Talk given by Rebecca Ferguson on 22 November 2018 int Universita Ca'Foscario Venezia at the event Nuovi orizzonti della ricerca pedagogica: evidence-based learning e learning analytics
Part of a FutureLearn Academic Network (FLAN) panel at the ALT conference in Edinburgh, 4 September 2019.
Over the last few years, Massive Open Online Courses (MOOCs) have had a huge impact on the scale of higher education teaching and learning globally. In 2018, 101 million MOOC learners participated in 11,000+ courses created by over 900 universities in partnerships with dozens of platform providers (Shah 2018). Higher Education institutions are using MOOCs to innovate, experiment with and strategise the future of online learning (Ferguson et al. 2016), (Fox 2016), (Hollands & Tirthali 2014).
The FutureLearn Academic Network (FLAN) connects staff involved with MOOCs at FutureLearn partner institutions, enabling them to share research and explore shared research opportunities. Understanding the impact of MOOCs on learning and learners is one of 12 priority areas recently identified by FLAN members as needing more research (FLAN 2019).
In this panel session, three FLAN members will share their research and lessons learnt from using MOOCs to widen the impact of teaching and learning on specific groups of learners and learning communities: bringing together experts and learners from around the world for citizen science activities for learning, using the FutureLearn approach to digital pedagogy – conversational learning – to support teaching and learning on international, closed and formally accredited courses, and reaching across traditional professional training boundaries to those who otherwise be unlikely to be able to participate in new approaches to team-based training.
• Professor Eileen Scanlon, Open University. Citizen science platforms at the Open University such as nQuire and iSpot have been used in FutureLearn. I will contribute a perspective on the role that such activities contribute to learning science.
• Professor Rebecca Ferguson, Open University. A discussion of the use of conversational learning on an international closed and formally accredited FutureLearn course. The course includes work around Sustainable Development Goal 4 to “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”.
• Dr Daksha Patel & Dr Astrid Leck, London School of Hygiene & Tropical Medicine. This talk will discuss the design of a FutureLearn MOOC aimed at addressing the global health challenge of trachoma elimination, and an evaluation – using Wenger et al.’s (2011) Value Creation Framework – of its impact on practice for trachoma elimination in endemic countries.
Using the work of the OER Research Hub at the Open University, different types of OER users are identified. The different strategies for reaching these audiences are considered
The Rethinking Education conference focused on the need to design a future education and skills system that will enable people to develop the knowledge and skills need for the labour market, for personal development and for societal goals.
This presentation focuses on the advantages and challenges of massive onopen online courses (MOOCs) for teaching and learning, with a focus on the UK platform, FutureLearn.
The role of educational developers in supporting open educational practicesMichael Paskevicius
Note: We are offering this workshop first at the OE Global Conference in South Africa in March and will revise and enhance for ETUG. While open educational resources (OER) increase in availability, sophistication, quality and adoption around the world there remains a gap in the utilization and contribution to open educational practices, amongst faculty. While an official definition for open educational practices is still emerging, we align ourselves with the following articulation which suggests nascent practices enabled by the affordances of OER and open technology infrastructure allowing for the transformation of learning (Camilleri & Ehlers, 2011) which invites students contribution, engagement, and ownership of knowledge resources thereby flattening the balance of power in student/teacher relationships (McGill, Falconer, Dempster, Littlejohn, & Beetham, 2013). Arguments have been made at various levels to engage and support faculty in using open educational practices – at the institutional level to support strategic advantage through lower cost access to OER textbooks and educational materials (Mulder, 2011; Carey, Davis, Ferreras, & Porter, 2015); through incentives which support faculty engagement with instructional designers in the co-creation of reusable high-impact courseware (Conole & Weller, 2008; DeVries & Harrison, 2016); through the experimentation and adoption of the practice of teaching-in-the-open (Veletsianos, 2013); and in the forming of learning communities across institutions (Petrides, Jimes, Middleton‐Detzner, Walling, & Weiss, 2011). This session will focus on the stakeholder role of the educational developer, often situated within teaching and learning centres, whose responsibility may include support of more open practices in higher education, to meet various institutional goals and objectives.
Part of a FutureLearn Academic Network (FLAN) panel at the ALT conference in Edinburgh, 4 September 2019.
Over the last few years, Massive Open Online Courses (MOOCs) have had a huge impact on the scale of higher education teaching and learning globally. In 2018, 101 million MOOC learners participated in 11,000+ courses created by over 900 universities in partnerships with dozens of platform providers (Shah 2018). Higher Education institutions are using MOOCs to innovate, experiment with and strategise the future of online learning (Ferguson et al. 2016), (Fox 2016), (Hollands & Tirthali 2014).
The FutureLearn Academic Network (FLAN) connects staff involved with MOOCs at FutureLearn partner institutions, enabling them to share research and explore shared research opportunities. Understanding the impact of MOOCs on learning and learners is one of 12 priority areas recently identified by FLAN members as needing more research (FLAN 2019).
In this panel session, three FLAN members will share their research and lessons learnt from using MOOCs to widen the impact of teaching and learning on specific groups of learners and learning communities: bringing together experts and learners from around the world for citizen science activities for learning, using the FutureLearn approach to digital pedagogy – conversational learning – to support teaching and learning on international, closed and formally accredited courses, and reaching across traditional professional training boundaries to those who otherwise be unlikely to be able to participate in new approaches to team-based training.
• Professor Eileen Scanlon, Open University. Citizen science platforms at the Open University such as nQuire and iSpot have been used in FutureLearn. I will contribute a perspective on the role that such activities contribute to learning science.
• Professor Rebecca Ferguson, Open University. A discussion of the use of conversational learning on an international closed and formally accredited FutureLearn course. The course includes work around Sustainable Development Goal 4 to “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”.
• Dr Daksha Patel & Dr Astrid Leck, London School of Hygiene & Tropical Medicine. This talk will discuss the design of a FutureLearn MOOC aimed at addressing the global health challenge of trachoma elimination, and an evaluation – using Wenger et al.’s (2011) Value Creation Framework – of its impact on practice for trachoma elimination in endemic countries.
Using the work of the OER Research Hub at the Open University, different types of OER users are identified. The different strategies for reaching these audiences are considered
The Rethinking Education conference focused on the need to design a future education and skills system that will enable people to develop the knowledge and skills need for the labour market, for personal development and for societal goals.
This presentation focuses on the advantages and challenges of massive onopen online courses (MOOCs) for teaching and learning, with a focus on the UK platform, FutureLearn.
The role of educational developers in supporting open educational practicesMichael Paskevicius
Note: We are offering this workshop first at the OE Global Conference in South Africa in March and will revise and enhance for ETUG. While open educational resources (OER) increase in availability, sophistication, quality and adoption around the world there remains a gap in the utilization and contribution to open educational practices, amongst faculty. While an official definition for open educational practices is still emerging, we align ourselves with the following articulation which suggests nascent practices enabled by the affordances of OER and open technology infrastructure allowing for the transformation of learning (Camilleri & Ehlers, 2011) which invites students contribution, engagement, and ownership of knowledge resources thereby flattening the balance of power in student/teacher relationships (McGill, Falconer, Dempster, Littlejohn, & Beetham, 2013). Arguments have been made at various levels to engage and support faculty in using open educational practices – at the institutional level to support strategic advantage through lower cost access to OER textbooks and educational materials (Mulder, 2011; Carey, Davis, Ferreras, & Porter, 2015); through incentives which support faculty engagement with instructional designers in the co-creation of reusable high-impact courseware (Conole & Weller, 2008; DeVries & Harrison, 2016); through the experimentation and adoption of the practice of teaching-in-the-open (Veletsianos, 2013); and in the forming of learning communities across institutions (Petrides, Jimes, Middleton‐Detzner, Walling, & Weiss, 2011). This session will focus on the stakeholder role of the educational developer, often situated within teaching and learning centres, whose responsibility may include support of more open practices in higher education, to meet various institutional goals and objectives.
California Community College Faculty Motivation and Reflection on Open Textbo...Una Daly
Interviews were conducted with twelve faculty members at community colleges in California who adopted open textbooks in their teaching practice for one academic term or longer. The interviews queried faculty on motivation to undertake the adoption, pedagogical considerations, student savings and feedback, and support from other campus stakeholders.
Faculty were asked how their teaching and student learning was affected as a result of adopting an open textbook in their course. Specifically they were asked if they were collaborating more with other faculty members and whether they were now using a wider range of instructional materials in their courses. With regards to student learning, they were asked if they believed that student learning had improved or whether student retention had improved as a result of the adoption of an open and free textbook. Any unanticipated outcomes that had resulted from the adoption either in their own practice or with students was also queried.
In addition to the faculty and students, other stakeholders on campus are often involved in the decision and process to adopt an open textbook. College initiatives or pilot programs to increase access and equity were sometimes the instigators for making the change and other times it was strictly a faculty decision. Library, instructional design, and bookstore staff were other stakeholders who played roles in the adoption process.
Attend this presentation to better understand the motivations of college faculty who adopt open textbooks and how it affected their teaching practice. Hear about the challenges they encountered and any unexpected outcomes. Learn what students had to say about using open textbooks in the classroom and how it affected their learning and ability to be successful.
Our digital ecologies are changing because the way we are wanting to teach and examine is changing. We are seeing a much greater emphasis being placed on active, authentic and collaborative modes of teaching and assessment. Therefore we have had to find new tools and techniques to help us with these new tasks online. But the reasons to engage with these new tools needs to be based on sound pedagogical foundations
Presentation given by Rebecca Ferguson at the ORT University Institute of Education, Montevideo, Uruguay on 12 April 2016. It deals with the Innovating Pedagogy reports produced annually since 2012 by the Institute of Educational Technology (IET) at The Open University (OU).
Presentation for the Open Education Week about the State of Open Education global and TU Delft on Monday 9th of March 2015 for the Open Education Week Seminar at TU Delft
Open pedagogy: making learning visible through live, reflective, and co-creat...Michael Paskevicius
VIU’s take on open pedagogy centres around the making of learning visible through community engagement and the design of authentic and lived learning experiences, including non-disposable assignments. This isn’t about using open textbooks or open educational resources (however it may be a side effect) but rather about making the entire learning experience live, unedited and unfolding in the moment following many of the attributes of Hegarty’s (2015) model for open pedagogy (learner generated, peer review, participatory technology, innovation and creativity, sharing, reflection, trust and a connected community). We have a number of faculty applying open pedagogy components in their classes and we’ll share some examples. We also are building a course redesign institute around this impactful learning practice. This session will explore the evolving components of open pedagogy and how it might manifest for optimal student learning. Participants will engage in a mini-version of our course redesign model and uncover the key attributes of open pedagogy. Come explore visible learning with us!
An introduction to Open Educational Resources delivered to coursework masters students at the University of Cape Town March 29, 2012. Covers open education resources, Creative Commons licensing, issues for educators engaging in open education, curation, metadata, and new forms of open education such as massive open online courses.
TU Delft is a strong supporter of Open. Therefor course contents in OpenCourseWare, iTunesU and MOOCs are shared under a Creative Commons license (CC BY NC SA). In 2014, edX provided Delft University of Technology with the opportunity to sublicense its DelftX MOOCs to regions where traditionally acces had been limited; EdRaak would translate DelftX MOOCs to increase access to the Arabic speaking region and XuetangX would do the same for the Mandarin speaking region, in adition overcoming the great Firewall of China. This opportunity also provided a challenge: How can we sublicense DelftX MOOCs (leading to revenue) if (in part) the contents are already available under an open (Creative Commons) license? In this paper and presentation we will share how Delft University of Technology tried to tackle this challenge to experiment with experiments leading to revenue generation while at the same time upholding its open policy.
The critical role of teachers in optimizing technologies for open learningalanwylie
Keynote presentation by Diana Laurillard, London Knowledge Lab, Institute of Education, for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
OER in Technical Vocational Education and Training (TVET)Robert Schuwer
Presentation @ 2nd OER World Congress Ljubljana 19 September 2017.
Some results from the draft report. Final report will be available end of November 2017.
Why open education is the best way forwardFarhad Dastur
Open education takes the spirit of sharing, creativity, and transparency and leverages those with the flattening capabilities of the Internet, the portability of mobile computing, and the wider freedoms of flexible copyright to improve accessibility, enrich content, and foster creative collaboration. Come hear one educator’s experiences with open education and why he believes that librarians are integral to the success of this grand project. There will be generous time for questions.
Starting where we are, moving through changes open education is bringing at institutional, national, regional and international levels, and how we can continue to strengthen open education and its positive impacts
California Community College Faculty Motivation and Reflection on Open Textbo...Una Daly
Interviews were conducted with twelve faculty members at community colleges in California who adopted open textbooks in their teaching practice for one academic term or longer. The interviews queried faculty on motivation to undertake the adoption, pedagogical considerations, student savings and feedback, and support from other campus stakeholders.
Faculty were asked how their teaching and student learning was affected as a result of adopting an open textbook in their course. Specifically they were asked if they were collaborating more with other faculty members and whether they were now using a wider range of instructional materials in their courses. With regards to student learning, they were asked if they believed that student learning had improved or whether student retention had improved as a result of the adoption of an open and free textbook. Any unanticipated outcomes that had resulted from the adoption either in their own practice or with students was also queried.
In addition to the faculty and students, other stakeholders on campus are often involved in the decision and process to adopt an open textbook. College initiatives or pilot programs to increase access and equity were sometimes the instigators for making the change and other times it was strictly a faculty decision. Library, instructional design, and bookstore staff were other stakeholders who played roles in the adoption process.
Attend this presentation to better understand the motivations of college faculty who adopt open textbooks and how it affected their teaching practice. Hear about the challenges they encountered and any unexpected outcomes. Learn what students had to say about using open textbooks in the classroom and how it affected their learning and ability to be successful.
Our digital ecologies are changing because the way we are wanting to teach and examine is changing. We are seeing a much greater emphasis being placed on active, authentic and collaborative modes of teaching and assessment. Therefore we have had to find new tools and techniques to help us with these new tasks online. But the reasons to engage with these new tools needs to be based on sound pedagogical foundations
Presentation given by Rebecca Ferguson at the ORT University Institute of Education, Montevideo, Uruguay on 12 April 2016. It deals with the Innovating Pedagogy reports produced annually since 2012 by the Institute of Educational Technology (IET) at The Open University (OU).
Presentation for the Open Education Week about the State of Open Education global and TU Delft on Monday 9th of March 2015 for the Open Education Week Seminar at TU Delft
Open pedagogy: making learning visible through live, reflective, and co-creat...Michael Paskevicius
VIU’s take on open pedagogy centres around the making of learning visible through community engagement and the design of authentic and lived learning experiences, including non-disposable assignments. This isn’t about using open textbooks or open educational resources (however it may be a side effect) but rather about making the entire learning experience live, unedited and unfolding in the moment following many of the attributes of Hegarty’s (2015) model for open pedagogy (learner generated, peer review, participatory technology, innovation and creativity, sharing, reflection, trust and a connected community). We have a number of faculty applying open pedagogy components in their classes and we’ll share some examples. We also are building a course redesign institute around this impactful learning practice. This session will explore the evolving components of open pedagogy and how it might manifest for optimal student learning. Participants will engage in a mini-version of our course redesign model and uncover the key attributes of open pedagogy. Come explore visible learning with us!
An introduction to Open Educational Resources delivered to coursework masters students at the University of Cape Town March 29, 2012. Covers open education resources, Creative Commons licensing, issues for educators engaging in open education, curation, metadata, and new forms of open education such as massive open online courses.
TU Delft is a strong supporter of Open. Therefor course contents in OpenCourseWare, iTunesU and MOOCs are shared under a Creative Commons license (CC BY NC SA). In 2014, edX provided Delft University of Technology with the opportunity to sublicense its DelftX MOOCs to regions where traditionally acces had been limited; EdRaak would translate DelftX MOOCs to increase access to the Arabic speaking region and XuetangX would do the same for the Mandarin speaking region, in adition overcoming the great Firewall of China. This opportunity also provided a challenge: How can we sublicense DelftX MOOCs (leading to revenue) if (in part) the contents are already available under an open (Creative Commons) license? In this paper and presentation we will share how Delft University of Technology tried to tackle this challenge to experiment with experiments leading to revenue generation while at the same time upholding its open policy.
The critical role of teachers in optimizing technologies for open learningalanwylie
Keynote presentation by Diana Laurillard, London Knowledge Lab, Institute of Education, for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
OER in Technical Vocational Education and Training (TVET)Robert Schuwer
Presentation @ 2nd OER World Congress Ljubljana 19 September 2017.
Some results from the draft report. Final report will be available end of November 2017.
Why open education is the best way forwardFarhad Dastur
Open education takes the spirit of sharing, creativity, and transparency and leverages those with the flattening capabilities of the Internet, the portability of mobile computing, and the wider freedoms of flexible copyright to improve accessibility, enrich content, and foster creative collaboration. Come hear one educator’s experiences with open education and why he believes that librarians are integral to the success of this grand project. There will be generous time for questions.
Starting where we are, moving through changes open education is bringing at institutional, national, regional and international levels, and how we can continue to strengthen open education and its positive impacts
Presentation on learning analytics given by Rebecca Ferguson at the Nordic Learning Analytics Summer Institute (Nordic LASI), organised by the SLATE Centre, in Bergen Norway, 29 September 2017.
Keynote talk given at the Learning Analytics Summer Institute 2016 (LASI16) at the University of Deusto, Bilbao, Spain in June 2016 by Rebecca Ferguson.
What does the future hold for learning analytics? In terms of Europe’s priorities for learning and training, they will need to support relevant and high-quality knowledge, skills and competences developed throughout lifelong learning. More specifically, they should improve the quality and efficiency of education and training, enhance creativity and innovation, and focus on learning outcomes in areas such as employability, active-citizenship and well-being. This is a tall order and, in order to achieve it, we need to consider how our work fits into the larger picture. Drawing on the outcomes of two recent European studies, Rebecca will discuss how we can avoid potential pitfalls and develop an action plan that will drive the development of analytics that enhance both learning and teaching.
Learning analytics: the state of the art and the futureRebecca Ferguson
Presentation given by Rebecca Ferguson at 'Nuevas métricsas y enfoques para la evaluación e innovación en el aprendizaje' in Montevideo, Uruguay, on Wednesday 13 April 2016.
The talk deals with the state of the art in learning analytics, and with actions for taking this work forward at a national level.
Talk by Rebeca Ferguson (Open University, UK, and LACE project).
The promise of learning analytics is that they will enable us to understand and optimize learning and the environments in which it takes place. The intention is to develop models, algorithms, and processes that can be widely used. In order to do this, we need to move from small-scale research within our disciplines towards large-scale implementation across our institutions. This is a tough challenge, because educational institutions are stable systems, resistant to change. To avoid failure and maximize success, implementation of learning analytics at scale requires careful consideration of the entire ‘TEL technology complex’. This complex includes the different groups of people involved, the educational beliefs and practices of those groups, the technologies they use, and the specific environments within which they operate. Providing reliable and trustworthy analytics is just one part of implementing analytics at scale. It is also important to develop a clear strategic vision, assess institutional culture critically, identify potential barriers to adoption, develop approaches that can overcome these, and put in place appropriate forms of support, training, and community building. In her keynote, Rebecca introduced tools, resources, organisations and case studies that can be used to support the deployment of learning analytics at scale
07 18-13 webinar - sharnell jackson - using data to personalize learningDreamBox Learning
Learning and competency data can be useful tools in assessing a student’s individual learning needs. In this month’s Blended Learning webinar, presenters Sharnell Jackson and Tim Hudson shared best practices for organizing and using student data in order to better meet student needs. They also discussed processes for using and analyzing data at the student, classroom, and district levels.
Presentation at 'Analytics in learning and teaching: the role of big data, personalized learning and the future of the teacher, event organised at the University of Central Lancashire (UCLAN) by the Vital project (Visualisation tools and analytics to monitor language learning and teaching) on 17 July 2017. Presentation includes work from the LACE and LAEP projects.
Presentation by Rebecca Ferguson (IET, The Open University, UK) at e-Learning Korea 2016, held in Seoul, South Korea, in September 2016. This presentation, on Visions of the Future of learning analytics, is based on work carried out by the European consortium working on the Learning Analytics Community Exchange (LACE) project, and by the group working on the Learning Analytics for European Educational Policy (LAEP) project)
Effective Creation, Mediation and Use of Knowledge in and about Education.EduSkills OECD
This presentation was given by Philippa Cordingley from the Centre for the Use of Research and Evidence in Education (CUREE) at the CERI Conference on Innovation, Governance and Reform in Education on 3 November 2014 during session 3.a: Knowledge-intensive Governance, Innovation and Change.
Slides from the learning at scale special interest group of the open technology-enhanced learning research group at The Open University in the UK (OpenTEL L@S SIG) on 15 April 2024. This online event brought together lightning talks (around five minutes each) about the OpenLearn Create platform and the many projects that have been developed on the site over the past 18 years. These include: Active teaching and learning for Africa – ZEST, Carbon Literacy project, CGIAR Genebank, Climate Compatible Growth, Digital learning in forcibly displaced communities, FIFA Guardians Safeguarding in Football Diploma, Fit for Law, Foundations for Peace, Learning languages with senior learners , Learning Resources for Global Educators, Online Counselling CPD Courses, Open Networking Lab, Open STEM Africa, OpenCreate datalog analysis, Safeguarding in the International Aid sector., School of Physical Sciences Outreach , Scots Language and Culture, Skills for Prosperity Kenya, Supporting Adolescent Girls’ Education (SAGE), Tackling antimicrobial resistance, Teacher Education in Sub-Saharan Africa (TESSA), Teacher Professional Development at Scale (TPD@Scale), and Transformation by Innovation in Distance Education (TIDE)
Short talk on responsive and sustainable education futures given by Rebecca Ferguson of The Open University in the UK at ECTEL 2023 on 8 September 2023 as part of a keynote panel.
Keynote given by Rebecca Ferguson on 21 June 2023 at 'Blurring boundaries and making connections: learning with
and from one another', an
Associate Lecturer Professional Development Online Event organised by The Open University and held online.
Learning analytics - what can we achieve together.pptxRebecca Ferguson
Keynote given on 7 June 2023 by Rebecca Ferguson of The Open University in the UK at the Learning Analytics Summer Institute (LASI) organised by the Society for Learning Analytics Research (SoLAR) in Singapore.
Innnovations in online teaching and learning: CHatGPT and other artificial as...Rebecca Ferguson
Talk given by Agnes Kukulska-Hulme and Rebecca Ferguson to SciLab (a centre for pedagogical research and innovation in business and law) at The Open University, Milton Keynes, UK on Wednesday 3 May 2023.
Slides presented (virtually) by Professor Rebecca Ferguson of The Open University at the Teach4Edu4 multiplier event held in Birmingham, UK, in January 2023. This presentation formed part of a larger workshop with multiple speakers from The Open University.
Keynote on 'Pedagogies for Today' given by Professor Rebecca Ferguson of The Open University at the International Conference on Computers in Education (ICCE 2022), a hybrid conference based in Kuala Lumpur, Malaysia.
Presentation given online by Professor Rebecca Ferguson at the 4th Annual International Conference on Research and Innovation In Education held at the University of Nairobi, Kenya, on 26 October 2022.
Presentation on Innovating Pedagogy given by Professor Rebecca Ferguson of The Open University at the International Conference on Open and Innovative Education, held in Hong Kong on 13 July 2022. The presentation was given remotely.
Introduction to Learning Analytics. Slides for Tutorial 1 led by Rebecca Ferguson at the Learning Analytics Summer Institute (LASI), June 2022, hosted online by the Society for Learning Analytics Research (SoLAR) with the University of British Columbia.
Short presentation given at the 'Building Open Science and Scholarship in SoLAR' workshop at LAK22, in March 2022. It touches on aspects of open scholarship including open access, open peer review, open thinking, open research teams, open research methods and an open research environment.
Short panel presentation given by Rebecca Ferguson at the Community of Practice on Trinity Micro-credentials First Annual Event (Continuing Education with Micro-credentials), 24 November 2021, organised online by Trinity College Dublin.
A short presentation given at the Accessible Learning, Accessible Analytics VIrtual Evidence Café at the Learning Analytics and Knowledge conference (LAK21) in April 2021
'I went to a marvellous party': a manifesto for online meetingsRebecca Ferguson
Slides presented at the Computers and Learning research group (CALRG) at The Open University, UK, in March 2021. A series of provocations about how online meetings could develop, drawing on the work of Raph Koster.
This tutorial is designed for everyone with an interest in increasing the impact of their learning analytics research. It was given by Rebecca Ferguson on 22 June 2021 at the Learning Analytics Summer Institute 2021, hosted by the University of British Columbia and held virtually.
Presentation given at VIII Semana de Formação de Professores STHEM Brasil – Módulo 1, a virtual workshop run on 25 May 2021 by faculty from the Institute of Educational Technology at The Open University, UK.
Presentation by Rebecca Ferguson to Open University PGCE Students in Wales about ‘Teaching at a Distance’. Adobe Connect webinar on 11 November 2020. Translation from English by OU Wales.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
3. Learning analytics
The measurement, collection,
analysis and reporting of data
about learners and their
contexts, for purposes of
understanding and optimizing
learning and the environments in
which it occurs.
4. Learning analytics help us to identify
and make sense of patterns in the data
to improve our teaching, our learning
and our learning environments
5. Why do educators use analytics?
• Monitor the learning process
• Explore student data
• Identify problems
• Discover patterns
• Find early indicators for success
• Find early indicators for poor marks or drop-out
• Assess usefulness of learning materials
• Increase awareness, reflect and self reflect
• Increase understanding of learning environments
• Intervene, advise and assist
• Improve teaching, resources and the environment
7. From learner to earner
• Map progress towards
employability skills
• Map progress towards
desired learning objectives
• Accredit progress
• Support in-service training
across providers
• Help students to develop a
skills portfolio
9. Taking our place in society
• Map progress as
students become
responsible citizens,
contributors and
innovators
• Align analytics with
the knowledge, skills
and values that the
government requires
in schools
11. Building our community
• Map progress
towards curriculum
areas and subject
knowledge
constructed by the
community
• Analyse the learning
of groups, rather
than individuals
• Support learners to
design, construct
and build together
13. Healthy mind, healthy body
• Enable individuals to
reflect on
experiences and
build coherent
learning journeys
• Support self-
regulated learning –
‘learning to learn’ –
and the individual
skills required
15. Questioning and learning
• Are learners encountering
diversity of knowledge and
understanding?
• Are they developing ways of
evaluating argument and
information?
• Are they developing reliable
processes for making sense
of the world?
• Are they reflecting on their
assumptions?
• Do they care about truth and
knowledge ?
25. EU priority areas for education
• Open and innovative education and training, fully
embracing the digital era.
• Strong support for teachers, trainers, school leaders
and other educational staff.
• Relevant and high-quality knowledge, skills and
competences developed throughout lifelong learning.
• Focus on learning outcomes for
employability, innovation, active
citizenship and well-being and
inclusive education, equality,
equity, non-discrimination and
the promotion of civic
competences.
26. • Shape a renewed curriculum designed
around scholarly excellence, focused
attention to critical enquiry, multidisciplinary
expertise, cross-cultural awareness and
21st century skills.
• Realize student potential by ensuring the
early engagement of employers and
institutional stakeholders and by supporting
our students in achieving their best personal
and professional development.
• Enhance Ca’Foscari’s on-line education
services to increase the number of on-line
students from zero to 1,000, promote our on-
site services and campus life to support a
vibrant and unique university life experience.
Foster a transformative
learning experience
38. New provocations from Neil Selwyn
• Socially sympathetic
design
• Transparency of
algorithms
• Student control
• Sharing the profits of
learning data
• Working towards a
better public
understanding of
analytics
• Seeing ethics in
terms of power
Image: Neil Selwyn, LAK18
40. Action for analytics
Learning analytics for European education policy
Strategy
Research and development
Infrastructure
Context
Standards
Sklls
Outreach
41. Strategy
• Align work on learning analytics with
strategic objectives and priorities
• Develop a roadmap for learning analytics
• Assign responsibility for development of
learning analytics
• Identify and build on work in
related areas
• Build on learning analytics
work to develop new priorities
42. Research and development
• Develop pedagogy that
makes good use of
analytics
• Develop analytics that
address strategic
objectives and priorities
• Develop technology that
enables deployment of
analytics
Image: sheilaproject.eu
45. Standards
• Adapt and employ
interoperability standards
• Develop and employ
ethical standards,
including data protection
• Align analytics with
assessment practices
• Develop a robust quality
assurance process
• Develop evaluation
frameworks
46. Skills
• Identify the skills required in
different areas
• Train and support educators
to use analytics to support
achievement
• Develop and support
educational leaders to
implement these changes
• Educate learners to use
analytics to support their own
achievement
I’m from The Open University in the UK.
It’s the biggest university in the UK, and it’s a distance teaching university.
We do have a campus – this is the building where I work – but our students study all round the country, and all round the world.
This means we have always used data to help with our teaching and learning.
For example, we use data to check that our students are doing the activities they should be, that they are on track, and that things are going well
So, from the time that people first started using learning analytics, we’ve been involved in using them, developing them, and helping to set the agenda.
I’m an academic – so I always like to start with a definition.
This is the one used by the Society for Learning Analytics Research, SoLAR, which is the international body working in this field.
You’ll see I’ve highlighted one word in the definition – ‘optimizing’.
That’s because some people stop at the stage of collecting and analyzing data and forget why they’re doing it.
Here’s another way of saying the same thing.
I use this picture to remind me of the limitations of these data.
Often, we work with the traces that students leave behind in the virtual learning environment.
However, like these traces that have been left behind in the sand, there’s always a lot of information missing.
Educators use analytics in the way they have used data in the past.
In the past, you might have had information from an attendance register, and from a mark book, and from exam results. Perhaps some demographic information about your student’s background and the knoeledge and resources they were likely to have.
Analytics let you do this on a larger and more detailed scale.
They also give you opportunities to share the data and the interpretaions with students in order to discuss what is happening.
So, if we are optimizing learning, it’s important to have an idea about what we’re trying to achieve.
Here are some of the things you might be trying to achieve in your teaching.
I’ve illustrated them with some recent tweets, because these aren’t just abstract idea, these are what people are discussing and doing.
A favourite one with governments is the idea that the point of education is to train people for jobs.
In that case, you might want analytics that do these things.
However, remember that lots of people aren’t learning for this reason. There are many reasons that people don’t move into the workplace (for example, caring responsibilities or their own health). We also know that people often go on learning after they have retired.
This is another favourite of governments, and this is often an area where there is funding available.
Here are a couple of examples from the UK,with different perspectives. One is about progress towards global goals, whereas the other is much more centred on being a British citizen
Not all communities are aligned with national governments.
Some are bigger – such as the Catholic community. Some are much smaller.
Here you need analytics that learners can understand and that they can apply themselves in different situations.
You may also need transferable records or ways of saving and considering data.
And this one is very relevant for the world today.
Can people deal with fake news and misinformation?
If you haven’t encountered analytics before, or you’ve only encountered them via a dashboard on a VLE, it may be difficult to imagine how you could align them with what you are trying to achieve with your teaching.
It’s important to remember that people developing analytics tools often start with the data. They think about what data they have already or can collect easily, and then they think about how they can present that to you. They don’t necessarily think very hard about what you might do with it. Sometimes, they end up telling you things you know already, or things you could find out more easily some other way, or things you really don’t need to know.
What you need, though, are analytics aligned with what you’re trying to achieve.
So here’s a learning analytic tool that is very well known – the Signals tool that was developed at Purdue University. It gathers data about student activity and progress and then gives them a traffic light signal: red, amber or green. Green means all appears to be well. Amber means the system thinks the student may be running into problems. Red means the system has detected clear signs the student is running into problems. Importantly, Signals doesn’t just produce a colour, it also provides suggestions about what the student can do, and these suggestions include discussing progress with a tutor.
So this is a system that is designed to detect potential problems as early as possible, and to help students and tutors to remedy those problems
This is another type of analytic.
It’s focused on how students learn together.
This image represents students in a forum.
Each individual is represented by a red dot, or node.
When a student contacts another student, they are connected by a line.
I’ve used blue to indicate some of the things happening in this group.
Up in the top right are a series of dots with no connections. They’re not talking to anyone in the forum
In the middle are some ‘information brokers’. They’re talking to lots of people. In fact, depending on what type of activity has been set, they may be talking too much.
There are some potentially low performing students, only talking to one other person, and some potentially high-performing students, talking to several people.
To understand a diagram like this, you need to know the context. What activity have the students been set, and what would be appropriate behavior?
This is an analytic that’s being developed at the University of Edinburgh.
It puts more control in the hands of the learners, because they can select what elements of their performance are important to them, and can look at how they are performing from that perspective
Finally, here’s a different approach that comes from informal learning, and uses data in a different way.
iSpot is a tool for identifying living things.
You post a picture, and all the details you have, and then members of the community help you to identify it.
It’s a very good system – people typically receive an identification within an hour.
So here’s a picture I posted, and a couple of the identifications.
You’kk see that both identifications agree that this is a speckled bush cricket.
However, one says that it’s a juvenile, and one says it’s an adult male.
This is an informal learning tool, so there’s no teacher around to tell me the right answer.
Instead, I use the analytics built into the system.
Those little icons tell me about the people who have posted the identification
The icons give ma lot of information about the people who have posted the identifications.
I can find out how often they engage with iSpot.
I can also see how often other people agree with them
And I can see where they are expert and where they don’t know so much.
For example, this person knows a lot about fungi, but not so much about fish. They obviously aren’t interested in birds or animals.
So I can take this information, provided by the system, and use it to help me to decide who the experts are, and whose isentification I should trust.
The full report on this research is available online at this link. Here, I shall run briefly through the eight provocations to give you an idea of how learning analytics might develop during the next decade
Provocation 1 relates to a world in which almost anything a learner uses can be used to collect data about their activities
People saw how this vision could be connected with sensor technology and the Internet of Things. They also raised the issue of Big Brother watching over learners and controlling what they do
Provocation 2 deals not with external data but with internal data. Information about where students are looking, how they are reacting to stimuli, what their heart rate is. The picture shows the Mindlfex game in which the blue ball is controlled by the user’s brainwaves – which suggests we are moving towards being able to detect thought patterns
Respondents linked this to the notion of the ‘quantified self’, and to activity in the field of medicine. They called for a reliable evidence base, which is an idea found in many of the responses to different visions.
Provocation 3 is a negative one from the point of view of learning analytics. It suggests that there will be so many problems and controversial stories that learning analytics are no longer used in ten years time. The image refers to the multi-million dollar inBloom project, funded by the Gates Foundation, which had to close due to strong opposition from parents.
Issues here of ethics, and of WHY the analytics are being developed and applied
Provocation 4 is concerned with who owns the data. Should it be owned and controlled by individual learners?
Divergent opinions here. Some people think learners should control their data and that organisations should make this possible and desirable. Others think that this will make the data unusable and that it just adds needless extra responsibilities to the work of students
Provocation 5 is to do with getting learning analytics, and their related systems, to talk to each other and to understand each other. It also ties in with building a developer community.
In order for this open approach to be possible, a lot of work needs to be done at local and national levels.
Provocation 6 sees the role for learning analytics increasing, so that all learners are supported by a mound of data
However, this requires thought about what it means to learn, how learning takes place, and how learning analytics support that process
Provocation 7 sees a positive role for analytics, with control remaining in the hands of the learners.
Although this sounds a positive future, respondents could see potential problems.
The final provocation sees analytics replacing teachers
Any teacher that can be replaced by a computer deserves to be. This is a rewording by David Thornburg of the original Arthur C Clarke quote (“Teachers that can be replaced by a machine should be.”)
Again, this prompts consideration of how learning takes place and how it can best be supported
These provocations are from Neil Selwyn, Monash University
A seven-point plan: Action for Analytics in Europe