The document discusses learning analytics and the Jisc learning analytics service. It provides an overview of what learning analytics is, the goals of the Jisc service which include helping institutions get started with learning analytics and providing standard tools, and the components of the Jisc service including a code of practice, community resources, data collection and products like Data Explorer and Study Goal. It also discusses working with institutions, engagement activities, the on-boarding process, and engaging with solution providers.
Engaging Academics in Digital Discourse - Simon Thomson | Talis Insight Europ...Talis
This document discusses the increasing prevalence of digital technologies in society and education. It notes that digital is now the present, not just the future, as technologies like smartphones and social media have billions of users worldwide. However, successfully integrating digital tools into education requires focusing on human and organizational aspects rather than just technology. People experience different levels of confidence, capability and aspirations regarding digital. The document advocates engaging academics through discourse to understand individual needs and contextualizing digital strategies accordingly. It presents a framework for discussing how technology can enable, enhance, enrich and empower teaching and learning. Overall, the key message is that successful digital change depends more on people than the technology itself.
Jisc learning analytics service oct 2016Paul Bailey
This document summarizes Paul Bailey's presentation on Jisc's learning analytics service. It discusses what learning analytics is, how it can be used to improve student performance, teaching quality, and institutional strategy. The service will provide dashboards, a student app, and an alert system to help identify at-risk students. It will initially focus on student engagement and attainment data to improve retention and achievement. An on-boarding process and readiness assessment are also outlined to help institutions implement learning analytics. The goal is to launch the service in 2017 to measure its impact on key performance indicators.
Introduction to Learning Analytics - Framework and Implementation ConcernsTore Hoel
This document provides an introduction to learning analytics, including:
1. A definition of learning analytics as the measurement, collection, analysis and reporting of learner data to understand and optimize learning.
2. An overview of how learning analytics is used in universities, schools, and the workplace to predict student performance, track progress, and personalize instruction.
3. A framework model showing how data is transformed into analytics and insights to benefit learners, teachers, and institutions.
Co-developing bespoke, enterprise-scale analytics systems with teaching staffDanny Liu
Presentation at the NSW Learning Analytics Working Group meeting, 3 February 2016, at the University of Technology, Sydney. Covering projects from Macquarie University and the University of Sydney.
WCOL2019: Learning analytics for learning design or learning design for learn...Marko Teräs
Presentation at the 28th ICDE World Conference on Online Learning on the relationship between learning design and learning analytics. Part of a national-level learning analytics research and development project funded by the Finnish Ministry of Education and Culture.
The document discusses learning analytics and the Jisc learning analytics service. It provides an overview of what learning analytics is, the goals of the Jisc service which include helping institutions get started with learning analytics and providing standard tools, and the components of the Jisc service including a code of practice, community resources, data collection and products like Data Explorer and Study Goal. It also discusses working with institutions, engagement activities, the on-boarding process, and engaging with solution providers.
Engaging Academics in Digital Discourse - Simon Thomson | Talis Insight Europ...Talis
This document discusses the increasing prevalence of digital technologies in society and education. It notes that digital is now the present, not just the future, as technologies like smartphones and social media have billions of users worldwide. However, successfully integrating digital tools into education requires focusing on human and organizational aspects rather than just technology. People experience different levels of confidence, capability and aspirations regarding digital. The document advocates engaging academics through discourse to understand individual needs and contextualizing digital strategies accordingly. It presents a framework for discussing how technology can enable, enhance, enrich and empower teaching and learning. Overall, the key message is that successful digital change depends more on people than the technology itself.
Jisc learning analytics service oct 2016Paul Bailey
This document summarizes Paul Bailey's presentation on Jisc's learning analytics service. It discusses what learning analytics is, how it can be used to improve student performance, teaching quality, and institutional strategy. The service will provide dashboards, a student app, and an alert system to help identify at-risk students. It will initially focus on student engagement and attainment data to improve retention and achievement. An on-boarding process and readiness assessment are also outlined to help institutions implement learning analytics. The goal is to launch the service in 2017 to measure its impact on key performance indicators.
Introduction to Learning Analytics - Framework and Implementation ConcernsTore Hoel
This document provides an introduction to learning analytics, including:
1. A definition of learning analytics as the measurement, collection, analysis and reporting of learner data to understand and optimize learning.
2. An overview of how learning analytics is used in universities, schools, and the workplace to predict student performance, track progress, and personalize instruction.
3. A framework model showing how data is transformed into analytics and insights to benefit learners, teachers, and institutions.
Co-developing bespoke, enterprise-scale analytics systems with teaching staffDanny Liu
Presentation at the NSW Learning Analytics Working Group meeting, 3 February 2016, at the University of Technology, Sydney. Covering projects from Macquarie University and the University of Sydney.
WCOL2019: Learning analytics for learning design or learning design for learn...Marko Teräs
Presentation at the 28th ICDE World Conference on Online Learning on the relationship between learning design and learning analytics. Part of a national-level learning analytics research and development project funded by the Finnish Ministry of Education and Culture.
WCOL2019: "What can learning analytics do for me?" Students' and teachers' pe...Marko Teräs
Presentation at the 28th ICDE World Conference on Online Learning of a national-level learning analytics research and development project funded by the Finnish Ministry of Education and Culture. Student and teacher needs analysis results for LA pilot development and for policy recommendations.
Speakers:
David Lewis, senior analytics consultant, Jisc
Martin Lynch, learning systems manager, University of South Wales
An opportunity to find out about how an institution has been implementing learning analytics to support the student journey with and opportunity to discuss issues and possibilities that the use of learning analytics may create.
Learning analytics involves analyzing educational data to understand students and improve teaching and learning. It can be performed at different scales from individual courses to institutions. Examples include using VLE data to track online discussion or predict student needs, and MOOC data to inform course design. Learning analytics can benefit students by personalizing support, teachers by informing instruction, and institutions by improving programs. Challenges include integrating diverse data sources and sharing insights appropriately.
Using learning analytics to improve student transition into and support throu...Tinne De Laet
This document provides an overview of a workshop on using learning analytics to improve student transition and support in the first year. The workshop was delivered by the ABLE and STELA projects in partnership.
It begins with introductions of the presenters and a discussion of the workshop structure. Next, the document explores definitions and concepts of learning analytics through short discussions and examples. It then highlights examples of learning analytics projects and implementations at partner institutions like Nottingham Trent University, Leiden University, and Delft University of Technology.
The workshop also included an exploration activity where participants discussed goals and interventions for a hypothetical learning analytics project. Finally, the document outlines three case studies that workshop groups worked on, with an emphasis on presenting results
Rethinking Student Success: Analytics in Support of Teaching and LearningTimothy Harfield
Presented at the 2014 Blackboard Institutional Performance Conference (30-31 October 2014).
ABSTRACT: Passing grades and retention through to degree are essential to success in higher education, but these factors are too often mistaken for ends in themselves. A high-performing student environment has provided teachers and researchers at Emory University with a space to think critically about what success means, and about the extent to which data might inform the design of successful learning environments. This presentation will (1) discuss some of the unique challenges encountered by Emory University during its 2013-2014 Blackboard Analytics pilot, (2) describe several provisional insights gained from exploratory data mining, and (3) outline how Emory’s pilot experience has informed support of learning analytics on campus. What we have learned at Emory University has both broad and deep implications for how institutions use data in support of student success, but these insights could only have been achieved in an environment where grade-performance and retention are not significant issues.
ABSTRACT. In spite of wide-spread interest in learning analytics, many instructors are still uncertain about what data are available to them, whether these data are relevant to their specific contexts, and how to put available data to work in the classroom in a way that is aligned with their values as teachers. This panel brings together inspirational thought leaders with experience in business, research, administration, teaching, and instructional design to discuss complexities involved in the use of learning analytics, explore the challenges associated with rethinking student success in the 21st century, and share some of the innovative ways they are using data to improve the lives of students today.
LEARNING OBJECTIVES
1. Identify complexities and contemporary challenges facing the use of educational data to inform instructional design decisions
2. Describe ways in which learning analytics provide an opportunity for instructors to gain a richer understanding of the needs of their students
3. Share stories about how data has been used to inform instructional design, improve student outcomes, and stimulate thinking about student success
SPEAKERS
David Lindrum
Founder & Instructional Designer, Soomo Learning
Phillip Long
Associate Vice Provost for Learning Sciences, UT Austin
Laura Malcolm
Vice President of Product Management, Civitas Learning
Mike Sharkey
Vice President of Analytics, Blackboard
Effective student learning through goal setting v2Catherine Zhao
This document discusses a study that aims to investigate how setting SMART goals impacts student learning. It outlines six research questions regarding whether goal setting leads students to self-regulate learning, adopt a deep learning approach, engage more with their course, achieve higher assessment marks, and be more satisfied. The study will use a goal setting tool and learning analytics to analyze relationships between goal setting and learning outcomes.
Learning Analytics: What is it? Why do it? And how?Timothy Harfield
This document provides an introduction and overview of learning analytics. It defines learning analytics as the measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning. The document outlines what learning analytics is, what its uses are, and how to get started with learning analytics. Learning analytics can benefit both teachers and learners by helping to identify at-risk students, increase engagement, provide feedback on course design, and support increased achievement. While issues around privacy, responsibility, and defining success must be considered, learning analytics tools in learning management systems and do-it-yourself options are available to help educators get started with learning analytics.
Learning Dashboards for Feedback at ScaleTinne De Laet
Learning analytics is hot. But are learning dashboards scalable and sustainable solutions for providing actionable feedback to students? Can learning dashboard be applied for feedback at scale? Is learning analytics applicable in more traditional higher education settings? This talk will share experiences and lessons learned from three European projects (STELA, ABLE, and LALA ) that focuses on scalable applications of learning dashboards and their integration within actual educational practices. Can learning dashboards deployed at scale, create new learning traces? This talk shares experiences of a large scale deployment of learning dashboards with more than 12.000 students. Presented at laffas.eu.
Workshop run at the European Conference for e-Learning 2015 (ECEL 2015) at the University of Hertfordshire, UK. The workshop included an introduction of both learning analytics and learning design, as well as an exploration of how these could be employed in MOOCs. Some of the group work was focused on the Agincourt MOOC run by the University of Southampton on the FutureLearn platform.
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.
Empowering the Instructor with Learning AnalyticsMichael Wilder
This document summarizes a presentation about leveraging data to improve online courses. It discusses using learning analytics to interpret student data in order to assess progress, predict performance, and identify issues. A case study examines data from a journalism course, including tracking reports from the learning management system and server logs. Surveys, journals, and other qualitative data provided insights. The analysis revealed opportunities to improve assignments, module organization, and support for different browsers/devices. Overall, learning analytics can help instructors understand student engagement and iteratively enhance online curriculum.
Keren Mills and Anne Gambles - Students co-designing personlised library serv...sconul
SCONUL Conference 20-21 June 2013, Dublin
Workshop - Students co-designing personalised library services, with Keren Mills, Digital Services Projects Manager and Anne Gambles, Digital Services Development Officer, Open University Library
Literature informed pedagogy of VR and ARPoh-Sun Goh
Short version, updated, presentation for Symposium 3B @ AMEE 2018
see also
https://www.slideshare.net/dnrgohps/ar-and-mr-in-meded
more on
https://medicaleducationelearning.blogspot.com/2018/08/amee-2018-symposium-what-is-known-from.html
Results from a project on lecture capture conducted for King's College London, School of Biomedical Sciences Oct 2012 - Oct 2013. Please see slide notes for further explanation.
This presentation covers:
-- Lecturers’ general levels of enthusiasm for lecture capture
-- Issues that may affect their enthusiasm
-- Common issues that need addressing:
-----1) System reliability & student complaints
-----2) Pressure not to opt-out
-----3) Changes to teaching practice & experience
-----4) Copyright
-----5) Permanence of recordings and access to them
-----6) Confusion and control
-----7) Recordings replacing live lectures
-- Technical features lecturers would value
-- How lecture capture could support staff development
Learning Analytics: Seeking new insights from educational dataAndrew Deacon
1) Learning analytics seeks new insights from educational data by measuring, collecting, analyzing and reporting data about learners and learning environments to optimize learning.
2) There are three eras of social science research: collecting simple data on important questions; getting the most from little data; and today's "big data" deluge allowing new questions.
3) Educational data can be analyzed through psychometrics, educational data mining, and learning analytics, typically focusing on assessment, learning over time, and wider contexts respectively.
What data from 3 million learners can tell us about effective course designJohn Whitmer, Ed.D.
Presentation of research findings and implications from a large-scale analysis of LMS activity and grade data from across 927 institutions, 70,000 courses, and 3.3 million students. This webinar will speak to the promise (and potential pitfalls) of large-scale learning analytics research to promote student success.
How Ivy Tech's Applied Predictive Analysis Project Leveraged Data to Help Stu...Amazon Web Services
This session will dive into how Ivy Tech, the nation’s largest singly-accredited community college, leveraged AWS to gather, analyze and take action on student behavior data to increase success for over 3,100 students. Ivy Tech’s methodology can be applied to any industry and has been hugely impactful to their business. We will follow the steps from inception to implementation across the state of Indiana and how to leverage AWS to bring new capabilities to bear on complex business problems. Learn More: https://aws.amazon.com/government-education/
Presentation given at SCONUL 2014, the summer conference of The Society of College, National and University Libraries, Glasgow, June 2014. The presentation focuses on frequently asked questions (FAQs) about learning analytics, with the emphasis on the role and perspective of libraries in this area.
1. The document discusses strategic priorities for libraries and how library strategies must change, focusing on transformations. It emphasizes prioritizing programs over collections, driving reference with data and analytics, and balancing physical and virtual services.
2. Specific challenges discussed include setting priorities and making sacrifices, developing an innovation culture, program evaluation, balancing backroom and front room services, and investing in staff development.
3. The document argues that libraries should focus on experiences rather than transactions, drive services with an understanding of patrons' top questions, and conceptualize services around answering questions and programs rather than collections.
WCOL2019: "What can learning analytics do for me?" Students' and teachers' pe...Marko Teräs
Presentation at the 28th ICDE World Conference on Online Learning of a national-level learning analytics research and development project funded by the Finnish Ministry of Education and Culture. Student and teacher needs analysis results for LA pilot development and for policy recommendations.
Speakers:
David Lewis, senior analytics consultant, Jisc
Martin Lynch, learning systems manager, University of South Wales
An opportunity to find out about how an institution has been implementing learning analytics to support the student journey with and opportunity to discuss issues and possibilities that the use of learning analytics may create.
Learning analytics involves analyzing educational data to understand students and improve teaching and learning. It can be performed at different scales from individual courses to institutions. Examples include using VLE data to track online discussion or predict student needs, and MOOC data to inform course design. Learning analytics can benefit students by personalizing support, teachers by informing instruction, and institutions by improving programs. Challenges include integrating diverse data sources and sharing insights appropriately.
Using learning analytics to improve student transition into and support throu...Tinne De Laet
This document provides an overview of a workshop on using learning analytics to improve student transition and support in the first year. The workshop was delivered by the ABLE and STELA projects in partnership.
It begins with introductions of the presenters and a discussion of the workshop structure. Next, the document explores definitions and concepts of learning analytics through short discussions and examples. It then highlights examples of learning analytics projects and implementations at partner institutions like Nottingham Trent University, Leiden University, and Delft University of Technology.
The workshop also included an exploration activity where participants discussed goals and interventions for a hypothetical learning analytics project. Finally, the document outlines three case studies that workshop groups worked on, with an emphasis on presenting results
Rethinking Student Success: Analytics in Support of Teaching and LearningTimothy Harfield
Presented at the 2014 Blackboard Institutional Performance Conference (30-31 October 2014).
ABSTRACT: Passing grades and retention through to degree are essential to success in higher education, but these factors are too often mistaken for ends in themselves. A high-performing student environment has provided teachers and researchers at Emory University with a space to think critically about what success means, and about the extent to which data might inform the design of successful learning environments. This presentation will (1) discuss some of the unique challenges encountered by Emory University during its 2013-2014 Blackboard Analytics pilot, (2) describe several provisional insights gained from exploratory data mining, and (3) outline how Emory’s pilot experience has informed support of learning analytics on campus. What we have learned at Emory University has both broad and deep implications for how institutions use data in support of student success, but these insights could only have been achieved in an environment where grade-performance and retention are not significant issues.
ABSTRACT. In spite of wide-spread interest in learning analytics, many instructors are still uncertain about what data are available to them, whether these data are relevant to their specific contexts, and how to put available data to work in the classroom in a way that is aligned with their values as teachers. This panel brings together inspirational thought leaders with experience in business, research, administration, teaching, and instructional design to discuss complexities involved in the use of learning analytics, explore the challenges associated with rethinking student success in the 21st century, and share some of the innovative ways they are using data to improve the lives of students today.
LEARNING OBJECTIVES
1. Identify complexities and contemporary challenges facing the use of educational data to inform instructional design decisions
2. Describe ways in which learning analytics provide an opportunity for instructors to gain a richer understanding of the needs of their students
3. Share stories about how data has been used to inform instructional design, improve student outcomes, and stimulate thinking about student success
SPEAKERS
David Lindrum
Founder & Instructional Designer, Soomo Learning
Phillip Long
Associate Vice Provost for Learning Sciences, UT Austin
Laura Malcolm
Vice President of Product Management, Civitas Learning
Mike Sharkey
Vice President of Analytics, Blackboard
Effective student learning through goal setting v2Catherine Zhao
This document discusses a study that aims to investigate how setting SMART goals impacts student learning. It outlines six research questions regarding whether goal setting leads students to self-regulate learning, adopt a deep learning approach, engage more with their course, achieve higher assessment marks, and be more satisfied. The study will use a goal setting tool and learning analytics to analyze relationships between goal setting and learning outcomes.
Learning Analytics: What is it? Why do it? And how?Timothy Harfield
This document provides an introduction and overview of learning analytics. It defines learning analytics as the measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning. The document outlines what learning analytics is, what its uses are, and how to get started with learning analytics. Learning analytics can benefit both teachers and learners by helping to identify at-risk students, increase engagement, provide feedback on course design, and support increased achievement. While issues around privacy, responsibility, and defining success must be considered, learning analytics tools in learning management systems and do-it-yourself options are available to help educators get started with learning analytics.
Learning Dashboards for Feedback at ScaleTinne De Laet
Learning analytics is hot. But are learning dashboards scalable and sustainable solutions for providing actionable feedback to students? Can learning dashboard be applied for feedback at scale? Is learning analytics applicable in more traditional higher education settings? This talk will share experiences and lessons learned from three European projects (STELA, ABLE, and LALA ) that focuses on scalable applications of learning dashboards and their integration within actual educational practices. Can learning dashboards deployed at scale, create new learning traces? This talk shares experiences of a large scale deployment of learning dashboards with more than 12.000 students. Presented at laffas.eu.
Workshop run at the European Conference for e-Learning 2015 (ECEL 2015) at the University of Hertfordshire, UK. The workshop included an introduction of both learning analytics and learning design, as well as an exploration of how these could be employed in MOOCs. Some of the group work was focused on the Agincourt MOOC run by the University of Southampton on the FutureLearn platform.
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.
Empowering the Instructor with Learning AnalyticsMichael Wilder
This document summarizes a presentation about leveraging data to improve online courses. It discusses using learning analytics to interpret student data in order to assess progress, predict performance, and identify issues. A case study examines data from a journalism course, including tracking reports from the learning management system and server logs. Surveys, journals, and other qualitative data provided insights. The analysis revealed opportunities to improve assignments, module organization, and support for different browsers/devices. Overall, learning analytics can help instructors understand student engagement and iteratively enhance online curriculum.
Keren Mills and Anne Gambles - Students co-designing personlised library serv...sconul
SCONUL Conference 20-21 June 2013, Dublin
Workshop - Students co-designing personalised library services, with Keren Mills, Digital Services Projects Manager and Anne Gambles, Digital Services Development Officer, Open University Library
Literature informed pedagogy of VR and ARPoh-Sun Goh
Short version, updated, presentation for Symposium 3B @ AMEE 2018
see also
https://www.slideshare.net/dnrgohps/ar-and-mr-in-meded
more on
https://medicaleducationelearning.blogspot.com/2018/08/amee-2018-symposium-what-is-known-from.html
Results from a project on lecture capture conducted for King's College London, School of Biomedical Sciences Oct 2012 - Oct 2013. Please see slide notes for further explanation.
This presentation covers:
-- Lecturers’ general levels of enthusiasm for lecture capture
-- Issues that may affect their enthusiasm
-- Common issues that need addressing:
-----1) System reliability & student complaints
-----2) Pressure not to opt-out
-----3) Changes to teaching practice & experience
-----4) Copyright
-----5) Permanence of recordings and access to them
-----6) Confusion and control
-----7) Recordings replacing live lectures
-- Technical features lecturers would value
-- How lecture capture could support staff development
Learning Analytics: Seeking new insights from educational dataAndrew Deacon
1) Learning analytics seeks new insights from educational data by measuring, collecting, analyzing and reporting data about learners and learning environments to optimize learning.
2) There are three eras of social science research: collecting simple data on important questions; getting the most from little data; and today's "big data" deluge allowing new questions.
3) Educational data can be analyzed through psychometrics, educational data mining, and learning analytics, typically focusing on assessment, learning over time, and wider contexts respectively.
What data from 3 million learners can tell us about effective course designJohn Whitmer, Ed.D.
Presentation of research findings and implications from a large-scale analysis of LMS activity and grade data from across 927 institutions, 70,000 courses, and 3.3 million students. This webinar will speak to the promise (and potential pitfalls) of large-scale learning analytics research to promote student success.
How Ivy Tech's Applied Predictive Analysis Project Leveraged Data to Help Stu...Amazon Web Services
This session will dive into how Ivy Tech, the nation’s largest singly-accredited community college, leveraged AWS to gather, analyze and take action on student behavior data to increase success for over 3,100 students. Ivy Tech’s methodology can be applied to any industry and has been hugely impactful to their business. We will follow the steps from inception to implementation across the state of Indiana and how to leverage AWS to bring new capabilities to bear on complex business problems. Learn More: https://aws.amazon.com/government-education/
Presentation given at SCONUL 2014, the summer conference of The Society of College, National and University Libraries, Glasgow, June 2014. The presentation focuses on frequently asked questions (FAQs) about learning analytics, with the emphasis on the role and perspective of libraries in this area.
1. The document discusses strategic priorities for libraries and how library strategies must change, focusing on transformations. It emphasizes prioritizing programs over collections, driving reference with data and analytics, and balancing physical and virtual services.
2. Specific challenges discussed include setting priorities and making sacrifices, developing an innovation culture, program evaluation, balancing backroom and front room services, and investing in staff development.
3. The document argues that libraries should focus on experiences rather than transactions, drive services with an understanding of patrons' top questions, and conceptualize services around answering questions and programs rather than collections.
A methodology to design customized learning networksHendrik Drachsler
This document describes the methodology used to design a customized learning network called the European Handover Learning Network. The methodology involved 4 phases:
1) Analyzing problems with clinical handovers through interviews and literature reviews to identify solutions.
2) Assessing training needs through questionnaires and interviews to determine appropriate content and design.
3) Creating a toolbox (later termed a learning network) using personas and requirements analysis to allow customization.
4) Evaluating the learning network using a Plus/Minus/Interesting rating from medical experts. The learning network is presented and its features are discussed.
Alliance for CME 2009 Presentation, Wake me Up Before it’s Over:Bringing out...Wendy999
2009 ACME Presentation, co-presented with Marissa Seligman, that tackles strategies to bring innovation to live continuing medical education activities.
This document outlines the topics that will be covered in a Psychology Summer School in 2013, including why ethics are important in research, how technology has shaped research methods, and challenges in collecting data. It discusses how ethics must be considered in participant recruitment, data collection, and analysis. It also provides examples of technologies like EEG and eye tracking that allow objective measurement of unconscious reactions and attention. The summer school will involve students writing reports on experiments in the format of journal articles, with introductions, methods, results and discussions sections. The wide-ranging fields of psychology are also listed.
The document discusses educating a community of practice in clinical bioinformatics through a flipped teaching model. It finds that the pedagogical approach allowed students to share ideas, learn from one another with different backgrounds, engage socially, and form a community of practice. The project team interviewed students who said group work and spending time on campus together helped them bond and learn more from each other than through individual lectures. Future work could focus on encouraging cross-cohort communities of practice.
This document discusses defining and justifying a research problem. It begins by defining what constitutes a research problem and provides examples of problems that are and are not suitable for research. It outlines criteria for selecting a good research problem, such as having interest in the problem area and the problem enhancing knowledge. The document provides guidance on justifying a research problem through literature review and discussing it with experts. It also discusses formulating the problem statement, identifying subproblems, and proposing hypotheses as potential solutions to guide the research.
The document discusses four questions for debate around advancing information literacy in higher education:
1. Which models should be used to frame educational interventions, such as theoretical lenses, frameworks, or standards?
2. What should the main purpose of information literacy education be, such as academic performance, career preparation, or lifelong learning?
3. How should information literacy be positioned, as a skillset, discipline, or applied subject area?
4. What types of assessments, such as cognitive tests or coursework, should be used to measure information literacy and when should they be done?
The presenters debate views on each question from different perspectives in higher education.
Education Data Sciences and the Need for Interpretive Skills Philip Piety
The document discusses the emerging field of education data science. It asks what kind of profession it will be, what related disciplines influence it, and what skills are important for practitioners. Education data science draws upon fields like statistics, learning sciences, and information sciences. Practitioners need skills in qualitative and quantitative methods, technology, and reasoning from imperfect data, with an emphasis on ethics. The document argues education data science can help improve educational practices and decisions if practitioners recognize data as socially situated and imperfect lenses for understanding contexts.
Using Technology for Student Engagement and FeedbackKeith Brown
This document discusses using technology to promote student engagement and feedback. It explores various technology options like Moodle forums, multimedia message boards, and apps. A local app called Study Space was designed by students to supplement Moodle in an informal way. Students found Study Space useful for getting quick answers to questions from both peers and lecturers. It helped consolidate knowledge and allowed for social learning. The current status is that Study Space is being piloted in various programs with early results promising. Developing the app further to collect additional feedback data for academic reps and senior management is discussed. The key takeaway is that proactive use is more important than the technology itself.
OBJECTIVES:
To understand the importance of publication and its challenges.
To increase the visibility and accessibility of published papers.
To increase the chance of getting publications cited.
To disseminate the publication by using “Research Tools” effectively.
To increase the chance of research collaboration.
The document discusses the importance of properly defining the research problem before beginning data collection and analysis for a marketing research study. It describes a situation where an alumni conducted a study for a restaurant chain but did not have a clear definition of the research problem. As a result, much of the data collected was not relevant and the whole study was a waste of resources. The key points made are that data analysis should provide information related to the problem components, and a written definition of the problem is needed before data collection to ensure the study addresses the problem.
The document discusses requirements for learning analytics based on a lecture and workshop at East China Normal University. It begins with introductions and then outlines the day's plan to discuss definitions of analytics, actors in learning analytics, framework models, and requirements. It emphasizes starting with pedagogy and poses questions about what data is available and how to build trust. Ethical challenges are noted around data protection, privacy, transparency, and purpose. The goal is to use analytics to facilitate learning while avoiding instructivist approaches and stress for learners.
Improving and Demonstrating Impact for Youth Using Qualitative DataDetroitYDRC
This workshop provided an overview of how to use qualitative data for improving and demonstrating the impact of youth development programs. Tips for collecting, analyzing and using qualitative data are provided. Examples of creative ways to visualize qualitative data are also shared.
Learning Analytics: Realizing their Promise in the California State UniversityJohn Whitmer, Ed.D.
This document discusses learner analytics and how they are being used at California State University (CSU) campuses. It begins with an overview of the promise of learner analytics, including how they can provide insights into student behavior and performance. Examples of learner analytics tools are presented, including Signals and SNAPP. The document then shares three case studies from CSU campuses: one discusses how analytics were used to help a teacher and student at CSU Northridge, another reviews the GISMO analytics tool at CSU Northridge, and a final case study describes how Vista analytics were used in a course at CSU Dominguez Hills. The presentation concludes with a call to action around increasing analytics reporting capabilities.
The document discusses key challenges in the field of learning analytics, including connecting analytics to pedagogy and learning science, developing ethical guidelines, focusing on learner perspectives, and addressing issues of consent, privacy, equality and data ownership. It presents ten reflection questions to prompt thinking on these challenges, such as how pedagogy links to analytics work, the problems analytics aim to solve for learners, important ethical decisions made, and potential changes in response to the challenges. Six core challenges are also summarized: building learning science connections, using diverse data sets, considering learner views, establishing ethics protocols, ensuring consent and safeguarding, and promoting equality and data control.
Similar to Evaluating a new electronic service using mixed methods (20)
The Evolution of the Leonardo DiCaprio Haircut: A Journey Through Style and C...greendigital
Leonardo DiCaprio, a name synonymous with Hollywood stardom and acting excellence. has captivated audiences for decades with his talent and charisma. But, the Leonardo DiCaprio haircut is one aspect of his public persona that has garnered attention. From his early days as a teenage heartthrob to his current status as a seasoned actor and environmental activist. DiCaprio's hairstyles have evolved. reflecting both his personal growth and the changing trends in fashion. This article delves into the many phases of the Leonardo DiCaprio haircut. exploring its significance and impact on pop culture.
At Digidev, we are working to be the leader in interactive streaming platforms of choice by smart device users worldwide.
Our goal is to become the ultimate distribution service of entertainment content. The Digidev application will offer the next generation television highway for users to discover and engage in a variety of content. While also providing a fresh and
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Evaluating a new electronic service using mixed methods
1. Evaluating a new electronic service
using mixed methods
Presentation to QQML, 2012
Denise Turner and Sue Myer
Teesside University
2. Outline of Session
• Background
• Introduction to LibGuides
• Evaluation stage
• Opportunity for your questions and feedback
3. Background
• Wide variety of resources available
overwhelming for students
• Subject guides just list of links
4.
5.
6.
7. LibGuides
• Creates a one stop shop for a subject
• Interactive multimedia
• Integrated help at the point of need
• Customisable
• Linked to modules in the VLE
8. Questioning LibGuides
• How to justify an ongoing subscription?
• Are they being used?
• What do people think about them?
– Academic staff
– Librarians
– Students
9. LibGuides Usage – top 25
Forensic Science
Graphics
Interior Architecture and Interior Design
Media
Youth Studies September 2011- April 2012
Sociology
Midwifery and Women's Health Total hits = 161,465
Teaching in the Lifelong Learning Sector
Radiography, Imaging and Ultrasound
Accounting and Finance
Computer Games and Animation
English
Physiotherapy
Law
Paramedic Science
Education
Criminology
History
Early Childhood Studies
Sport and Exercise
Computing
Occupational Therapy
Nursing
Psychology
Business and Management
0 2000 4000 6000 8000 10000 12000 14000 16000
10. Variation in usage
• Some guides not being used heavily
• Top guide:
– Business - 13,471 hits
• 81st guide:
– Food & Consumer Safety – 44 hits
• Some content areas within guides not being
used
11. Business Guide - Sections
Page Total
Welcome 4977
Finding Journal Articles 3519
Journals 1285
Electronic books 1116
Finding Books 815
More Resources 760
Referencing 327
Useful Websites 254
Statistics 157
Getting Started 140
Off Campus Access 98
Darlington 23
Totals 13471
12. Google Analytics
• Only introduced May 2012
• Who are the users?
– Initial results – majority coming from Teesside
• How are users getting to site?
– Nearly 50% users going directly to libguides
• How long are users spending on the site?
– Average visit 3 mins 38 secs
13. • Less than 2% on a
mobile
• Only 3.5% from
search engine
• 55% referred to
site
• 95% of referrals
come from Library
website
14. • Excellent site!
• I will be using for my assignments
• Useful informative and easy
access what more could a
student want?
• Really handy
BUT
• Less cluttered
• Search box could be more
specific
15. Feedback Form Limitations
• Only 24% added comments
• Collating individual emails
• Who are they from?
• Too many feedback forms on the site
– confusion with feedback for information literacy
sessions
– “more time to be shown”
16. Academic Staff
“I just wanted to say how good the Lib guides are. They
really help my teaching and final year projects :)”
• Learning and Teaching Conference
1. Should LibGuides be extended to include study
skills?
2. How can we involve academic staff?
18. Answers to: How can we involve
academic staff?
• Who decided how many sub divisions eg SCM 2 guides not
enough? Sohsc many but overlap between them.
• Who decides subject for guide areas can we influence this eg
research methods or generic health not just nursing if new
research doesn't cover this?
• Name link
• Build in area for staff suggestions
19. Librarians
• Focus group with librarians:
– What are the positive aspects of LibGuides?
– What are the negative aspects of LibGuides?
– What do the statistics tell us?
– What should we test with students?
22. What do statistics tell us?
• Perhaps reduce number of subject specific guides eg Nursing, Engineering
• Common pattern in section usage across the 6 most popular guides for
each School
• Can see impact of training sessions in usage statistics
• Finding journal articles 2nd highest on each - wording makes it easy to
find?
• Are headings meaningful?
• More resources hides expensive databases
• Low book usage
• Usage stats for databases don't reflect actual usage - students accessing
from elsewhere or bookmarking
23. Students
• Have the guides lived up to our expectations?
• Can students find the information that they
need?
• Will we find some of problems that other
research has found?
24. How far have we got?
• Usability study protocol developed
– based on University of Washington Libraries, USA
• Technical set up sorted out
– using Camtasia in designated room
– Student workers
• Tasks agreed
• Studies to be carried out this week
25. Tasks for usability study
1. Find a libguide for Forensic Science
2. Find the electronic book:
Dingwall, G. (2006) Alcohol and crime. Willan.
3. Locate the following journal article and open
the full text:
Low, B. and Laffey, D. (2011)"Is Twitter for the Birds? Using Twitter to
Enhance Student Learning in a Marketing Course." Journal of
marketing education 33(2) pp.183-192.
26. Tasks for usability study
4. Find the database Proquest Nursing Journals
and open the factsheet.
5. Find out why Katy Demoily has recently been
in a newspaper.
27. Conclusion
• Evaluation has developed from original project
plan
• Pleased with usage
• Evaluative approach could be used for other
resources and services
• Work in progress!
– overview of the sessionThis session will introduce you to a project that we have been running at Teesside University to introduce a new electronic service at Teesside University. In September we introduced LibGuides a hosted web based services to support information literacy and so this presentation will be about the various methods we have been using to evaluate this new service and reflecting on our approach. So we will start by explaining the background and what LibGuides are and how they have been developed. We will share with you how we have tried to gain information from stakeholders and what information we have gained so far (eg on their usage) and what we plan to do next.There will be an opportunity for your questions in the end.
Denise – Before we implemented Libguides, we had links to all of the resources we had for a subject in subject guides, but these were very static, and the structure of our web site meant that the help for the resources was separate from the actual resources. The guides themselves were just a list of links and the headings for the sections of the subject guides had be agreed as each subject area needed to use the same headings.
So for example this is what the business subject guide – looked like. As I’ve said just a list of links to various types of resources. There was no focus on a task a student might want to perform they needed to understand what online databases via Search It meant – there was information below to explain a little more but do people read it?Students got to their subject guides from the navigation on the left – because of the timing of the project teaching material had already been designed telling students to click on the link to Subject Guides and colleagues were reluctant to replace this with a LibGuide link and so for this year we kept both the original Subject Guides and introduced the new LibGuides.
BusinessLibGuideThis is what the new Business LibGuide looks like. For anyone not familiar with LibGuides the new service uses a library content management system to present information tailored to a specific discipline. It is very easy to create guides and all staff in my team were involved where in the past only a small number of the team would have had the skills needed to create a webpage like this. We aimed to bring together all of the most useful resources for a subject, along with instructions, tutorials and details of the academic librarians supporting that subject - in effect creating a one stop shop.We have one of these replacing each of our original subject guides. Initally we created a template which was used by all subjects, this speeded up conversion to the new guides and meant that core information is only input once and then cascaded to all LibGuides. We are now working on developing them to be more discipline specific. The structure isTab-based, organised by a mixture of different formats of information and tasks. This is the welcome screen: our strategy is to push relevant info at students through the VLE rather than to expect them to navigate our web site. Each Blackboard module will link to the relevant subj guide. We are using RSS feeds to add the latest news to this page and a calendar of events that updates to show the latest month . This is also the opportunity to introduce the subject team.
Through areas like Finding books we can push key texts to students. Through the e-books – area we can promote the eversion of heavily used print titles , as these can be fairly hidden from students. In the section we are looking at now we can point out major journals collections and online for that discipline together with factsheets, tutorials etc. shows students how to reference this type of material – in a relevant style for their school.
Denise –So in summary, some of the positive aspects of libguides.Customisable so able to tailor them to the needs of a subject in consultation with academic staff
Denise We have been monitoring usage of LibGuides since they were introduced and take up has been good. 161,465 hits so far in comparison to the Old subject Guides which over the same time period last year = had 41,747 hits. this years usage of the old guides has dropped to just 10,725 a drop of just over 74%. (74.31%)
Statistics from Sep-April.Show graph of under-used guides – take to librarians meeting?Compare a few well-used guides – top 5 – any trends?
Limitations of libguides statistics – no idea of the path that users taking or time spent or how reached the site – so implemented Google Analytics. Any results?
One of the early decisions we made on planning the evaluation of LibGuides was to use a feedback form. This is a facility that LibGuides gives you and building a form is very easy. We implemented a feedback form on every LibGuide. Asking users to rate the LibGuide out of 5 based on how useful it was. Space was also available to add comments. Despite high usage we have only received 85 feedback forms from the site. None from the Business School who had the most used guide! Most respondents scored the guides highly and based on the score we could have got we achieved almost maximum scores. Some students also left comments and many of these were also positive. Plus there were some useful suggestions about how we could improve guides.
However, only 24% of the returned forms included comments and where the score was low there was often no comment at all which was frustrating. Unlike other methods we had used for forms in the past like Survey Monkey of Google Docs the responses came as individual emails and so even with the low response it was time consuming to collate the feedback. We didn’t know who was returning the forms and so We thought this would give us a good opportunity to obtain feedback on the Libguides – but it hasn’t proved as useful as we had initially hoped. For next year, we may not abandon feedback but will consider using our own survey form which will mean feedback will automatically be collated.
Swap to Sue – going now from general feedback to our evaluation with specific user groups, beginning with academic staff.Introduced guides to them before we launched them to students – but only interested staff attended. Feedback from those staff was very positive. Subject librarians publicised the guides with their schools – again feedback was positive, but we don’t know whether the staff then promoted the guides with students.We gave a presentation on LibGuides to our Teesside Learning and Teaching Conference this year. We asked whether libguides should be extended to include “study skills” and How can we involve academic staff?
When we asked whether libguides should be extended to include “study skills” these were the areas that were mentioned.When we looked at the feedback from the L&T Conference even though only one group mentioned Dissertation, there was lots of feedback that could be encompassed in a guide to writing a dissertation eg report writing, time management – we have a separate project working on this. So we found this feedback useful.
We didn’t find these responses particularly useful – quite random statements that didn’t always link to the questions, but maybe that this was due more to the limitations of the conference session:Limitations of methodology eg range of attendees (also included learning technologists and ICT), difficulty of engaging them with actual question within short timescalePut into groups and asked as a group to write on post it's and struggled to get feedback so 5 mins is not enough. Could have asked for longer session but an hour too long?In hindsight should have asked them to start individually and then discuss(NHS not able to access due to firewalls. Problems with social media and ICT departments.)
Focus group earlier this month.
Strong agreement on positives – especially that they’re easy to create, also easy to use, brings everything together, and looks good
More varied comments – concerns over info overload, content being hidden, “dumping ground” (negative side of easy to create). Also finding a balance between shared template and freedom to ‘do your own thing’
A lot of these thoughts were what we’d already decided before the session – but it worked well to allow colleagues to see this for themselves from the evidence rather than just tell them – eg have fewer guides.Questions about whether the headings are meaningful especially More Resources were addressed by the usability study
Students are the most important user group. When we thought about what we wanted to learn from them, these were our key questions:Expectations – look back at advantages that we mentioned at the start of this presentation and seeing if reality matchesCan students find what they need? Do students find them overwhelming? (info overload concern of librarians)Shared problems – reference:LibGuides Usability TestingCustomizing a Product to Work for Your UsersRachel Hungerford, Lauren Ray, Christine Tawatao, Jennifer WardUniversity of Washington Libraries – Seattle, Washington USA https://digital.lib.washington.edu/dspace/bitstream/handle/1773/17101/UWLibGuidesUsability-2010LAC-tawatao.pdfTesting carried out in 2009.Also research from:
Usability protocol – based on research from Uni of Washington, but also Nielsen’s web usability advice and our own experience of testing our web site several years ago.Also informed by all our evaluation up to this point – aspects that we particularly want to know about such as whether students find the tabs and sub-tabs easy to use Specific tasks - As well as 5 Tasks, X and Os exercise when students indicate useful and less useful parts of pages, also more general questions about how use libguides – up to 1 hour in total.
Tasks – start with easy (basic) question2. and 3 - Key tasks that want students to be able to do – find expensive resources –ebook and journal article
Two tasks based on specific concerns:4. Do students realise what the resource icons do (for factsheet) – do they understand that online databases are within Finding Journal Articles5. Newspaper database beneath More Resources – does this hide them? (particular concern of librarians)Early days – can only report on 2 students experience – but demonstrated keenness to use search box rather than navigate the site. Also just as Google Analytics is giving us more than we expected, these usability studies are also providing us with much richer data.
Work in progress – not yet completed usability study but also needs to be iterative process (make changes, test, make changes ….)
20 mins here - Sue - We are at an early stage and so value both your questions but also your feedback