What is Learning Analytics? Slides from a talk at a pre-conference seminar on learning analytics at the EMINENT conference, European Schoolnet, Pädagogishe Hochschule Zürich, 12 November 2014.
Learning Analytics: Making learning better?Doug Clow
Learning Analytics: Making learning better?
Slides for a talk at Bett 2015, London, Fri 23 January, as part of the LACE project (www.laceproject.eu)
This panel discussion starts with a short introduction to learning analytics and educational data mining, highlighting how European schools are using different types of data to help support, manage and predict learning outcomes. It includes viewpoints from national school networks in the Nordic countries and the Netherlands, a research input from the European Commission supported LACE project highlighting research on the use of learning analytics and an expert input on ethical and privacy issues in the application of learning analytics. Participants will be encouraged to share their views and where interested to join the growing LACE Community
Presentation by Martin Weller, Professor of Educational Technology, The Open University UK at the 2018 European Distance Learning Week's first day webinar on "Open Education: What Now?" - 5 November 2018
Recording of the discussion is available: https://eden-online.adobeconnect.com/pqaljdhgy2w2/
Learning Analytics Examples from the UK, Australia and North AmericaDoug Clow
Examples of Learning Analytics from the UK, Australia and North America, aimed at schools level. Slides from a talk at a pre-conference seminar on learning analytics at the EMINENT conference, European Schoolnet, Pädagogishe Hochschule Zürich, 12 November 2014.
This is a keynote presentation to "Open science, transparence et evaluation. Perspectives et enjeux pour les chercheurs.' Held at Urfist de Bordeaux, France, 4 April 2017
https://sygefor.reseau-urfist.fr/#!/training/6701/7159/?from=true
ABSTRACT: The way research is disseminated has changed immeasurably since the advent of the internet, yet we still reward researchers in the same way - for publication of novel results in high impact journals. This talk will start with a brief discussion of some of the big challenges the research sector is facing as a result and describe how Open Science can address these. The talk will then focus on the difficulty of introducing and implementing Open Science solutions. Open Science questions the status quo, and potentially threatens the established reputation of both institutions and individuals. It is not an easy concept to implement. While the discipline of Scholarly Communication takes a 'meta' view of the whole research ecosystem, most players in that system are working within a narrow view. It is very rare for individuals to be able to see beyond their own experience. Challenges for people trying to implement Open Science initiatives range from practical issues in implementing change, through to the people skills and negotiations required to convince individuals and institutions that this change is necessary.
Practicalities of contributing to open educational resources (OER)guestdbbfbaf
Practical workshop on contributing to the open educational resources (OER) movement by scrutinizing your teaching and learning resources for copyright concerns. Developing Open Educational Practices. (OEP)
What is Learning Analytics? Slides from a talk at a pre-conference seminar on learning analytics at the EMINENT conference, European Schoolnet, Pädagogishe Hochschule Zürich, 12 November 2014.
Learning Analytics: Making learning better?Doug Clow
Learning Analytics: Making learning better?
Slides for a talk at Bett 2015, London, Fri 23 January, as part of the LACE project (www.laceproject.eu)
This panel discussion starts with a short introduction to learning analytics and educational data mining, highlighting how European schools are using different types of data to help support, manage and predict learning outcomes. It includes viewpoints from national school networks in the Nordic countries and the Netherlands, a research input from the European Commission supported LACE project highlighting research on the use of learning analytics and an expert input on ethical and privacy issues in the application of learning analytics. Participants will be encouraged to share their views and where interested to join the growing LACE Community
Presentation by Martin Weller, Professor of Educational Technology, The Open University UK at the 2018 European Distance Learning Week's first day webinar on "Open Education: What Now?" - 5 November 2018
Recording of the discussion is available: https://eden-online.adobeconnect.com/pqaljdhgy2w2/
Learning Analytics Examples from the UK, Australia and North AmericaDoug Clow
Examples of Learning Analytics from the UK, Australia and North America, aimed at schools level. Slides from a talk at a pre-conference seminar on learning analytics at the EMINENT conference, European Schoolnet, Pädagogishe Hochschule Zürich, 12 November 2014.
This is a keynote presentation to "Open science, transparence et evaluation. Perspectives et enjeux pour les chercheurs.' Held at Urfist de Bordeaux, France, 4 April 2017
https://sygefor.reseau-urfist.fr/#!/training/6701/7159/?from=true
ABSTRACT: The way research is disseminated has changed immeasurably since the advent of the internet, yet we still reward researchers in the same way - for publication of novel results in high impact journals. This talk will start with a brief discussion of some of the big challenges the research sector is facing as a result and describe how Open Science can address these. The talk will then focus on the difficulty of introducing and implementing Open Science solutions. Open Science questions the status quo, and potentially threatens the established reputation of both institutions and individuals. It is not an easy concept to implement. While the discipline of Scholarly Communication takes a 'meta' view of the whole research ecosystem, most players in that system are working within a narrow view. It is very rare for individuals to be able to see beyond their own experience. Challenges for people trying to implement Open Science initiatives range from practical issues in implementing change, through to the people skills and negotiations required to convince individuals and institutions that this change is necessary.
Practicalities of contributing to open educational resources (OER)guestdbbfbaf
Practical workshop on contributing to the open educational resources (OER) movement by scrutinizing your teaching and learning resources for copyright concerns. Developing Open Educational Practices. (OEP)
Presentation delivered at Newport Business School 22 April 2009 as part of their 'Creative Thinking' lunchtime seminar series. Used as a pilot / first draft for some ideas I am developing for longer term work.
Leveraging the ETD as a pathway to broader discussions about openness in a un...Danny Kingsley
Workshop held as part of ETD2021 https://conferences.uaeu.ac.ae/etd2021/en/index.shtml on 15 November 2021
This workshop will explore different challenges to making ETDs openly available and how they can be used within an institution to engage with faculty in relation to open research practices. Example considerations include the use of third party copyright, whether a data management plan is required as part of the PhD research process and how the ethical approval process can be a natural point for considering and formalizing research integrity issues. Through these processes, universities have an opportunity to not only ensure the next generation of scholars are working with a high level of research integrity, but also to update the skills and knowledge of those who supervise PhD students.
Insights into Influence: Scholar-Practitioner Profile in the Academy and Comm...Kathleen Reed
Demonstrating knowledge mobilization and accountability are increasingly prominent features of the scholarly landscape; scholar-practitioners need to understand and strategically manage available indicators of impact. At the same time, traditional scholarly metrics and indexing are converging with social media, resulting in new approaches for measuring scholar-practitioner influence. The emerging scene challenges libraries to support scholars, practitioners and students to engage with an evolving environment in which much may be gained or forfeited depending on how reputation is curated. For librarians to assist scholars in this new altmetrics environment, more needs to be known about how students and faculty are or are not engaging with emerging tools available to them. This presentation gives an overview of the considerations, perceptions, and issues related to the use of altmetrics by graduate students and scholar-practitioners at VIU and Royal Roads University.
Using social media heu on facebook and twitterastevens2
Presentation given in 2012 to Communication Officer colleagues at an international consortium skills-sharing workshop. Illustrates the use of Facebook and Twitter in a university research unit
#DEANZ14 | Social networking and professional learningKaren Spencer
ABSTRACT
The trend towards collaborative social software and technology in education appears to be exponential. The notion of ‘Web 2.0’ seems almost traditional in the face of aggregation tools and multi-platform spaces, intertwined by a proliferation of social networking tools. With the roll-out of ultrafast broadband and the development of the N4L managed network in New Zealand, it is timely to consider the extent to which online social networks present both challenge and opportunity for educators’ professional learning.
This paper, derived from a thesis completed in partial fulfillment of a Masters in Education, explores the experiences of educators using the VLN Groups network (www.vln.school.nz) to determine how far this user generated mode of professional learning might extend professional practices in school. The study considered the ways and the extent to which the affordances of the VLN Groups social network site combine to affect educators' abilities to engage in effective professional learning.
This study suggests that the VLN Groups can provide a thriving participatory system that enables educators to engage in an informal kind of professional learning focused on immediate concerns and contexts in their own teaching and leadership situations. It also raises questions related to 'counts' as professional learning and how self-driven learning can be integrated into a cycle of active inquiry into practice. The study makes recommendations for teachers, schools and policy makers related to connecting and coordinating professional learning in ways that maximise opportunities in the digital age.
Reward, reproducibility and recognition in research - the case for going OpenDanny Kingsley
The is a keynote presentation for the Eleventh Annual Munin Conference on Scholarly Publishing http://site.uit.no/muninconf/
21 November 2016
The advent of the internet has meant that scholarly communication has changed immeasurably over the past two decades but in some ways it has hardly changed at all. The coin in the realm of any research remains the publication of novel results in a high impact journal – despite known issues with the Journal Impact Factor. This elusive goal has led to many problems in the research process: from hyperauthorship to high levels of retractions, reproducibility problems and 'cherry picking' of results. The veracity of the academic record is increasingly being brought into question. An additional problem is this static reward systems binds us to the current publishing regime, preventing any real progress in terms of widespread open access or even adoption of novel publishing opportunities. But there is a possible solution. Increased calls to open research up and provide a greater level of transparency have started to yield practical real solutions. This talk will cover the problems we currently face and describe some of the innovations that might offer a way forward.
Slides from my presentation as part of the Creating effective learning with new technology in the 21st century:
the importance of educational theories
Symposium at AMEE 1 Sep 2014, Milano, Italy
Would you like to be my friend: Patron responsiveness to academic library Fac...parfitt123
A Masters student presentation - presented by Suzanne Parfitt (Master of Information Studies student at Charles Sturt University, Australia) at the MMIT 2015 Conference, Sheffield University, UK in September 2015
Overview of the LAEP learning analytics projectLACE Project
Overview of the LAEP project - implications and opportunities of learning analytics for European educational policy. Presented at the LAEP / LACE workshop held in Amsterdam, 15-16 March 2016.
LAEP Visions of the Future of Learning AnalyticsDoug Clow
Presentation on the LACE project's Visions of the Future of Learning Analytics work from the LAEP project's expert workshop in Amsterdam, 15-16 March 2016.
Moving through MOOCs: Pedagogy, Learning and Patterns of Engagement.
Presentation at EC-TEL 2015, September, 2015, Toledo, Spain.
[This is the shorter, more visual version. The detailed version is available at http://www.slideshare.net/R3beccaF/moving-through-moocs-pedagogy-learning-and-patterns-of-engagement.]
Massive open online courses (MOOCs) are part of the lifelong learning experience of people worldwide. Many of these learners participate fully. However, the high levels of dropout on most of these courses are a cause for concern. Previous studies have suggested that there are patterns of engagement within MOOCs that vary according to the pedagogy employed. The current paper builds on this work and examines MOOCs from different providers that have been offered on the FutureLearn platform. A cluster analysis of these MOOCs shows that engagement patterns are related to pedagogy and course duration. Learners did not work through a three-week MOOC in the same ways that learners work through the first three weeks of an eight-week MOOC.
Presentation delivered at Newport Business School 22 April 2009 as part of their 'Creative Thinking' lunchtime seminar series. Used as a pilot / first draft for some ideas I am developing for longer term work.
Leveraging the ETD as a pathway to broader discussions about openness in a un...Danny Kingsley
Workshop held as part of ETD2021 https://conferences.uaeu.ac.ae/etd2021/en/index.shtml on 15 November 2021
This workshop will explore different challenges to making ETDs openly available and how they can be used within an institution to engage with faculty in relation to open research practices. Example considerations include the use of third party copyright, whether a data management plan is required as part of the PhD research process and how the ethical approval process can be a natural point for considering and formalizing research integrity issues. Through these processes, universities have an opportunity to not only ensure the next generation of scholars are working with a high level of research integrity, but also to update the skills and knowledge of those who supervise PhD students.
Insights into Influence: Scholar-Practitioner Profile in the Academy and Comm...Kathleen Reed
Demonstrating knowledge mobilization and accountability are increasingly prominent features of the scholarly landscape; scholar-practitioners need to understand and strategically manage available indicators of impact. At the same time, traditional scholarly metrics and indexing are converging with social media, resulting in new approaches for measuring scholar-practitioner influence. The emerging scene challenges libraries to support scholars, practitioners and students to engage with an evolving environment in which much may be gained or forfeited depending on how reputation is curated. For librarians to assist scholars in this new altmetrics environment, more needs to be known about how students and faculty are or are not engaging with emerging tools available to them. This presentation gives an overview of the considerations, perceptions, and issues related to the use of altmetrics by graduate students and scholar-practitioners at VIU and Royal Roads University.
Using social media heu on facebook and twitterastevens2
Presentation given in 2012 to Communication Officer colleagues at an international consortium skills-sharing workshop. Illustrates the use of Facebook and Twitter in a university research unit
#DEANZ14 | Social networking and professional learningKaren Spencer
ABSTRACT
The trend towards collaborative social software and technology in education appears to be exponential. The notion of ‘Web 2.0’ seems almost traditional in the face of aggregation tools and multi-platform spaces, intertwined by a proliferation of social networking tools. With the roll-out of ultrafast broadband and the development of the N4L managed network in New Zealand, it is timely to consider the extent to which online social networks present both challenge and opportunity for educators’ professional learning.
This paper, derived from a thesis completed in partial fulfillment of a Masters in Education, explores the experiences of educators using the VLN Groups network (www.vln.school.nz) to determine how far this user generated mode of professional learning might extend professional practices in school. The study considered the ways and the extent to which the affordances of the VLN Groups social network site combine to affect educators' abilities to engage in effective professional learning.
This study suggests that the VLN Groups can provide a thriving participatory system that enables educators to engage in an informal kind of professional learning focused on immediate concerns and contexts in their own teaching and leadership situations. It also raises questions related to 'counts' as professional learning and how self-driven learning can be integrated into a cycle of active inquiry into practice. The study makes recommendations for teachers, schools and policy makers related to connecting and coordinating professional learning in ways that maximise opportunities in the digital age.
Reward, reproducibility and recognition in research - the case for going OpenDanny Kingsley
The is a keynote presentation for the Eleventh Annual Munin Conference on Scholarly Publishing http://site.uit.no/muninconf/
21 November 2016
The advent of the internet has meant that scholarly communication has changed immeasurably over the past two decades but in some ways it has hardly changed at all. The coin in the realm of any research remains the publication of novel results in a high impact journal – despite known issues with the Journal Impact Factor. This elusive goal has led to many problems in the research process: from hyperauthorship to high levels of retractions, reproducibility problems and 'cherry picking' of results. The veracity of the academic record is increasingly being brought into question. An additional problem is this static reward systems binds us to the current publishing regime, preventing any real progress in terms of widespread open access or even adoption of novel publishing opportunities. But there is a possible solution. Increased calls to open research up and provide a greater level of transparency have started to yield practical real solutions. This talk will cover the problems we currently face and describe some of the innovations that might offer a way forward.
Slides from my presentation as part of the Creating effective learning with new technology in the 21st century:
the importance of educational theories
Symposium at AMEE 1 Sep 2014, Milano, Italy
Would you like to be my friend: Patron responsiveness to academic library Fac...parfitt123
A Masters student presentation - presented by Suzanne Parfitt (Master of Information Studies student at Charles Sturt University, Australia) at the MMIT 2015 Conference, Sheffield University, UK in September 2015
Overview of the LAEP learning analytics projectLACE Project
Overview of the LAEP project - implications and opportunities of learning analytics for European educational policy. Presented at the LAEP / LACE workshop held in Amsterdam, 15-16 March 2016.
LAEP Visions of the Future of Learning AnalyticsDoug Clow
Presentation on the LACE project's Visions of the Future of Learning Analytics work from the LAEP project's expert workshop in Amsterdam, 15-16 March 2016.
Moving through MOOCs: Pedagogy, Learning and Patterns of Engagement.
Presentation at EC-TEL 2015, September, 2015, Toledo, Spain.
[This is the shorter, more visual version. The detailed version is available at http://www.slideshare.net/R3beccaF/moving-through-moocs-pedagogy-learning-and-patterns-of-engagement.]
Massive open online courses (MOOCs) are part of the lifelong learning experience of people worldwide. Many of these learners participate fully. However, the high levels of dropout on most of these courses are a cause for concern. Previous studies have suggested that there are patterns of engagement within MOOCs that vary according to the pedagogy employed. The current paper builds on this work and examines MOOCs from different providers that have been offered on the FutureLearn platform. A cluster analysis of these MOOCs shows that engagement patterns are related to pedagogy and course duration. Learners did not work through a three-week MOOC in the same ways that learners work through the first three weeks of an eight-week MOOC.
A Whistestop Tour of Theories for TEL ResearchDoug Clow
Presentation to postgraduate students at the Institute of Educational Technology, The Open University, UK, 28 Feb 2017. A very brief overview of some of the theories that are often referenced in TEL research.
Presentation by Rebecca Ferguson to the FutureLearn Academic Network (FLAN) meeting held at Universitat Pompeu Fabra in Barcelona on 27 January 2017. ‘What does the UK FLAN research tell us’ looks at 167 papers published by UK universities that are partnered with the FutureLearn MOOC platform. It focuses on priority areas for research, and the pressing research questions that emerge from the current research.
Presentation given by Rebecca Ferguson at the BETT HE Leaders Summit in Excel, London, on 25 January 2017. The talk covers work carried out by the European-funded LAEP and LACE projects.
"If you would like to introduce learning analytics at your institution, where should you start? Drawing on a recent study that consulted experts worldwide, Rebecca Ferguson will outline an action plan for analytics and identify the key points to keep in mind."
Manufacturing Execution System for Industry-I am pleased to share details about our successfully working model, as how we can provide you with innovative & industry proven Plant Intelligence Solutions for Automotive Manufacturing Plant like yours to give you following benefits in Real Time Environment:
• Informed decisions based on Data Analytics
• Streamlined and Optimized Operations
• Improved Productivity
• Reduce Total Defects
• Reduced Inventory
• Lean, “Smart” MES approach and application coverage for low TCO
• Improved return on assets and investments (ROA/ ROI)
• Improved Equipment Up-Time
• Improved responsiveness, improved plant throughput time
• Enhanced Real Time visibility into production data
We have successfully served as per expectations of many End-Users in Manufacturing, Food & Beverage, Pharma, Oil & Gas, Petrochemical , Cement, Power, & metals Industry. We have more than 5000+ software installations throughout India with proven track record in almost every industry vertical and have delivered projects to 40+ countries in every continent including Americas, Europe, Asia, Africa, and Australia.
Junli Gu at AI Frontiers: Autonomous Driving RevolutionAI Frontiers
Autonomous driving has gain enormous attention and momentum in the past year, due to its potential huge impact on car industry. Junli Gu's talk summarizes the current trends and on-going efforts of driver-less cars. Her talk highlights the technical challenges and share some insights in how machine learning might lead us to the path.
Machine Learning Applied to Real Time Scoring in Manufacturing and Energy Uti...Kai Wähner
Kai Wähner (@KaiWaehner) is a Technology Evangelist and Community Director at TIBCO Software - a leading provider of integration and analytics middleware. Kai is an experience guy in broad variety of topics like Big Data, Advanced Analytics & Machine Learning, he loves to write articles and blog about new technologies and make talks. The talk is about 3 different projects where Kai's team built analytic models with technologies R, Apache Spark or H2O.ai which were deployed to real time processing. The use cases include predictive maintenance in manufacturing but also fraud detection in banking and context-specific pricing in insurance. For one of the cases, Kai gonna show detailed steps will be, how it was built and deployed using supervised/unsupervised ML.
Talk was done together with my colleague Ankitaa Bhowmick.
This is my talk from the PyDataLondon conference in May 2016. I outline some time management techniques and useful learning resources for those interested in transitioning into data science.
Jeff Dean at AI Frontiers: Trends and Developments in Deep Learning ResearchAI Frontiers
In this talk at AI Frontiers conference, Jeff Dean discusses recent trends and developments in deep learning research. Jeff touches on the significant progress that this research has produced in a number of areas, including computer vision, language understanding, translation, healthcare, and robotics. These advances are driven by both new algorithmic approaches to some of these problems, and by the ability to scale computation for training ever large models on larger datasets. Finally, one of the reasons for the rapid spread of the ideas and techniques of deep learning has been the availability of open source libraries such as TensorFlow. He gives an overview of why these software libraries have an important role in making the benefits of machine learning available throughout the world.
Deep Learning for Data Scientists - Data Science ATL Meetup Presentation, 201...Andrew Gardner
Note: these are the slides from a presentation at Lexis Nexis in Alpharetta, GA, on 2014-01-08 as part of the DataScienceATL Meetup. A video of this talk from Dec 2013 is available on vimeo at http://bit.ly/1aJ6xlt
Note: Slideshare mis-converted the images in slides 16-17. Expect a fix in the next couple of days.
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Deep learning is a hot area of machine learning named one of the "Breakthrough Technologies of 2013" by MIT Technology Review. The basic ideas extend neural network research from past decades and incorporate new discoveries in statistical machine learning and neuroscience. The results are new learning architectures and algorithms that promise disruptive advances in automatic feature engineering, pattern discovery, data modeling and artificial intelligence. Empirical results from real world applications and benchmarking routinely demonstrate state-of-the-art performance across diverse problems including: speech recognition, object detection, image understanding and machine translation. The technology is employed commercially today, notably in many popular Google products such as Street View, Google+ Image Search and Android Voice Recognition.
In this talk, we will present an overview of deep learning for data scientists: what it is, how it works, what it can do, and why it is important. We will review several real world applications and discuss some of the key hurdles to mainstream adoption. We will conclude by discussing our experiences implementing and running deep learning experiments on our own hardware data science appliance.
Rajat Monga at AI Frontiers: Deep Learning with TensorFlowAI Frontiers
In this talk at AI Frontiers Conference, Rajat Monga shares about TensorFlow that has enabled cutting-edge machine learning research at the top AI labs in the world. At the same time it has made the technology accessible to a large audience leading to some amazing uses. TensorFlow is used for classification, recommendation, text parsing, sentiment analysis and more. This talk goes over the design that makes it fast, flexible, and easy to use, and describe how we continue to make it better.
From research to reality: Transforming libraries for a global information world.Lynn Connaway
Connaway, L. S. (2019). From research to reality: Transforming libraries for a global information world. Keynote presented at the IFLA Satellite Conference, August 30, 2019, Rome, Italy.
Learning Analytics: A General Introduction and Perspectives from the UKDoug Clow
A presentation at a seminar on learning analytics for schools held at Skolverket, the Swedish National Agency for Schools, in Stockholm, Sweden, in collaboration with the Norwegian Centre for ICT in Education, on 9 October 2014. Part of the LACE project #laceproject www.laceproject.eu
http://lanyrd.com/2014/seminar-on-learning-analytics-for-schools-in-sto-2/
"You can just tell whether a website looks reliable or not." People's modes o...Lynn Connaway
Connaway, L. S. (2018). "You can just tell whether a website looks reliable or not." People's modes of online engagement. Keynote presented at Universidad Javeriana, October 2, 2018, Bogota, Colombia.
"You can just tell whether a website looks reliable or not." People's modes o...OCLC
Connaway, L. S. (2018). "You can just tell whether a website looks reliable or not." People's modes of online engagement. Keynote presented at Universidad Javeriana, October 2, 2018, Bogota, Colombia.
International trends in learning analytics (SAHELA conference)Doug Clow
Slides for a keynote presentation on international trends in learning analytics, given by Doug Clow (online) at the SAHELA (South Africa Higher Education Learning Analytics) conference, 15 Sep 2014.
A user-centered perspective: Integrating qualitative research methods into th...Lynn Connaway
Connaway, L. S. (2019). A user-centered perspective: Integrating qualitative research methods into the study of information behavior. Keynote presented at The International Symposium on Qualitative Methods in Librarianship and Information Studies at the Universidad Nacional Autónoma de México, June 14, 2019, Mexico City, Mexico.
Presentation at LAK19, Tempe, Arizona. Text available at Proceedings of the 9th International Conference on Learning Analytics & Knowledge - https://dl.acm.org/citation.cfm?id=3303796
Pages 235-244
Creating an action plan for learning analyticsDoug Clow
Slides for a talk at Bett 2015, London, on Friday 23 January at Excel.
Learning analytics has great potential. By using data more effectively, we can understand and improve learning and the learning environment. Trail-blazing projects, exciting demonstrations and earnest strategy papers set out a compelling vision for data in HE.
That vision can sometimes seem far from institutional reality. How can we get some of those benefits for our learners?
This interactive workshop will help participants assess their institution’s current capability for making use of learning analytics, and help them plan for action. The facilitators will draw on a wide range of practical experience, including from the pan-European Learning Analytics Community Exchange project.
Beyond the survey: Using qualitative research methods to support evidence-ba...Lynn Connaway
Connaway, L. S. (2019). Beyond the survey: Using qualitative research methods to support evidence-based practice. Keynote presented at the ALIA Information Online 2019 Conference, February 14, 2019, Sydney, Australia.
Learning Analytics: What it is, where we are, and where we could goDoug Clow
Talk given at the Computers and Learning Research Group (CALRG) annual conference, 12 June 2013, at The Open University, UK.
This presentation briefly reviews learning analytics, using some key examples. It then assesses what the OU is doing, and then sets out some ideas for what the OU could do in future to harness the potential of data about our learners to improve their learning.
People's mode of online engagement: The Many Faces of Digital Visitors and Re...Lynn Connaway
Connaway, L. S. (2018). People's mode of online engagement: The Many Faces of Digital Visitors and Residents. Presented at the iConference, March 26, 2018, Sheffield, United Kingdom.
People's mode of online engagement: The Many Faces of Digital Visitors and R...OCLC
Connaway, L. S. (2018). People's mode of online engagement: The Many Faces of Digital Visitors and Residents. Presented at the iConference, March 26, 2018, Sheffield, United Kingdom.
Public lecture, 22 November, 2017 - International Seminar "Evidence-based research: methodological approaches and practical outcomes“ hosted by the UNESCO Chair in Education and Technology for Social Change at the Open University of Catalonia, Spain
New ways of seeing: Understanding individuals on their terms.Lynn Connaway
Connaway, L. S. (2019). New ways of seeing: Understanding individuals on their terms. Workshop presented at the ALIA Information Online 2019 Conference, February 11, 2019, Sydney, Australia.
Educational Technology is becoming increasingly important in the higher education sector as innovative educators are using technology to improve pedagogy and student learning. This is not limited to academic institutions as corporate trainers also seek to leverage their people development resources to improve the operating performance of their organizations.
As a result the field of EdTech has been growing rapidly over the past decade as entrepreneurs see the opportunities to use technology to improve the speed and depth of learning. The drive ultimately stems from the transition to a knowledge economy where information is the vital fuel and improved learning can provide breakthrough insights that have substantial public or private value.
This presentation will look at the trends impacting and being impacted by EdTech, student and faculty perceptions, economics, adoption success, factors, investment patterns and the major technologies that are being used in higher educational institutions.
Similar to Learning analytics and evidence-based teaching and learning (20)
What Actually Is Artificial Intelligence?Doug Clow
Talk for MK Geek Night, 23 Sep 2021
AI means more hype, more technology, more future - and more money! But what actually is it? In this talk, Doug will explain what people mean by artificial intelligence and machine learning, what sort of problems they can solve, and how they do it. We'll see a range of examples where they're being used, and look at how it goes well and how it goes wrong, from entertaining AI weirdness to serious algorithmic bias. You won't end up being able to implement techniques like Support Vector Machines or Generative Adversarial Networks (unless you already could) but you should end up with a better idea of what the people who can are up to.
How to get to Runter End: Generating English placenames with a neural networkDoug Clow
These are slides for a talk at MK Geek Night, Thu 7 March 2019. Doug trained a neural network on the official database of placenames in England, then got it to generate its own suggestions. Some were convincing, some were funny, and some even turned out to be real places. Doug will give a bit of an explanation of how he did it, and show some of the best results.
A partial history of Educational Technology at the Open UniversityDoug Clow
This is a talk given at the OU's Computers and Learning Research Group, on 17 Jan 2019. In it I give a very partial history of educational technology at the Open University, since its founding in 1969 to the present day. It’ll be partial in multiple senses. A full history would take far longer than a single session. If I gave a comprehensively synoptic account, it’d be too broad-brush to be interesting. So I’ll be selecting elements to focus on, and I’ll be unashamedly partial in picking the ones that appeal particularly to me. We’ve always been pioneers in using technology to help our students learn. What that means has changed profoundly in some ways, and is much the same in others. As Santayana said, “Those who cannot remember the past are condemned to repeat it.” Come along to hear the digital equivalent of “I remember when all this was fields”!
Where is the evidence? A call to action for learning analyticsDoug Clow
Keynote presentation at LASI-Rocky Mountains online conference, 12 June 2017, based on a similar talk at LAK17, Learning Analytics and Knowledge Conference 2017, Vancouver. An analysis of the nature of evidence, the state of the evidence in the field of learning analytics, and some suggestions for ways to improve, based on work from the LACE project's Evidence Hub.
Trains and Balloons: An Introduction to Learning AnalyticsDoug Clow
Slides for a talk given at the Institute of Physics Higher Education Group meeting on Concept Inventories and Learning Analytics, Tue 4 April 2017, Open University, UK
How can universities scale up learning analytics beyond small-scale pilots to seriously use data to improve student learning? This interactive workshop was designed to help you think this through for your institution.
Universities are hard to change. Having good data and analytics is a good start, but is only one part of success. This session will provide tools and frameworks to help you analyse what else is needed, building on experiences of successful large-scale learning analytics activity at the Open University and the University of Technology, Sydney, and from the pan-European Learning Analytics Community Exchange project.
Slides for a talk at Bett, London, 20 January 2016.
Visions of the Future of Learning AnalyticsDoug Clow
Eight visions of the future of learning analytics, created as a way of exploring possible futures by the LACE (Learning Analytics Community Exchange) Project, and presented at Bett 2016, London, 20 January 2016
LACE: Learning Analytics Community Exchange (for LASI 2014)Doug Clow
Presentation about the LACE project (Learning Analytics Community Exchange) at LASI2014, the Learning Analytics Summer Institute held at Harvard, on 30 June 2014.
Social media for academic purposes (MCT ST event)Doug Clow
Slides from a talk on social media for academic purposes, held at an Open University event for MCT staff tutors on 25 June 2014 at Walton Hall, Milton Keynes.
The funnel of participation: beyond dropout in MOOCs, informal learning and u...Doug Clow
Slides for a talk at the Centre for Distance Education event, "InFocus: Learner analytics and big data", #CDEInFocus, University of London, Senate House, 10th December 2013.
Social learning: iSpot lessons for FuturelearnDoug Clow
Ideas from experience of social learning on iSpot for FutureLearn - what iSpot is, what worked well for encouraging participation, what worked less well, and models of social participation to inform the design of social learning environments, such as MOOCs. Presentation given to a FutureLearn partners meeting, OU London office, Mon 24 June 2013.
Quick Introduction to Social Media (blogs and Twitter)Doug Clow
Quick introduction to social media (blogs and Twitter) for the OU Health and Social Care Nations and Regions Conference, #ouhscnr, 25 June 2013 - part of a session on social media for academic purposes.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Instructions for Submissions thorugh G- Classroom.pptx
Learning analytics and evidence-based teaching and learning
1. Learning analytics and
evidence-based teaching and learning
Doug Clow
Institute of Educational Technology, The Open University, UK
slideshare.net/dougclow
Goldsmiths Learning & Teaching Conference 30 May 2014
2. What do you want to
hear most about?
a) What is learning analytics?
b) Some examples of learning analytics
c) Evidence-based practice
d) What can we do?
e) I’m only here for the next speaker
cc licensed ( BY ) flickr photo by Swaminathan: http://flickr.com/photos/araswami/2168316216/
4. “Big data is like teenage sex: everyone talks
about it, nobody really knows how to do it,
everyone thinks everyone else is doing it, so
everyone claims they are doing it…”
– Dan Ariely, Facebook, 6 Jan 2013
5. “Big data is like teenage sex: everyone talks
about it, nobody really knows how to do it,
everyone thinks everyone else is doing it, so
everyone claims they are doing it…”
– Dan Ariely, Facebook, 6 Jan 2013
… and the world of education seems
obsessed about it, but the little that does go on
is often done badly, and leaves people
disillusioned.
6. “feeding back the
data exhaust”
Big Data in
Education
Photo (CC)-BY Iain Watson http://www.flickr.com/photos/dagoaty/3329699788/
7. It’s not very big
but it may be clever
Photo (CC)-BY Paul and Cathy https://www.flickr.com/photos/becker271/7903353008
8. What is learning analytics?
• the measurement, collection, analysis and reporting of data about
learners and their contexts, for purposes of understanding and
optimising learning and the environments in which it occurs
– First International Conference on Learning Analytics And Knowledge (LAK11), Banff, Alberta, 2011
Photo (CC)-BY Cris: http://flickr.com/photos/chrismatos/6917786197/
9. Photo public domain: http://commons.wikimedia.org/wiki/File:DESYNebelkammer.jpg
Erik Duval
http://erikduval.wordpress.com/2012/01/30/learning-
analytics-and-educational-data-mining/
“collecting traces
that learners leave
behind and using
those traces to
improve learning”
12. • Predictive modeling, datamining (Blackboard)
• Place students in one of three risk groups => traffic light
• Trigger for intervention emails
• Dramatic retention improvements
• Consistent grade performance improvement
13. Social Network Analysis
• Social Networks Adapting Pedagogic Practice
• Network visualisations of forum activity data from VLE
• See patterns
• Spot central and
disconnected
• Identify at-risk
• Improve teaching
18. Evidence-based medicine
is the conscientious, explicit, and judicious use
of current best evidence in making decisions
about the care of individual patients.
–Sackett et al (1996)
Photo (CC)-BY photophilde: https://www.flickr.com/photos/photophilde/8127001284/
19. Evidence-based practice
is the conscientious, explicit, and judicious use
of current best evidence in making decisions
about the care of individual clients.
–Sackett et al (1997)
Photo (CC)-BY photophilde: https://www.flickr.com/photos/photophilde/8127001284/
20. Evidence-based teaching and learning
is the conscientious, explicit, and judicious use
of current best evidence in making decisions
about the care of individual learners.
Photo (CC)-BY photophilde: https://www.flickr.com/photos/photophilde/8127001284/
21. Randomised controlled trial
• Groups vary only in the thing you’re testing
• People assigned to groups at random
• Participants and researchers don’t know which
Photo (CC)-BY Kevin Dooley https://www.flickr.com/photos/pagedooley/6613526021/
22. cc licensed ( BY ) flickr photo by LASZLO ILYES: http://flickr.com/photos/laszlo-photo/4093575863/
Why so few RCTs in HE?
• Ethics
• Impracticality
• Complexity
23. Ethics: HIV/AIDS in 80s/90s
• Poor prognosis for HIV infection
• New, effective treatments
–Untested, unavailable
• New protocols
–Wider access
–Early endpoints to trials
Photo (CC)-BY Swami Stream https://www.flickr.com/photos/araswami/525922259/
24. Ethics: Vioxx
• New drug
• Pain relief & anti-inflammatory
–without stomach damage
• Heart attacks and strokes
• Withdrawn
• Other painkillers now under
suspicion
Photo (CC)-BY xJason.Rogersx https://www.flickr.com/photos/restlessglobetrotter/3058701116/
25. Practicality
• Online learning = data
• A/B testing
Photo (CC)-BY Jonathan Combe https://www.flickr.com/photos/jono566/8489053557/
26. Complexity • Important outcomes long
delayed
• Disagreement about end points
–Medicine: All-cause mortality
–Education: Passes, grades,
employment
Gentian sino-ornata Photo (CC)-BY reurinkjan https://www.flickr.com/photos/reurinkjan/3241158162/
• Richness of humanity
• Assessment Problem
28. Competition:
• Large established companies
• High-tech startups
• Private sector HE providers
Japanese Knotweed Fallopia japonica
Photo (CC)-BY Maja Dumat https://www.flickr.com/photos/blumenbiene/6146039333
30. • See what data you (can) have
about your students
• Move towards evidence-based practice
–Look for evidence before innovation
–Make new evidence
• Find out more about learning analytics
Photo (CC)-BY Wonderlane https://www.flickr.com/photos/wonderlane/3065525293/
31. www.laceproject.eu
• Evidence Hub
• Events: SoLAR Flare, 24 Oct 14
• Publications, briefings, webinars
Learning Analytics Community Exchange (FP7)
32. Thanks to:
People:
• OU Learning Analytics: IET Student Statistics and Survey Team, Gill Kirkup
and the other Data Wranglers, Kevin Mayles, Belinda Tynan, Simon
Buckingham Shum, Rebecca Ferguson, Bart Rientes
• LACE: Rebecca Ferguson, Simon Cross, Michelle Bailey, Rebecca Wilson,
partners.
Funders:
• LACE: EC 619424-FP7-ICT-2013-11
Vote!
I can talk for hours about this. It’s really exciting.
But we have 20 minutes.
I will talk about everything, but what should I spend most time explaining?
Hint: We can talk about what to do in the questions.Or if you lose the vote you can ask a question on the bit you want.
Intro, 3 salient points, conclusion
What is learning analytics, some examples, EBP. Complex.
Then actions.
… Big Data
LA is Big Data in education
And this is a terrible shame because with the right techniques and the right context, where there’s trust and enthusiastic consent, it can be pretty good.
It’s not really Big Data. (It fits on my laptop. Often in Excel.)
For the first time in educational history,
We have more data than theories.
Previously a generous supply of theory and precious little data.
Data mining, academic analytics, learner analytics – focus here is on the learning, not the management and administration of learning
International profile
Photo: Cloud Chamber at the German Electron Synchrotron DESY
Reflective learning cycle, Kolb
Without interventions: still good stuff: computer science, educational research, business intelligence
But only LA if fed back.
Speed and length of cycles: instant feedback as you learn, through to govt policy
This is what teachers – good teachers – have always done.
But more, and more electronic, and (since Piketty has made a knowledge of Marx trendy again):
a big enough quantitative change is a qualitative one.
Things are different.
But how?
Last 25y, transformation – why we’re living even longer.
Some tried and trusted treatments were killing people.
Widened out from just medicine to ‘practice’, but still mostly health (and social care).
Strong parallels.
Our tradition of evidence is different..
idealised
We have the ethics wrong.
Quantitative turn makes more practical – A/B testing
Complexity we have always with us.
Simplifying. Also US healthcare system.
Distinguishing the drugs that actually work (HAART) from comforting and quack treatments
Ethical principle: Get the evidence AND get the benefits.
Practical lesson: engage with RCT process
NOTHING NEW WITHOUT TESTING
Massive trials. Serious testing.
Heart attacks and strokes only came up in extended testing.
Ibuprofen and diclofenac may also have problems
Simplified! More going on here.
UNETHICAL FOR NEW TREATMENT WITHOUT TESTING
Progress towards is also valuable
A/B testing can control for some of it – switching within classes. BUT!
The Assessment Problem:
Not everything that can be measured counts, and not everything that counts can be measured
If we think it’s important but can’t assess it …?
Lenin’s vanguard party. Seize control of the means of production.
Gove is keen on RCTs
Gove is also keen on students not being pushed off cliffs.
You can’t make a reliable indicator by changing the sign of an unreliable one.
Reversed stupidity is not intelligence.
Senior managers care about bums on seats and money. They’re paid to. The good ones – most of them – also care about other things.
You care about teaching and learning. Get involved!
Knowing more about your students is the responsibility of any good teacher.
If Goldsmiths, the people you need to talk to are almost certainly in the room.
Logging facilities, analytics dashboards – may be turned off.