What is the true scope of learning analytics? Which part of the institution should be involved? How are they connected. A-LASI workshop co-presented with Phil Renner
Activities using e-Tools and Classroom Observation - Projectsslideshowproject
Self-Regulated Learning in Action!
International Teacher and Teacher Educator Training (E1)
Athens 6-8 November 2019
SLIDEshow Erasmus+ Project
Training Venue Doukas School
https://www.slideshowproject.eu/
Activities using e-Tools and Classroom Observation - Projectsslideshowproject
Self-Regulated Learning in Action!
International Teacher and Teacher Educator Training (E1)
Athens 6-8 November 2019
SLIDEshow Erasmus+ Project
Training Venue Doukas School
https://www.slideshowproject.eu/
Why GuidedPath is your Best Friend: A Demonstration of GuidedPath with Cyndy...GuidedPath
Looking to save time in your office on college planning? Looking to stay cutting edge? Looking to have a Common App integration with your college planning platform? Look no further than GuidedPath to find solutions for your school, your office and your parents and students.
In this webinar we will highlight how using GuidedPath can save you time and resources and help streamline your college planning process. GuidedPath is the only system that integrates college planning, college affordability and advisors tools, all at a very affordable price. Join advisor and mentor, Cyndy McDonald and her team as we lead you through the key features of GuidedPath.
Educators as designers of learning analytics?Elizabeth Koh
Educators as designers of learning analytics? Keynote slides at 8th N3 ICT Symposium 24th July 2018 by Elizabeth Koh
Please note that some slides are revised for public sharing.
This presentation deals with mentoring and caring for students in an academic institution. It prescribes different steps for introducing a mentoring programme in an educational institution and also shares a case study.
Why GuidedPath is your Best Friend: A Demonstration of GuidedPath with Cyndy...GuidedPath
Looking to save time in your office on college planning? Looking to stay cutting edge? Looking to have a Common App integration with your college planning platform? Look no further than GuidedPath to find solutions for your school, your office and your parents and students.
In this webinar we will highlight how using GuidedPath can save you time and resources and help streamline your college planning process. GuidedPath is the only system that integrates college planning, college affordability and advisors tools, all at a very affordable price. Join advisor and mentor, Cyndy McDonald and her team as we lead you through the key features of GuidedPath.
Educators as designers of learning analytics?Elizabeth Koh
Educators as designers of learning analytics? Keynote slides at 8th N3 ICT Symposium 24th July 2018 by Elizabeth Koh
Please note that some slides are revised for public sharing.
This presentation deals with mentoring and caring for students in an academic institution. It prescribes different steps for introducing a mentoring programme in an educational institution and also shares a case study.
Moving Forward on Learning Analytics - A/Professor Deborah West, Charles Darw...Blackboard APAC
Learning analytics is a 'hot topic' in education with many institutions seeking to make better use of the data available via various systems. One of the key challenges in this process is to understand the business questions that people working in various roles in institutions would like to be able to answer. However, it is also important that these questions are appropriately structured and specific in order to gather the relevant data. This session builds on the workshop run at last year's Blackboard Learning and Teaching conference where participants explored business questions and use cases for learning analytics from a range of perspectives.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
'Understanding teachers as learning professionals: research perspective.' (Na...GTC Scotland
'Understanding teachers as learning professionals: research perspective.'
University of Strathclyde, Workshop 6, GTC Scotland National Education Conference, 28 May 2009.
This workshop will showcase research findings about teachers as learners in the context of their continuing professional development (CPD) from projects conducted by AERS Learners, Learning and Teaching Network and related studies.
It will highlight: the importance of taking into account the different personal, social and occupational influences on teachers' learning; the extent to which teachers feel they have ownership of their CPD and the extent to which CPD transforms practice; the potential importance of both formal and informal settings and both planned and unplanned opportunities for professional learning, especially in collaborative contexts.
Lot of preparation is required for a typical young faculty while pursuing his/her career. He is constantly challenged and he/she has to excel in various dimensions such as teaching, research, extension/outreach, administration and professional recognition.
UC&R East Midlands event slides 8th June 2010 'Teaching and learning - addres...marienicholson1
Slides from UC&R East Midlands section event 'Skills for Success! Study Skills in Higher Education' 8th June 2010 - 'Teaching and learning - addressing the gaps' - Sandy Gilkes
Blended Learning, What's It Take? June 2014Rob Darrow
Blended learning elements and tools for teachers and administrators who want to implement blended learning. Includes iNACOL's six elements of blended learning. Presented at the Hybrid Learning Consortium, June 2014.
Education Abroad and Formative Outcomes Assessment: What Professors Think The...CIEE
Students who define specific learning goals before studying abroad are more likely to learn deeply. Formative assessment, based on clearly defined shared learning goals, enhances both buy-in and learning. A brief review of recent research projects will be followed by a guided small-group practicum about defining objectives and choosing appropriate instruments.
From theory to practice blending the math classroom and creating a data cultu...DreamBox Learning
Transitioning your school to a fully blended model that leverages data to inform school wide goals, drive classroom instruction, and form small groups takes time and buy-in. Whether you’re in the beginning stages of your blended journey, or are several years into it, it’s important to stay dynamic and reflective to ensure your blended initiative is having a positive impact on student success. Hear how Aldeane Comito Ries Elementary was able to take data beyond the classroom and continue to successfully incorporate it into their school’s infrastructure.
Join the staff at Aldeane Comito Ries Elementary to hear about how they:
• Received buy-in from their staff at all levels
• Specifically use data in their day-to-day
• Continue to transform classroom teaching and learning
Summary of key messages from the HMIE Aspect Report on Computing provision in Scotland's Colleges 2009
Presented to Heads of Computing Conference, Glasgow 4th Dec 2009
Using OnTask for Student Coaching in Large Student CohortsAbelardo Pardo
The provision of student feedback is a challenging and resource intensive
task for any instructor but at the same time it has the potential of
significantly improve the overall quality of a learning experience.
This challenge is magnified even further in the context of large student
cohorts. Current initiatives such as the one captured by the OnTask project
have explored how to use data about student engagement to support instructors
of large student cohorts in this process. But despite the use of technology
there are still important aspects to consider. What is the ideal tone of the
message? Should they focus on the material? Assessments? Strategies? How
often is idea to send these messages? In this talk we will cover some
principles and examples of how instructors are addressing the problem.
Using data to provide personalised feedback at scaleAbelardo Pardo
The current state of higher education has increasing pressure over academics to offer high quality experience at scale. But what could be the actions that can be deployed to achieve this increase? What would be a good guiding principle to decide these actions? In this talk we explore first the possibility of using feedback and a coach mentality to provide student support, and then how data can help us scale that technique. There are examples of potential scenarios to deploy this at the level of a course, program or overall student experience.
Facilitating feedback processes at scale through personalised support actionsAbelardo Pardo
As education keeps advancing into the era of ubiquitous data availability there are certain challenges that are also increasing. The connection between data and direct improvements or benefit for students in terms of the overall quality of the learning experience is still an area under significant evolution. Learning analytics promises the use of data to improve learning experiences, but bridging the distance between widespread data availability and meaningful, effective and relevant actions informed by this data is still important. The current focus when considering the use of data tends to gravitate towards institutional interventions that target only a subset of the students (e.g. those at risk of dropping a course or abandoning the institution). But the student experience is much more complex and varied.
In this talk we will describe OnTask, a platform and approach to facilitate the connection between data and actions in the context of a learning experience. The framework used by the tool contains a generic architecture to simplify the combination of multiple data sources under a single data structure with an intuitive design of rule-based personalized support actions that can be scaled to large student cohorts. OnTask approaches the problem from the benefits of feedback processes that rely on a conversation between students and instructors at the level of a course.
Providing personalised student support in blended learning at scaleAbelardo Pardo
Blended learning environments can be used to deploy strategies to increase student engagement in learning experiences. However, for these strategies to be effective, this increase in engagement requires an increase in student support which can pose serious challenges for large cohorts. The increase in technology mediation offers unprecedented opportunities to collect information
about how students interact in a learning environment. Can this data be used to provide student support at scale? Is it feasible to blend data management techniques as part of a learning design to provide personalised suggestions to students? This talk will offer various practical examples of personalised
student support actions in the context of a large flipped classroom.
Designing Engaging Learning Experiences in Digital EnvironmentsAbelardo Pardo
Talk about how to address the design of learning experiences in the current digital environments and how to take into account the student perspective, motivation, feedback, and other various aspects.
Provision of personalized feedback at scale using learning analyticsAbelardo Pardo
The increasing presence of technology mediation offers an unprecedented opportunity to use detailed data sets about the interactions that occur while a learning experience is being enacted. Areas such as Learning Analytics or Educational Data Mining have explored numerous algorithms and techniques to process these data sets. Additionally, technology now offers the opportunity to increase the immediacy of interventions. However, not much emphasis has been placed on how to extract truly actionable knowledge and how to bring it effectively as part of a learning experience. In this talk, we will use the concept of feedback as the focus to establish a specific connection between the knowledge derived from data-analysis procedures and the actions that can be immediately deployed in a learning environment. We will discuss how there is a trade-off between low-level automatic feedback and high-level complex feedback and how technology can provide efficient solutions for the case of large or highly diverse cohorts.
Articulating the connection between Learning Design and Learning AnalyticsAbelardo Pardo
Learning analytics is a discipline that uses data captured by technology during a learning experience to increase our level of understanding, increase its quality, and improve the environment in which it occurs. But these experiences need to be designed first. In this talk we start from the statement that there is no such thing as a neutral design. In the era of increasing technology mediation Learning experiences need to be designed considering the capacity to capture data, the possibility of making sense and derive knowledge from the data, and the need to act on that knowledge. In this talk we will explore some initiatives to make these connections explicit in a learning design. Using a flipped learning experience, we will explore how to embed data and data analysis as part of the design tasks.
The role of data in the provision of feedback at scaleAbelardo Pardo
Technology mediation allows to capture comprehensive data sets about interactions occurring in learning experiences. Although these data sets have the potential of increasing the insight on how learning occurs, their use strongly depends on two aspects: the data has to be properly situated in the learning design, and the insights derived need to be translated into actions. In this talk we will explore how to establish this connection for the case of the provision of feedback. We will approach the problem from the point of view of intelligence amplification, that is, how data can support instructors to provide better support to learners through feedback. The talk will discuss some preliminary results from the Ontasklearning.org project.
Increasing student engagement has been one of the main focus to improve the quality of a learning experience. In this talk we cover two aspects that can contribute to this increase: flipped learning, and feedback.
The role of data in the provision of feedback at scaleAbelardo Pardo
The abundance of data in learning environments poses both a potential and a challenge. Improvements in the student experience need a strong connection between data, learning design and the delivery platform. In this talk we explore some ideas on how to establish this connection with respect to feedback.
Exploring hands-on multidisciplinary STEM with Arduino EsploraAbelardo Pardo
In this presentation we describe the Madmaker project. The use of Arduino Esplora to promote STEM activities in High Schools. It contains a description of our approach and data derived from the evaluation.
One of the objectives of the recently created Faculty of Engineering and IT Education Innovation unit is to promote "sustained innovation" in engineering educaiton. Innovation is a word that gets thrown around quite frequently and it is assumed we all know what it means. In recent times the term appears in more complex expressions such as "sustained innovation" or
"culture of innovation". Organisations in general are facing challenges to go from stating the intent of adopting a culture of innovation and actually achieving it. Engineering and IT education is no exception. In fact, there are recent studies that point to the disparity of perception among academics about
what exactly means innovation in the context of learning and teaching engineering and IT disciplines. In this session we will discuss several elements that need to be present for innovation to occur and collaboratively distil some conditions that would provide the right climate so that learning and teaching innovation flourishes in the faculty.
The role of institutional data in Learning AnalyticsAbelardo Pardo
Learning analytics has the potential of improving how higher education institutions operate. A significant portion of this potential derives from the use of institutional data. In this talk we review the role of these units in achieving institutional capacity and show some examples of the type of solutions possible at the level of instructors.
Feedback at scale with a little help of my algorithmsAbelardo Pardo
Talk exploring how to use data to provide scalable feedback in learning experiences. The solutions explored propose the use of algorithms to enhance how humans instructors provide feedback to students more effectively
Generating Actionable Predictive Models of Academic PerformanceAbelardo Pardo
Exploring predictive models that are closer to action by instructors. The talk proposes the use of hierarchical partitioning algorithms to produce decision trees that can be used to divide students into groups and simplify how feedback is provided.
Exploring the relation between Self-regulation Online Activities, and Academi...Abelardo Pardo
Can we combine self-regulation indicators with digital footprints to understand how students learn? This talk describes a case study with a first year engineering course exploring this problem.
Data2U: Scalable Real time Student Feedback in Active Learning EnvironmentsAbelardo Pardo
Active learning environments require sustained student engagement in learning scenarios. Can we use data to provide feedback in real time about this participation?
Active learning methods are known to improve academic achievement. Flipped learning takes advantage of preparation activities to increase student engagement. But how do we approach the design of such experiences?
Scaling the provision of feedback from formative assessmentAbelardo Pardo
Informal notes about a presentation in the New South Wales Learning Analytics Work group about how to send meaningful feedback to a large student cohort using learning analytics and semi-automatic processing.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
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.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
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
How libraries can support authors with open access requirements for UKRI fund...
Multidimensional Learning Analytics
1. Multidimensional Learning Analytics
Australian Learning Analytics Summer Institute
Macquarie University, 7 Dec 2013
Phil Renner. Counselling and Psychological Services
Abelardo Pardo. School of Elec. and Information Eng.
Slideshare.com/abelardo_pardo
4. Bridges
DATA
ACTIONS
F H Mira flickr.com
Observations
Reminders
Interviews
Counselling
Forms
SMS
Electronic Event
Academic
advise
Surveys
Associations
Attendance
Recommend
Enrollment
4
6. Technology mediated activities
Technology mediated
activities
Collect events and evidence
Suitable for individual and
team activities
Correlates with engagement
See how they learn
Massive data collection
What to do with the data?
Unhindered by talent flickr.com
6
7. Data-driven design of learning tasks
Learning tasks are
designed to collect data
Data is used to shape the
design of tasks
Students receive prompt
feedback
Tutors have a
comprehensive view of
the learning environment
Sustained refinement
7
9. Example: Flipped classroom
Prepare class with online
material + tasks
(measure engagement)
Devote face-to-face time to
Interactive tasks
Cedrics pics flickr.com
9
10. Engagement with previous tasks
Estimation of engagement
with previous tasks allows
tailoring face-2-face tasks
10
11. Reactions within the course
New tasks
Special material
Extra readings
Gwen flickr.com
11
12. Personal problems
Problems adapting to uni
Social integration
Poor time management
Coping with change
Handling pressure
Robert L Huffstutter flickr.com
12
13. Refinement of academic structures
Skill coverage in a program
Unaddressed requirements between units
Scheduling conflicts
Infrastructure improvement (IT, spaces, etc.)
Optimal resource allocation
Target specific deficiencies
Accreditation
Quality control
13
16. Challenges to Engaged Learning
Expectations
Institutional expectations
Students as autonomous
learners
Student expectations
›one-on-one attention
›rapid feedback
›comments on drafts
Staff challenges & expectations
›‘passive learners’
› time poor
› equity of treatment
17. Elements and bridges
strategies- eg
Flipped
learning
Bridges: not increasing
engagement?: REFER
Teaching
Instruction
Student
Support
Services eg
CAPS,LC
Explore & Address:
Other Possible Scaffolds
-eg Peer academic
mentoring
Academic
Structure
Academic skills deficits
Financial issues
Mental health concerns
Developmental lags
(autonomy and sense of
agency)
17
21. Bridging : Peer academic mentoring?
Why Peer mentoring?
› Students expectations unlikely to
change with staff information (“yes
yes, yes, No!”)
› Student pay attention to other
student’s experience – role model
for adopting new strategies
21
24. Learner: readiness/handicaps?
What factors make a good learner?
› Ability?
› Commitment to study (e.g. vs work) ?
› Time management skills?
› Accelerated learning and emotional development
?
› Emotional development - personal and social
competencies ?
24
25. CAPS interventions - Learner Types?
• Bored, gifted
• Perfectionistic
• Capable but poor self-management
(eg need remedial time management skills, address
procrastination)
• Students needing to develop sense of agency and ownership of their
academic experience
25