rau
Anknüpfend an das Konzept der entwicklungsorientierten Bildungsforschung (Sesink und Reinmann 2015) untersuchte ich in meiner Dissertation Veränderungs- und Entwicklungspotenziale pädagogischer Praxis zur integrativen Medienbildung in den erziehungswissenschaftlichen Studienanteilen im Lehramtsstudium. Über die innovative Gestaltung von Lehr- und Lernsituationen mit sozialen Medien wurde erforscht, in- wiefern Studierende für eine Teilhabe an öffentlicher Wissensproduktion mit Wikis – im Sinne von partizipativen Medienkulturen (Biermann u.a., 2014) – sensibilisiert werden können. Dafür erfolgte in Anlehnung an Petko (2011) die Verknüpfung einer medienpädagogischen und mediendidaktischen Perspektive [...]
Vortrag im Rahmen der Tagung «Lernen mit und über Medien in einer digitalen Welt» an der PH Zürich. Mehr Informationen unter: https://zenodo.org/record/3413860#.XY21ApMzb-Y
Digitale Medien sind wie Pilze - JMFH2018Franco Rau
"Medienkompetenz wird heutzutage als Voraussetzung für gesellschaftliche Teilhabe und Partizipation betrachtet. Um Lehramtsstudierende angemessen auf ihre zukünftige Aufgabe zur Vermittlung von Medienkompetenz in einer digitalen Welt vorzubereiten, bedarf es einer medienpädagogisch professionellen Lehrer*innenbildung. Die Berücksichtigung von Vorstellungen und Überzeugungen von Lehramtsstudierenden über Unterricht stellt eine bedeutende Voraussetzung für die Lehrer*innenbildung dar (z.B. Blömeke 2004, Gropengiesser 2004). Dazu gehören aus unserer Perspektive auch Vorstellungen über digitaler Medien. Wir gehen davon aus, dass die Erstellung von Metaphern eine geeignete Methode zur Erhebung dieser Vorstellungen und Überzeugungen darstellt und Anlässe zur Reflexion derselbigen eröffnen kann (Koc 2013, Marsch 2009, Saban et al. 2007). Im Fokus des Beitrages steht die Analyse studentischer Vorstellungen in Form von Metaphern zu digitalen/neuen Medien. Im Rahmen des Vortrages werden Muster studentischer Metaphern präsentiert. Diese Muster können als empirische Befunde zu Lernvoraussetzungen von Lehramtsstudierenden verstanden werden. Diskutiert wird u. a. die Frage, inwiefern die von Studierenden formulierten Metaphern Aspekte gesellschaftlicher Teilhabe zum Ausdruck bringen"
Vortrag auf der Tagung "Junges Forum für Medien und Hochschulentwicklung" 2018 in Kaiserslautern.
Write wikibooks!? Integrative Media Education #ECER2016Franco Rau
The aim of this talk is to outline the development of a design-based-research project. It is about investigating the potential of collaborative writing using Wikibooks to support media literacy and reflective professional thinking of teacher students. Wikibooks can be defined as “collaborative book authoring website“ as well as “a completely volunteer online collaborative community” (Wikibooks contributors). Therefore Wikibooks appear to be a characteristic example of social software respectively social media. [...] With regard to question, a preliminary finding might be that the two blended learning seminars could only support media literacy and reflective professional thinking for a few teacher students.
More information are available on: http://www.eera-ecer.de/ecer-programmes/conference/21/contribution/38777/
Praxisbericht und Konzeptskizze zur Erstellung ein Wikibooks mit StudierendeFranco Rau
Kurzbericht zur Präsentation erster Erfahrungen bei der Umsetzung des Projektes "Lehren, Lernen und Bildung metaphorisch verstehen? Ein kollaboratives Wikibookprojekt". Die Veranstaltung wurde unterstützt und gefördert im Rahmen des HSP-Projektes "Studentische E-Learning Tutoren" der E-Learning Arbeitsgruppe an der TU Darmstadt (http://www.e-learning.tu-darmstadt.de/dienstleistungen/foerderprogramme/stud_el_tutoren/index.de.jsp).
Weitere Informationen unter:
- http://www.medienbildung.tu-darmstadt.de/studium_und_lehre_medienbildung/projekt__metaphern_zum_lehren_und_lernen_/metaphern_wikibook.de.jsp
- http://blog.e-learning.tu-darmstadt.de/category/aus-der-lehrpraxis/
#Hands On - Internetportale für (angehende) Lehrer*innenFranco Rau
Folien zum Workshop "Internetportale für (angehende) Lehrer*innen" aus der Workshopreihe #HandsOn Digital Media an der TU Darmstadt vom 18.11.2015.
Mehr Infos auf:
www.edulog-darmstadt.de
www.medienbildung.tu-darmstadt.de
#Hands On - Lernen und Studieren mit Wikis, Wikipedia & Co.Franco Rau
Folien zum Workshop "Lernen und Studieren mit Wikis, Wikipedia & Co." aus der Workshopreihe "Hands On Digital Media" an der TU Darmstadt vom 21.10.2015.
Weitere Informationen auf:
- http://www.edulog-darmstadt.de
- http://www.medienbildung.tu-darmstadt.de
Digitale Kompetenz - Forum "Digitale Interaktive Didaktik"Franco Rau
Vortrag im Rahmen des Forums "Digitale Interaktive Didaktik" zum Thema "Digitale Kompetenz - Perspektiven, Begriffe und Herausforderungen"
18. Juni 2015, Frauenhofer-Institut für graphische Datenverarbeitung, Darmstadt
Social Media Guide - Workshop #kultur-bildet.deFranco Rau
Workshopfolien für den "Social Media Guide" im Rahmen des Workshops "Jetzt hört mir doch mal zu! Strategien für erfolgreiche Kommunikation und Präsentation im Kulturbereich“
Wann und Wo: 09:30 Uhr, am 20.Feb.2015 - Fachhochschule Potsdam (Friedrich-Ebert-Straße 4, 14467 Potsdam)
Weitere Infos unter:
(1) http://www.plattformkulturellebildung.de/veranstaltungen/ und
(2) http://kultur-bildet.de/sites/default/files/flyer_online_neu_0.pdf
Alles online? Überblick über die Onlinenutzung verschiedener Altersgruppen #k...Franco Rau
Vortragsfolien zum Inputvortrag im Rahmen des Workshop "Jetzt hört mir doch mal zu! Strategien für erfolgreiche Kommunikation und Präsentation im Kulturbereich“
Wann und Wo: 09:30 Uhr, am 20.Feb.2015 - Fachhochschule Potsdam (Friedrich-Ebert-Straße 4, 14467 Potsdam)
Weitere Infos unter:
(1) http://www.plattformkulturellebildung.de/veranstaltungen/ und
(2) http://kultur-bildet.de/sites/default/files/flyer_online_neu_0.pdf
Pädagogik. Informationen zum Studiengang der TU Darmstadt #hobit2015Franco Rau
Mehr Informationen zum Studiengang Pädagogik sowie zum Institut für Allgemeine Pädagogik und Berufspädagogik finden sich unter: http://www.abpaed.tu-darmstadt.de/institut_1/index.de.jsp
Slides zum Vortrag auf der #hobit2015 (http://hobit.de/) am 29.01.2015
Referent: M.A. Gaby Steinritz/ M.Ed Franco Rau
Der Vortrag bietet Information zum Bachelor-Studium Pädagogik. Welche Motivation sollten Studierende mitbringen? Wie ist das Studium organisiert? Welche Wahlpflichtfächer kann man zusätzlich zur Pädagogik wählen? In welchen Berufsfeldern arbeiten Pädagoginnen und Pädagogen?
Facebook in der Schule - Drei Perspekiven auf das schulische Handeln mit Sozi...Franco Rau
Vortrag auf der Wintertagung des Projektes "Mefobi@n" am Mittwoch, den 17. Dezember 2014
Mehr Infos auf http://mefobian.wordpress.com/
Präsentiert wurden u.a. erste Ergebnisse aus einer Pilotstudie des Projektes "Facebook in der Schule". Mehr Informationen unter: http://www.medienbildung.tu-darmstadt.de/projekte_medienbildung_1/facebookfreundschaften_zwischen_lehrerinnen_und_schuelerinnen/facebookfreundschaften.de.jsp
Vortrag (zusammen mit Bianca Wiese) auf der Tagung "LEHRER.BILDUNG.MEDIEN Herausforderungen für die Entwicklung von Schule" #LBM2014 am 01.10.2014 in Kaiserslautern.
Weitere Infos zur Veranstaltung auf http://www.uni-kl.de/lbm/
#Hands On - Twittern für PädagogInnen und EduPunksFranco Rau
Folien zum Workshop "Twittern für PädagogInnen und EduPunks" zusammen mit Tine Nowak aus der Workshopreihe #HandsOn Digital Media an der TU Darmstadt vom 19.08.2014. Das Thema des #EDchatDE (SummerSpecial) war "Willst du mein Freund sein? Pädagogische Professionalität in sozialen Netzwerken".
Mehr Infos auf:
- http://www.edulog-darmstadt.de
- http://www.medienbildung.tu-darmstadt.de
- http://edchatde.wordpress.com
#Hands On - Tools zur Literaturrecherche und -verwaltungFranco Rau
Folien zum Workshop "Tools zur Literaturrecherche und -verwaltung" zusammen mit Thomas Damberger aus der Workshopreihe #HandsOn Digital Media an der TU Darmstadt vom 23.07.2014.
Mehr Infos auf:
www.edulog-darmstadt.de
www.medienbildung.tu-darmstadt.de
MetaGaming. Zwischen reflexiven Momenten und Anlässen zur Reflexion in digit...Franco Rau
Workshop zum Thema: "MetaGaming. Zwischen reflexiven Momenten und Anlässen zur Reflexion in digitalen Spielen" am 15. Juli 2014 an der Universität zu Köln im Rahmen des INTERMEDIA Studiengangs (http://intermedia.uni-koeln.de/).
In Zusammenarbeit mit Prof. Dr. Sandra Assmann und Valentin Dander (Universität zu Köln).
 Zwischen #SELFIES und #EDchatDE. Neue (Bildungs-)Praktiken in einer digital...Franco Rau
Informations- und Kommunikationstechnologien entwickeln sich rasant: Facebook, Twitter, Instagram, WhatsApp, Snapchat, usw. Immer vielfältiger werden die Möglichkeiten das Netz zu nutzen und selbst mitzugestalten. Mit der Verbreitung von Smartphones und Tablets sowie dem mobilen Zugang zum Internet sind weitere Veränderungen zu erwarten. Im Rahmen des Vortrags werden aktuelle (Bildungs-)Praktiken im Umgang mit dem Internet beleuchtet und die damit verbundenen Herausforderungen in einer digital geprägten Kultur skizziert. Brüche und Kontinuitäten hinsichtlich spezifischer (Bildungs-)Praktiken – trotz wechselnder Medienformate – werden diskutiert und ein Blick in die Zukunft gewagt.
Vortrag auf der Fachtagung "Zukunft der Bibliotheken.
Gesellschaft im Wandel. Bibliotheken im Wandel" am 7. Juli 2014 im Haus auf der Alb, Bad Urach"
Landeszentrale für Politische Bildung Baden-Württemberg in Zusammenarbeit mit den Fachstellen für das öffentliche Bibliothekswesen bei den Regierungspräsidien Baden-Württemberg.
Partizipation mit digitalen Medien in der Hochschule - JFMH 14Franco Rau
Vortrag auf beim Jungen Forum für Medien und Hochschulentwicklung JFMH ’14 am 13.06.2014 in Dresden.
Weitere Infos zur Veranstaltung auf http://www.gmw-online.de/veranstaltungen/jfmh-14/
#Hands-On - 99 digitale „Tools“ für den Unterricht. Einsatz von digitalen We...Franco Rau
Folien zum Workshop "99 digitale „Tools“ für den Unterricht Einsatz von digitalen Werkzeugen in Schulfächern" aus der Workshopreihe #HandsOn Digital Media an der TU Darmstadt vom 23.04.2014.
Mehr Infos auf:
www.edulog-darmstadt.de
www.medienbildung.tu-darmstadt.de
#Hands-On - (Meta)Gaming - Lern- und Bildungsprozesse durch digitale Spiele?Franco Rau
Folien zum Workshop "(Meta)Gaming - Lern- und Bildungsprozesse durch digitale Spiele?" aus der Workshopreihe #HandsOn Digital Media an der TU Darmstadt vom 27.03.2014.
Mehr Infos auf:
www.edulog-darmstadt.de
www.medienbildung.tu-darmstadt.de
hobit 2014 - Vorstellung des Studiengangs "BA Pädagogik" der TU DarmstadtFranco Rau
Vortragsfolien zur Vorstellung des Studiengangs "BA Pädagogik" der TU Darmstadt bei 18. Hochschul- und Berufsinformationstagen (http://www.hobit.de) von Holger Bittlinger und Franco Rau.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
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.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
A Research Synthesis of Social Media in Higher Education. Challenges and Limitations
1. A
Research
Synthesis
of
Social
Media
in
Higher
Educa8on
Challenges
and
Limita8ons
Franco
Rau,
Faculty
of
Human
Sciences
Technische
Universität
Darmstadt,
Germany
ECER
2013,
ERG
SES
C
02:
ICT
in
EducaEon,
09.09.2013
2. “It
would
be
foolish
to
ignore
the
tremendous
opportuni8es
the
Social
Web
offers
to
educa8on.”
(Wheeler
2009,
p.
4)
3. “…
how
is
social
media
actually
being
used
beyond
the
world
of
academic
ed-‐
tech
conferences,
journals
and
discussions
forums?“
(Selwyn
2010,
p.
3)
4. “Before
stepping
into
the
piVall
of
discussing
the
educaEonal
potenEal
of
the
next
‘big
thing’
in
educaEonal
technology,
[…]
,it
is
necessary
to
thoroughly
and
rigorously
evaluate
and
assess
the
implementa8on
of
Web
2.0
tools
so
far.”
(GouseE
2010,
p.
354)
5. “Before
stepping
into
the
piVall
of
discussing
the
educaEonal
potenEal
of
the
next
‘big
thing’
in
educaEonal
technology,
[…]
,it
is
necessary
to
thoroughly
and
rigorously
evaluate
and
assess
the
implementa8on
of
Web
2.0
tools
so
far.”
(GouseE
2010,
p.
354)
Objective: carry out a
systematic review
Today: Focus on
methodical challenges
and limitations
6. Agenda
clarifying
the
objecEve
methods
and
limitaEons
preliminary
results
1
2
3
9. creaEng
a
clear
picture
...
...
of
the
actual
use
of
social
media
in
higher
educaEon
seZngs
focussing
on
aspects
of
interacEon
and
parEcipaEon
by
conducEng
a
systema8c
review.
10. „A
class
of
web
applica8ons
that
supports
group
interacta8ons,
especially
produc8ve
and
(semi-‐)public
interacta8ons.“
„social
media“
(Rau
2012,
p.
13)
11. „systemaEc
review“
(Cooper
&
Hedges
2009,
p.
6)
„[...]
primary
focus
and
goal:
research
synthesis
aKempt
to
integrate
empirical
research
for
the
purpose
of
crea8ng
generaliza8ons.“
12. „systemaEc
reviews“
„[...]
have
specific
characteris8cs:
an
explicit
study
protocol,
addressing
a
pre-‐
specified,
highly
focused
quesEon(s);
explicit
methods
for
searching
for
studies;
appraisal
of
studies
to
determine
their
scienEfic
quality;
and
explicit
methods
for
combining
the
findings“
(Dixon-‐Woods,
Booth
&
Sueon
2007,
p.
375-‐376)
13. “The
study
is
categorized
into
six
secEons:
[1]
Facebook
users;
[2]
reasons
people
use
Facebook;
[3]
harmful
effects
of
Facebook;
[4]
Facebook
as
an
educaEonal
environment;
[5]
Facebook‘
effect
on
culture,
language
and
educaEon;
and
[5]
the
relaEonship
between
Facebook
und
subject
variables.“
(Tess
2013,
p.
A60)
Example:
Aydin (2012): A review of research
on Facebook as an educational
environment
Educational Technology Research and Development
Volume 60, Issue 6 , 1093-1106
14. “The
study
is
categorized
into
six
secEons:
[1]
Facebook
users;
[2]
reasons
people
use
Facebook;
[3]
harmful
effects
of
Facebook;
[4]
Facebook
as
an
educaEonal
environment;
[5]
Facebook‘
effect
on
culture,
language
and
educaEon;
and
[6]
the
relaEonship
between
Facebook
und
subject
variables.“
(Aydin
2012,
p.
1093)
What‘s
missing?
16. key
characterisEcs/stages
searching
strategy
data
appraisal/assessment
data
analysis
A
B
C
Cooper
&
Hedges
(2009,
p.
9),
Dixon-‐Woods
et
al.
(2007,
p.
376-‐377),
Hannes
&
MacaiEs
(2012,
p.
403-‐405)
17. “A
review
of
literature
was
undertaken
in
September
and
October
of
2012.
I
system-‐
a8cally
searched
the
following
specialized
database
sources:
Web
of
Science,
EBSCOhost
and
ERIC.
AddiEonally
Google
Scholar
searches
were
performed.
Search
words
and
phrases
included
Facebook,
Higher
EducaEon,
Social
Media,
[…]”
(Tess
2013,
p.
A60)
searching
strategy
A
Example #A:
Tess (2013): The Role of social
media in higher education classes
(real and virtual) – A literature
review
Computers in Human Behavior, Volume 29, Issue 5, A60-A68
18. “A
review
of
literature
was
undertaken
in
September
and
October
of
2012.
I
system-‐
a8cally
searched
the
following
specialized
database
sources:
Web
of
Science,
EBSCOhost
and
ERIC.
AddiEonally
Google
Scholar
searches
were
performed.
Search
words
and
phrases
included
Facebook,
Higher
EducaEon,
Social
Media,
[…]”
(Tess
2013,
p.
A60)
transparent
strategy?
A
19.
reproducible
strategy?
Screenshot
-‐
hep://eric.ed.gov
(29.08.2013)
A
21. A
open
issues
How
much
research?
Which
databases
to
choose?
Screenshots
-‐
hep://eric.ed.gov,
hep://www.sciencedirect.com,
hep://www.apa.org/pubs/databases/psycinfo/index.aspx
(12.08.2013)
22.
my
approach
• Focus
on
relevant
journals
– relevant
scope
&
peer
reviewed
– at
least
>
10
ar8cles
that
match
the
following
search
criteria
• PublicaEon
date:
2008-‐2012
• Fulltextsearch
via
“Taylor
&
Francis
Online”
and
“ScienceDirect”
(with
the
aim
/
neccessity
to
limit
the
data
base)
• Use
a
combina8on
of
3
Keywords:
– “web”
AND
“learning”
AND
“higher
educaEon”
– “social”
AND
“learning”
AND
“higher
educaEon”
A
Screenshots
-‐
hep://www.tandfonline.com,
hep://www.sciencedirect.com
(12.08.2013)
23.
my
approach
• relevant
journals
– ScienceDirect:
16
journals
(out
of
54
journals
found
in
EducaEon,
Media
and
Technology,
EducaEonal
Psychology)
– Taylor
&
Francis:
38
journals
(out
of
235
journals
found
in
EducaEon)
• poten8ally
eligible
studies
(including
duplicates
between
keyword
combinaEons)
– “web”
AND
“learning”
AND
“higher
educaEon”
• ScienceDirect:
1396
ar8cles
(out
of
16
journals)
• Taylor
&
Francis:
872
ar8cles
(out
of
38
journals)
– “social”
AND
“learning”
AND
“higher
educaEon”
• ScienceDirect:
2352
ar8cles
(out
of
16
journals)
• Taylor
&
Francis:
3263
ar8cles
(out
of
38
journals)
A
Screenshots
-‐
hep://www.tandfonline.com,
hep://www.sciencedirect.com
(12.08.2013)
24.
“First,
they
must
be
experiment
in
design
including
two
groups
with
random
selecEon,
one-‐group
pretest
and
poseest,
or
two
groups
without
random
selecEon.”
(Hew
&
Cheung
2013,
p.
50)
data
appraisal/assessment
B
Example #B:
Hew & Cheung (2013): Use of Web
2.0 technologies in K-12 and
higher education: The search for
evidence-based practice
Educational Research Review, Volume 9, 47-64
25. “First,
they
must
be
experiment
in
design
including
two
groups
with
random
selecEon,
one-‐group
pretest
and
poseest,
or
two
groups
without
random
selecEon.”
(Hew
&
Cheung
2013,
p.
50)
inclusion
criteria
B
26. “First,
they
must
be
experiment
in
design
including
two
groups
with
random
selecEon,
one-‐group
pretest
and
poseest,
or
two
groups
without
random
selecEon.”
“[…]
studies
that
relied
on
student
self-‐report
data
such
as
student
quesEonnaire
survey
and
interview
were
excluded.”
(Hew
&
Cheung
2013,
p.
50)
excluding
qualitaEve
data?
B
27.
“First,
they
must
be
experiment
in
design
including
two
groups
with
random
selecEon,
one-‐group
pretest
and
poseest,
or
two
groups
without
random
selecEon.”
“[…]
studies
that
relied
on
student
self-‐report
data
such
as
student
quesEonnaire
survey
and
interview
were
excluded.”
(Hew
&
Cheung
2013,
p.
50)
open
issues
B
Which
inclusion
and
exclusion
criteria
to
choose?
How
to
judge
the
quality
of
a
publicaEon?
28.
my
approach
• reading
abstracts
(full-‐text
if
needed)
• inclusion
criteria:
– empirical
study
(case
study,
experimental,
etc.)
– study
focus
on
a
natural
seZng
in
higher
educaEon
– use
of
social
media
to
support
learning
• exclusion
criteria:
– online
course/distance
educaEon
B
Screenshots
-‐
hep://www.tandfonline.com,
hep://www.sciencedirect.com
(12.08.2013)
29.
my
approach
Screenshots
-‐
hep://www.tandfonline.com,
hep://www.sciencedirect.com
(12.08.2013)
• InteracEve
Learning
Environments:
– 9
ar8cles
(out
of
55)
• Studies
in
Higher
EducaEon
– 5
ar8cles
(out
of
54)
B
30. “The
basic
unit
of
analysis
was
each
individual
empirical
ar8cle.
Using
the
constant-‐compara8ve
method
espoused
by
Lincoln
and
Guba
(1985),
the
coding
scheme
was
not
predetermined
prior
to
our
analysis
but
emerged
inducEvely
from
the
data.
[…]
“
(Sim
&
Hew
2010,
p.
153)
data
analysis
C
Example #C:
Sim & Hew (2010): The use of
weblogs in higher education
settings: A review of empirical
research
Educational Research Review, Volume 5, Issue 2, 151-163
31. “The
basic
unit
of
analysis
was
each
individual
empirical
ar8cle.
Using
the
constant-‐compara8ve
method
espoused
by
Lincoln
and
Guba
(1985),
the
coding
scheme
was
not
predetermined
prior
to
our
analysis
but
emerged
inducEvely
from
the
data.
[…]
“
(Sim
&
Hew
2010,
p.
153)
basic
unit
of
analysis
C
34. • ...
using
social
media
for
peer
feedback
&
assessment
preliminary
codes
35. • ...
using
social
media
for
peer
feedback
&
assessment
– “To
foster
the
social
learning
culture,
we
also
asked
students
to
check
into
their
classmates’
blogs
to
see
what
other
people
have
wrieen.
[…]
students
are
encouraged
to
read
others’
posEngs
and
then
write
comments
to
some
of
those
posEngs.”
(Chang
and
Chang
2011,
p.
4)
– “InstrucEonal
acEvity:
The
class
acEvity
was
essenEally
comprised
of
one
student
(author)
providing
a
proposal
to
a
second
student
(peer
reviewer)
who
would
then
review
the
proposal
and
criEque
the
proposal
that
was
then
returned
back
to
the
author
to
review
the
criEque.”
(Mendenhall
&
Johnson
2010,
p.
268)
preliminary
codes
36. • ...
using
social
media
to
increase
the
transparency
of
students
workflow/collabora8on
preliminary
codes
37. • ...
using
social
media
to
increase
the
transparency
of
students
workflow/collabora8on
– In
addiEon,
the
facilitator
regularly
viewed
every
student’s
space
and
provided
feedback
on
student
work.
(Lu
and
Churchill
2012,
pp.
5)
– Content
evoluEon
Day
of
week
acEvity
in
by
...
WikiHaskell
(Palomo-‐Duarte
et
al.
2012,
pp.
10-‐12)
preliminary
codes
39. [1]
Aydin,
S.
(2012):
A
Review
of
Research
on
Facebook
as
an
EducaEonal
Environment.
Educa&onal
Technology
Research
and
Development.
60
(6):
1093–1106
[2]
Chang,
Y.J.
&
Chang,
Y.S.
(2011):
Assessing
peer
support
and
usability
of
blogging
in
hybrid
learning
environments.
Interac&ve
Learning
Environments;
hep://dx.doi.org/10.1080/10494820.2011.619889
[3]
Cooper,
H.
&
Hedges,
L.V.
(2009):
Research
Synthesis
as
a
ScienEfic
Process.
In:
Cooper,
Hedges
&
ValenEn
(eds.):
The
Handbook
of
Research
Synthesis
and
Meta-‐Analysis.
Russel
Sage
FoundaEon,
New
York,
3—18
[4]
Dixon-‐Woods,
M.
et
al.
(2007):
Synthesizing
qualitaEve
research:
a
review
of
published
reports.
Qualita&ve
Research
2007;
7;
hep://dx.doi.org/10.1177/1468794107078517
[5]
GouseE,
A.
(2010):
Web
2.0
and
educaEon:
not
just
another
case
of
hype,
hope
and
disappointment?
Learning,
Media
and
Technology
35(3):
351—356
[6]
Hannes,
K.
&
MacaiEs,
K.
(2012):
A
move
to
more
systemaEc
and
transparent
approaches
in
qualitaEve
evidence
synthesis:
update
on
a
review
of
published
papers.
Qualita&ve
Research
2012;
12;
hep://dx.doi.org/10.1177/1468794111432992
[7]
Hew,
K.F.
&
Cheung,
W.S.
(2013):
Use
of
Web
2.0
technologies
in
K-‐12
and
higher
educaEon:
The
search
for
evidence-‐based
pracEce.
Educa&onal
Research
Review;
9:
47–64;
hep://dx.doi.org/10.1016/j.edurev.2012.08.001
[8]
Lu,
J.
&
Churchill,
D.
(2012):
The
effect
of
social
interacEon
on
learning
engagement
in
a
social
networking
environment,
Interac&ve
Learning
Environments,
hep://dx.doi.org/10.1080/10494820.2012.680966
[9]
Mendenhall,
A
.
&
Johnson,
T.
E.
(2010):
Fostering
the
development
of
criEcal
thinking
skills,
and
reading
comprehension
of
undergraduates
using
a
Web
2.0
tool
coupled
with
a
learning
system,
Interac&ve
Learning
Environments,
18:3,
263—276;
hep://dx.doi.org/10.1080/10494820.2010.500537
[10]
Palomo-‐Duarte
et
al.
(2012):
Assessment
of
collaboraEve
learning
experiences
by
graphical
analysis
of
wiki
contribuEons,
Interac&ve
Learning
Environments,
hep://dx.doi.org/10.1080/10494820.2012.680969
[11]
Peled,
Y.
et
al.
(2012):
CharacterisaEon
of
pre-‐
service
teachers'
aZtude
to
feedback
in
a
wiki-‐environment
framework,
Interac&ve
Learning
Environments,
hep://dx.doi.org/10.1080/10494820.2012.731002
[12]
Wheeler,
S.
(2009).
Learning
Space
Mashups:
Combining
Web
2.0
Tools
to
Create
CollaboraEve
and
ReflecEve
Learning
Spaces.
Future
Internet,
1(1),
3-‐13.
[13]
Rau,
F.
(2012):
Social
Sonware
in
der
Hochschullehre.
KriEsche
Analyse
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Master
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urn:nbn:de:kobv:517-‐
opus-‐63145
[14]
Selwyn,
N.
(2010).
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educaEonal
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of
social
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–
a
criEcal
perspecEve.
Keynote
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2010;
hep://
www.scribd.com/doc/33693537/
The-‐educaEonal-‐significance-‐of-‐social-‐
media-‐a-‐criEcal-‐perspecEve
[15]
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J.W.S.
&
Hew,
K.F.
(2010):
The
use
of
weblogs
in
higher
educaEon
seZngs:
A
review
of
empirical
research.
Educa&onal
Research
Review,
5(2):
151—163;
hep://dx.doi.org/10.1016/j.edurev.2010.01.001
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Tess,
P.A.
(2013):
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Role
of
social
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in
higher
educaEon
classes
(real
and
virtual)
–
A
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