These slides are from a presentaion by Adam Cooper, entitled "Analytics (as if learning mattered)" in the In Focus: Learner analytics and big data symposium, University of London, December 10th 2013
The recorded audio from the session is available at: https://soundcloud.com/cdelondon/analytics-as-if-learning
Related blog post at: http://blogs.cetis.ac.uk/adam/2013/10/31/policy-and-strategy-for-systemic-deployment-of-learning-analytics-barriers-and-potential-pitfalls/
Real-life Data Visualization - guest lecture for McGill INSY-442Mike Deutsch
Guest lecture given to McGill University undergrad class on Business Intelligence & Analytics, April 2014. Narrative: Data Visualization defined; What *good* visualization is; Visualization in business; a final Exercise in visualizing Higher Education Research data.
BDW16 London - Amjad Zaim, Cognitro Analytics: How Deep is Your Learning Big Data Week
Deep learning, a new class of AI (Artificial Intelligence) algorithms is making big promises to unlock an unprecedented level of intelligence from voluminous forms of structured and unstructured data produced from online data factories and internet-enabled smart devices. But despite the big hype about big data, deep learning and AI in general, less than half of the projects undertaking by companies looking to push the boundaries of analytics through data science fail to deliver the expected results according to a recent Gartner’s study. From our experience, a major factor in this failure is the myopic view of technology coupled with lack of understanding of what’s needed to build an ecosystem of analytics technology architecture, talent resources and systems of governance. We present a national e-health analytics transformation case study where we describe the recipe for how we envision analytics to be able to create the spin-off factor to reshape and revolutionize the industry landscape through our tested and proven framework of “Transform and Digitize”, Inform and Contextualize”, Embed and Institutionalize, “Innovate and Evangelize”. For organizations, large and small, to deepen their learning and win with analytics a holistic approach has to address all the underlying components across the full analytics value chain…. it’s a never-ending journey!
Computational Thinking: Why It is Important for All StudentsNAFCareerAcads
Given the importance of computing and computer science in most career paths, computational thinking must be a part of every curriculum. This session explores
how computational thinking is related to computer science and information technology and how it might affect K-12 education. Participants will look at curricula examples and learn about new resources produced by a joint ISTE/
CSTA NSF group.
Presenter: Joe Kmoch, Milwaukee Public Schools
If we can’t accurately predict the future, how can we define the capabilities required for the future? Many organisations rely on generic capabilities such as innovation, leadership etc as future capabilities, but do these really provide the cutting edge in a competitive market place.
Our expert panel, share their views and experiences on Future Capabilities and how to make this exercise more robust and effective.
Real-life Data Visualization - guest lecture for McGill INSY-442Mike Deutsch
Guest lecture given to McGill University undergrad class on Business Intelligence & Analytics, April 2014. Narrative: Data Visualization defined; What *good* visualization is; Visualization in business; a final Exercise in visualizing Higher Education Research data.
BDW16 London - Amjad Zaim, Cognitro Analytics: How Deep is Your Learning Big Data Week
Deep learning, a new class of AI (Artificial Intelligence) algorithms is making big promises to unlock an unprecedented level of intelligence from voluminous forms of structured and unstructured data produced from online data factories and internet-enabled smart devices. But despite the big hype about big data, deep learning and AI in general, less than half of the projects undertaking by companies looking to push the boundaries of analytics through data science fail to deliver the expected results according to a recent Gartner’s study. From our experience, a major factor in this failure is the myopic view of technology coupled with lack of understanding of what’s needed to build an ecosystem of analytics technology architecture, talent resources and systems of governance. We present a national e-health analytics transformation case study where we describe the recipe for how we envision analytics to be able to create the spin-off factor to reshape and revolutionize the industry landscape through our tested and proven framework of “Transform and Digitize”, Inform and Contextualize”, Embed and Institutionalize, “Innovate and Evangelize”. For organizations, large and small, to deepen their learning and win with analytics a holistic approach has to address all the underlying components across the full analytics value chain…. it’s a never-ending journey!
Computational Thinking: Why It is Important for All StudentsNAFCareerAcads
Given the importance of computing and computer science in most career paths, computational thinking must be a part of every curriculum. This session explores
how computational thinking is related to computer science and information technology and how it might affect K-12 education. Participants will look at curricula examples and learn about new resources produced by a joint ISTE/
CSTA NSF group.
Presenter: Joe Kmoch, Milwaukee Public Schools
If we can’t accurately predict the future, how can we define the capabilities required for the future? Many organisations rely on generic capabilities such as innovation, leadership etc as future capabilities, but do these really provide the cutting edge in a competitive market place.
Our expert panel, share their views and experiences on Future Capabilities and how to make this exercise more robust and effective.
NCIIA 2012: Learning By Doing: Perspectives on Experiential Learning in the E...sftello
Student Panel Presentation at 2012 National Collegiate Innovator and Inventors Conference in San Francisco, CA.
Examines student perspectives of the "Learning by Doing" education process.
Content Curation for Learning – Beyond the BasicsLearningCafe
Content Curation is rapidly becoming a key L&D skillset. But curation is almost as old as human civilisation itself and has been central to the media industry (newspapers). L&D is at the beginning of the content curation journey and may not be tapping into its existing body of knowledge and skills. We discuss with an experienced panel about current trends and better practices and in particular talk about using technology platforms to assist with curation
Jan W. Veldsink, Master in the Art of AI at Nyenrode Business University, Rabobank and Grio talks about the ethics of Machine Learning and how to assess this with BigML.
*Machine Learning School for Business Schools 2021: Virtual Conference.
Parent and Child Maths MasterClass: Part 1 - Johannesburg (Mathematical Think...Edzai Conilias Zvobwo
The 1873 Network brings you the Parent and Child Maths MasterClass: Part 1 - Johannesburg.
Do you suffer from maths phobia and want to get rid of it?
Have you given up on trying mathematics?
Do you believe that mathematics is for a selected few?
Do you need to know how to support your child mathematically?
Do you need to find ways of recognizing mathematical genius and nurturing it?
Do you want to think and solve problems like a mathematician?
Do you need mathematical problem solving strategies?
Are you a teacher who wants to improve learner engagement in the maths class?
If your answer to any of the questions above is a YES, then join the award-winning Mathematical Evangelist, researcher, teacher, author and entrepreneur Edzai Conilias Zvobwo for the inspirational, motivational and strategy talk at Africa Heritage Society on the 28th of May 2016 from 08:30 AM to 12:30 (midday).
Edzai Zvobwo is the author of the sought-after books "The Mathematical Genius in You", "Spreading Mathematical Happiness" and "Thoughts of a Maths Genius"
Who should attend?
Parents, guardians and learners who are keen on learning more with regards to practical strategies of achieving mathematical success which is a cornerstone of wealth creation for the African child. The workshop will be delivered by experienced people who have walked the talk and have used mathematical thinking to solve problems in corporate and individual settings.
Objectives/Learning Outcomes/Capability Development
The workshop is designed to provide an overview of benefits Wealth Creation and mathematical thinking. The workshop enables attendees to develop a working knowledge of problem solving in the maths class and beyond.
At the conclusion of the course, the attendee should:
Have gained an appreciation of the general principles of mathematical thinking as a basis for Wealth Creation and Economic Freedom.
Be motivated, educated and equipped with the necessary skills to achieve in mathematics.
Identify the attributes required to succeeed in maths.
Understand the application of mathematics in real life and the workplace.
Display an understanding of the politics around mathematics education in Africa.
Be positioned to execute Individual Social Responsibilty (ISR) through sharing of learnt principles.
Gain an appreciation of the retention of value of wealth created through the development of a business
Machine Learning: Addressing the Disillusionment to Bring Actual Business Ben...Jon Mead
'Machine learning’ is one of those cringy phrases, almost (if not already) taboo in the world of high-tech SaaS. Applying true machine learning to an organization’s product(s), however, can have real benefit for the business, its clients, and the industry as a whole. From credit card fraud investigations to the way that a car is built, machine learning has permeated our everyday life without a common understanding of what it is and how to implement it.
You Can Hack That: How to Use Hackathons to Solve Your Toughest ChallengesBooz Allen Hamilton
“Hackathon” has become a trendy word in today’s business vernacular, and for good reason. The word “hackathon” comes from both “hack” and “marathon.” If you think of a “hack” as a creative solution and “marathon” as a continuous, often competitive event, you’re at the heart of what a hackathon is about. Hackathons enable creative problem solving through an innovative and often competitive structure that engages stakeholders to come up with unconventional solutions to pressing challenges. Hackathons can be used to develop new processes, products, ways of thinking, or ways of engaging stakeholders and partners, with benefits ranging from solving tough problems to broader cultural and organizational improvements.
This playbook was designed to make hackathons accessible to everyone. That means not only can all kinds of organizations benefit from hackathons, but that all kinds of employees inside those groups—executives, project managers, designers, or engineers—should participate and can benefit, too. Use this playbook as a reference and allow the best practices we outline to guide you in designing a hackathon structure that works for you and enables your organization to achieve its desired outcomes. Give yourself anywhere from six weeks to a few months to plan your hackathon, depending on the components, approach, number of participants, and desired outcomes.
Contact Director Brian MacCarthy at MacCarthy_Brian2@bah.com for more information about Booz Allen’s hackathon offering.
This presentation was delivered to students soon to complete undergraduate and masters degrees in technology and IT disciplines at Oxford Brookes University. The presentation highlights five "hot" areas of demand in the current IT jobs market, and offers resources and free or low cost certifications to allow candidates to "upskill".
Teaching the Technologies learning area using a thinking skills approachJason Zagami
Presentation to the Digital Technologies 2015 EdTechSA on 16 July 2015
The Technologies learning area provides an opportunity to develop in students five distinct but complementary ways of thinking about and understanding the world: Systems Thinking, Design Thinking, Computational Thinking, Futures Thinking, and Strategic Thinking. This session will explore approaches to teaching the Technologies learning area through problem-solving activities that develop these thinking approaches.
Big Data Courses In Mumbai at Asterix Solution is designed to scale up from single servers to thousands of machines, each offering local computation and storage. With the rate at which memory cost decreased the processing speed of data never increased and hence loading the large set of data is still a big headache and here comes Hadoop as the solution for it.
http://www.asterixsolution.com/big-data-hadoop-training-in-mumbai.html
Promise and Perils of Predictive Analytics Kevin Wheeler
What can predictive analytics give to recruiters and what are the perils and dangers in using predictive analytics to find, select or assess candidates.
P 02 internal_data_first_2017_04_22_v6Vishwa Kolla
Data is the new oil and Analytics is the combustion engine. Internal data plays a special role in every organization. See how one can become internal data rich and move the value needle. Through what we call thoughtful data engineering, we found good data trumped good models time and again.
Systemic Learning Analytics Symposium, October 10th 2013Adam Cooper
Slides for the talk "Barriers and Pitfalls to Systemic Learning Analytics" by Adam Cooper, Cetis, for the online Systemic Learning Analytics Symposium, organised by George Siements and held on October 10th 2013.
Related blog post at: http://blogs.cetis.ac.uk/adam/2013/10/31/policy-and-strategy-for-systemic-deployment-of-learning-analytics-barriers-and-potential-pitfalls/
See http://blogs.cetis.ac.uk/adam/2013/10/31/policy-and-strategy-for-systemic-deployment-of-learning-analytics-barriers-and-potential-pitfalls/ for an extended blog post on the subject.
NCIIA 2012: Learning By Doing: Perspectives on Experiential Learning in the E...sftello
Student Panel Presentation at 2012 National Collegiate Innovator and Inventors Conference in San Francisco, CA.
Examines student perspectives of the "Learning by Doing" education process.
Content Curation for Learning – Beyond the BasicsLearningCafe
Content Curation is rapidly becoming a key L&D skillset. But curation is almost as old as human civilisation itself and has been central to the media industry (newspapers). L&D is at the beginning of the content curation journey and may not be tapping into its existing body of knowledge and skills. We discuss with an experienced panel about current trends and better practices and in particular talk about using technology platforms to assist with curation
Jan W. Veldsink, Master in the Art of AI at Nyenrode Business University, Rabobank and Grio talks about the ethics of Machine Learning and how to assess this with BigML.
*Machine Learning School for Business Schools 2021: Virtual Conference.
Parent and Child Maths MasterClass: Part 1 - Johannesburg (Mathematical Think...Edzai Conilias Zvobwo
The 1873 Network brings you the Parent and Child Maths MasterClass: Part 1 - Johannesburg.
Do you suffer from maths phobia and want to get rid of it?
Have you given up on trying mathematics?
Do you believe that mathematics is for a selected few?
Do you need to know how to support your child mathematically?
Do you need to find ways of recognizing mathematical genius and nurturing it?
Do you want to think and solve problems like a mathematician?
Do you need mathematical problem solving strategies?
Are you a teacher who wants to improve learner engagement in the maths class?
If your answer to any of the questions above is a YES, then join the award-winning Mathematical Evangelist, researcher, teacher, author and entrepreneur Edzai Conilias Zvobwo for the inspirational, motivational and strategy talk at Africa Heritage Society on the 28th of May 2016 from 08:30 AM to 12:30 (midday).
Edzai Zvobwo is the author of the sought-after books "The Mathematical Genius in You", "Spreading Mathematical Happiness" and "Thoughts of a Maths Genius"
Who should attend?
Parents, guardians and learners who are keen on learning more with regards to practical strategies of achieving mathematical success which is a cornerstone of wealth creation for the African child. The workshop will be delivered by experienced people who have walked the talk and have used mathematical thinking to solve problems in corporate and individual settings.
Objectives/Learning Outcomes/Capability Development
The workshop is designed to provide an overview of benefits Wealth Creation and mathematical thinking. The workshop enables attendees to develop a working knowledge of problem solving in the maths class and beyond.
At the conclusion of the course, the attendee should:
Have gained an appreciation of the general principles of mathematical thinking as a basis for Wealth Creation and Economic Freedom.
Be motivated, educated and equipped with the necessary skills to achieve in mathematics.
Identify the attributes required to succeeed in maths.
Understand the application of mathematics in real life and the workplace.
Display an understanding of the politics around mathematics education in Africa.
Be positioned to execute Individual Social Responsibilty (ISR) through sharing of learnt principles.
Gain an appreciation of the retention of value of wealth created through the development of a business
Machine Learning: Addressing the Disillusionment to Bring Actual Business Ben...Jon Mead
'Machine learning’ is one of those cringy phrases, almost (if not already) taboo in the world of high-tech SaaS. Applying true machine learning to an organization’s product(s), however, can have real benefit for the business, its clients, and the industry as a whole. From credit card fraud investigations to the way that a car is built, machine learning has permeated our everyday life without a common understanding of what it is and how to implement it.
You Can Hack That: How to Use Hackathons to Solve Your Toughest ChallengesBooz Allen Hamilton
“Hackathon” has become a trendy word in today’s business vernacular, and for good reason. The word “hackathon” comes from both “hack” and “marathon.” If you think of a “hack” as a creative solution and “marathon” as a continuous, often competitive event, you’re at the heart of what a hackathon is about. Hackathons enable creative problem solving through an innovative and often competitive structure that engages stakeholders to come up with unconventional solutions to pressing challenges. Hackathons can be used to develop new processes, products, ways of thinking, or ways of engaging stakeholders and partners, with benefits ranging from solving tough problems to broader cultural and organizational improvements.
This playbook was designed to make hackathons accessible to everyone. That means not only can all kinds of organizations benefit from hackathons, but that all kinds of employees inside those groups—executives, project managers, designers, or engineers—should participate and can benefit, too. Use this playbook as a reference and allow the best practices we outline to guide you in designing a hackathon structure that works for you and enables your organization to achieve its desired outcomes. Give yourself anywhere from six weeks to a few months to plan your hackathon, depending on the components, approach, number of participants, and desired outcomes.
Contact Director Brian MacCarthy at MacCarthy_Brian2@bah.com for more information about Booz Allen’s hackathon offering.
This presentation was delivered to students soon to complete undergraduate and masters degrees in technology and IT disciplines at Oxford Brookes University. The presentation highlights five "hot" areas of demand in the current IT jobs market, and offers resources and free or low cost certifications to allow candidates to "upskill".
Teaching the Technologies learning area using a thinking skills approachJason Zagami
Presentation to the Digital Technologies 2015 EdTechSA on 16 July 2015
The Technologies learning area provides an opportunity to develop in students five distinct but complementary ways of thinking about and understanding the world: Systems Thinking, Design Thinking, Computational Thinking, Futures Thinking, and Strategic Thinking. This session will explore approaches to teaching the Technologies learning area through problem-solving activities that develop these thinking approaches.
Big Data Courses In Mumbai at Asterix Solution is designed to scale up from single servers to thousands of machines, each offering local computation and storage. With the rate at which memory cost decreased the processing speed of data never increased and hence loading the large set of data is still a big headache and here comes Hadoop as the solution for it.
http://www.asterixsolution.com/big-data-hadoop-training-in-mumbai.html
Promise and Perils of Predictive Analytics Kevin Wheeler
What can predictive analytics give to recruiters and what are the perils and dangers in using predictive analytics to find, select or assess candidates.
P 02 internal_data_first_2017_04_22_v6Vishwa Kolla
Data is the new oil and Analytics is the combustion engine. Internal data plays a special role in every organization. See how one can become internal data rich and move the value needle. Through what we call thoughtful data engineering, we found good data trumped good models time and again.
Systemic Learning Analytics Symposium, October 10th 2013Adam Cooper
Slides for the talk "Barriers and Pitfalls to Systemic Learning Analytics" by Adam Cooper, Cetis, for the online Systemic Learning Analytics Symposium, organised by George Siements and held on October 10th 2013.
Related blog post at: http://blogs.cetis.ac.uk/adam/2013/10/31/policy-and-strategy-for-systemic-deployment-of-learning-analytics-barriers-and-potential-pitfalls/
See http://blogs.cetis.ac.uk/adam/2013/10/31/policy-and-strategy-for-systemic-deployment-of-learning-analytics-barriers-and-potential-pitfalls/ for an extended blog post on the subject.
Sdal air education workforce analytics workshop jan. 7 , 2014.pptxkimlyman
The American Institutes for Research (AIR) and Virginia Tech are collaborating to explore and develop new approaches to combining, manipulating and understanding big data. The two are also looking at how big data analytics can help answer questions critical to solving issues in education, workforce, health, and human and social development. They held two workshops on January 7 and 27, 2014- the first on Education and Workforce Analytics and the second on Health and Social Development Analytics.
How AI will change the way you help students succeed - SchooLinksKatie Fang
In this presentation, we are going to uncover
1) why there's so much hype about AI/Machine Learning (and what these things really are)
2) Whirlwind tour of machine learning/statistics techniques and what they mean for counselors
3) Optimism for what the future brings - data as your friend rather than something to be managed.
Big Data = Big Headache? Using People Analytics to Fuel ROItalent.imperative
• Interpret trend information to understand the business case for Big Data in HR.
• Examine your fears and assumptions about Big Data.
• Learn from best practice case studies how to demonstrate HR’s contributions to ROI.
• Understand how to engage key stakeholders as part of your organization’s people analytics journey.
Big data is not only transforming the way we make decisions, but also the way that organizations recruit, manage and develop their people, driving engagement, innovation and productivity to new peaks.
Explore the future of cloud-based human capital management, and demonstrate how what you do today will influence and energize your company for decades to come.
Should social learning skills be part of our organisation toolkit?
Welcome to the overview results of our second snapshot survey. Social learning is fast becoming a topical issue. We chose this topic for our second survey because we believe that social learning may hold some of the keys to creating the flexible, responsive and insight driven ethos that’s essential for surviving and thriving in our complex and changeable economic context.
Our Performance Hub Survey Series is about uncovering touch-points for further discussion and debate - rather than trying to gather a mass of empirical data on the state of play. We’ll be taking these discussions further on LinkedIn over the course of the year.
Take a look at the results and join our discussions on LinkedIn: The Performance Hub LinkedIn Discussion Group.
[NOTE: To learn more and watch a recording of this webinar, visit: https://www.watershedlrs.com/webinar-how-to-build-a-learning-tech-stack]
If you want to build and scale your learning programs for the future, you must start with a solid technology foundation. It's easy to get excited about the desired end product, and gloss over the most important details—the blueprint. To help you plan for a good program foundation, Watershed and Training Orchestra cover the needs of a good program blueprint.
SMART Infrastructure Facility was pleased to host Dr Ruth Deakin Crick, a Reader in Systems Learning and Leadership, at University of Bristol, UK as she presented ‘Learning Journeys: making learning visible in developing infrastructure futures’ as part of the SMART Seminar Series on October 16th, 2014.
Similar to Analytics (as if learning mattered) - RIDE Symposium, University of London 10th December 2013 (20)
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
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In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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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.
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4. Perspective of this Talk
Where am I coming from?
UK
Higher Ed
Institution
Cetis is based in the Institute for
Educational Cybernetics at the
University of Bolton.
“Our mission is to develop a
better understanding of how
information and communications
technologies affect the
organisation of education from
individual learning to the global
system.”
5. Defining “Analytics”
Analytics is the process of developing
actionable insights
through
problem definition
and the application of statistical models and analysis
against existing and/or simulated future data.
6. Learning vs Business Venn
Insights to
support
educational
aims and
objectives
Insights to
support
operational
and
strategic
activity.
7. Learning vs Business Venn
Retention
Student Satisfaction
Employability
Achievement
Applications
Easiest Case for
Investment
8. Structure to Manage Complexity
The SMT – “what makes a viable organisation?”
Subject/Discipline Member - “what makes a good chemist?” (knowledge,
approach to problems, creativity, attitudes, values...)
Course Team – “what curriculum?” (topics, suitable LOs and assessment
methods to match our typical student career etc)
Class Teacher – “where are my students collectively and
individually?” (intellectually, emotionally, meta-cognitively...)
Student/Learner – time, place and method of study
Self-organising and self-regulating
10. The “Accommodation”
“The introduction of these techniques [Learning Analytics] cannot be
understood in isolation from the methods of educational management as
they have grown up over the past two centuries. These methods are
conditioned by the fact that educational managers are limited in their
capability to monitor and act upon the range of states which are taken
up by teachers and learners in their learning activities. ... Over the
years, an accommodation has developed between regulatory authorities,
management and teaching professionals: educational managers indicate the
goals which teachers and learners should work towards, provide a
framework for them to act within, and ensure that the results of their activity
meet some minimum standards. The rest is left up to the professional skills
of teachers and the ethical integrity of both teachers and learners.”
Prof. Dai Griffiths, “Implications of Analytics for Teaching Practice in Higher Education”
13. Threat #2: BI Tradition
Image: via Wikimedia Commons p Hhultgren
• Centralised projects
• IT + senior leader
• Management reports
• KPIs
Image: Paul Hodge
14. So, you want to optimise student
success?
• Are the following well-specified?
• “optimise student success”
• “maximise the probability of success”
• What does success look like?
• Really?
• Says who?
• Is a “good education” indicated by student success?
15. Does everyone understand?
Attainment: an academic standard, typically shown by test
and examination results
Progress: how far a learner has moved between
assessment events
Achievement: takes into account the standards of
attainment reached by learners and the progress they
have made to reach those standards
Enrichment: the extent to which a learner gains
professional attitudes, meta-cognition, technical or artistic
creativity, delight, intellectual flexibility, ...
16. +1: Technological Solutionism
„Recasting all complex social situations either as neatly defined problems with definite,
computable solutions or as transparent and self-evident processes that can be easily
optimized—if only the right algorithms are in place!—this quest is likely to have
unexpected consequences that could eventually cause more damage than the
problems they seek to address.
I call the ideology that legitimizes and sanctions such aspirations “solutionism.” I borrow this
unabashedly pejorative term from the world of architecture and urban planning, where it has
come to refer to an unhealthy preoccupation with sexy, monumental, and narrow-minded
solutions—the kind of stuff that wows audiences at TED Conferences—to problems that are
extremely complex, fluid, and contentious … solutionism presumes rather than
investigates the problems that it is trying to solve, reaching “for the answer before the
questions have been fully asked.” How problems are composed matters every bit as
much as how problems are resolved.‟
Evgeny Morozov, “To Save Everything Click Here: The Folly of Technological Solutionism”, 2013
17. 3M and Six-Sigma
“McNerney axed 8,000 workers (about 11% of the workforce), intensified the performancereview process, and tightened the purse strings at a company that had become a profligate
spender. He also imported GE's vaunted Six Sigma program—a series of management
techniques designed to decrease production defects and increase efficiency. Thousands of
staffers became trained as Six Sigma „black belts‟.
...
Now his successors face a challenging question: whether the relentless emphasis on efficiency
had made 3M a less creative company. ... Those results are not coincidental. Efficiency
programs such as Six Sigma are designed to identify problems in work processes—and
then use rigorous measurement to reduce variation and eliminate defects.
...
Indeed, the very factors that make Six Sigma effective in one context can make it
ineffective in another. Traditionally, it uses rigorous statistical analysis to produce
unambiguous data that help produce better quality, lower costs, and more efficiency.
That all sounds great when you know what outcomes you'd like to control. But what
about when there are few facts to go on—or you don't even know the nature of the
problem you're trying to define?”
Source : Bloomberg Business Week, June 2007.
21. Threat Rating=UBI*(I+D)UTS
Where:
UBI = Uncritical BI tradition factor
I
= Interventionist tendencies
D
= Big data fascination
UTS = Uncritical technological solutionism
This is not serious...
22. From: “Analytics in Higher Education: Benefits, Barriers,
Progress, and Recommendations” (ECAR Report)
Why am I Worried?
24. Data Is Useless Without the Skills to
Analyze It
„...employees need to become:
Ready and willing to experiment: Managers and business analysts
must be able to apply the principles of scientific experimentation to
their business. They must know how to construct intelligent
hypotheses. They also need to understand the principles of
experimental testing and design, including population selection and
sampling, in order to evaluate the validity of data analyses.
...
Adept at mathematical reasoning: How many of your managers
today are really “numerate” — competent in the interpretation and
use of numeric data?‟
Jeanne Harris, HBR Blog, Sept 2012
25. From: “Analytics in Higher Education: Benefits, Barriers,
Progress, and Recommendations” (ECAR Report)
Is This a Real Problem?
26. Make Some Progress By:
• Directly investing in specialists
• E.g. OU, statisticians and data wranglers
• ECAR Survey Report 2012: “invest in people over tools... hiring
and/or training... analysis”
• Operating a “shared service”
• Higher Education Statistics Agency (HESA)
• Universities and Colleges Admissions Service (UCAS)
• Jisc
27. Data Is Useless Without the Skills to
Analyze It
„...employees need to become:
Ready and willing to experiment: Managers and business analysts
must be able to apply the principles of scientific experimentation to
their business. They must know how to construct intelligent
hypotheses. They also need to understand the principles of
experimental testing and design, including population selection and
sampling, in order to evaluate the validity of data analyses.
...
Adept at mathematical reasoning: How many of your managers
today are really “numerate” — competent in the interpretation and
use of numeric data?‟
Jeanne Harris, HBR Blog, Sept 2012
28. We Get Further with “Soft Capability”
• Appreciation of the limitations of analytics technologies
• Expertise to comprehend, critique, and converse
(as opposed to originate or implement)
31. Significance and Sample Size
“Flagged for action because 74% of students felt they were
well supported by their supervisor compared to 80% in
similar institutions (difference >5%)”
“We need to talk to Mr. Benn; the drop-out rate doubled in
his class this year.”
Correlation is not Causation
“The predictive model indicates that students with attributes
{X, Y, Z} are only 50% likely to complete.”
32. What Does This Give Us?
(aside from people less likely
to cut themselves on sharp tools)
33.
34. Absorptive Capacity
“...the ability of a firm to recognize the value of new, external
information, assimilate it, and apply it to commercial ends is
critical to its innovative capabilities. We label this capability a
firm‟s absorptive capacity and suggest that it is largely a function of
the firm‟s level of prior related knowledge. [...] We formulate a model
of firm investment in research and development (R&D), in which
R&D contributes to a firm’s absorptive capacity, and test
predictions relating a firm‟s investment in R&D to the knowledge
underlying technical change within an industry.”
Cohen and Levinthal, Admin. Science Quarterly 35(1), 1990
35. How to do LA as if learning mattered
1. Build soft capability.
2. Engage in participatory (collaborative) design.
3. Develop & prototype technology (& models) organically.
4. Reflect on the effect LA innovation has on practice.
5. Design and develop with the educator IN the system.
6. Optimise the environment, not only the outcome.
7. Be realistic about scale/quality of data and its meaning.
Personal Learning Analytics?
• Changed dyamic
• Less “big brother”
38. Reading and References
Jacqueline Bichsel, “Analytics in Higher Education: Benefits, Barriers, Progress, and
Recommendations”
Available from http://www.educause.edu/ecar
Cohen and Levinthal (1990), “Absorptive Capacity: A New Perspective on Learning and
Innovation” Admin. Science Quarterly 35(1)
http://faculty.fuqua.duke.edu/%7Echarlesw/s591/Bocconi-Duke/Papers/C10/CohenLevinthalASQ.pdf
Adam Cooper, “What is Analytics? Definition and Essential Characteristics”
http://publications.cetis.ac.uk/2012/521
Jeanne Harris, “Data is Useless Without the Skills to Analyze it”
http://blogs.hbr.org/2012/09/data-is-useless-without-the-skills/
Bloomberg Business Week, “At 3M, A Struggle Between Efficiency And Creativity”
http://www.businessweek.com/stories/2007-06-10/at-3m-a-struggle-between-efficiency-and-creativity
Dai Griffiths, “CETIS Analytics Series: The impact of analytics in Higher Education on academic
practice”
http://publications.cetis.ac.uk/2012/532
Evgeny Morozov, “To Save Everything Click Here: The Folly of Technological Solutionism”
ISBN-10: 9781610391382
Phil Winne, “Improving Education” (lecture)
http://www.youtube.com/watch?v=dBxMZoMTIU4
39. Licence
“Analytics (as if learning mattered)” by Adam Cooper, Cetis,
is licensed under the Creative Commons Attribution 3.0 Unported Licence
http://creativecommons.org/licenses/by/3.0/
Case studies and white papers:
Cetis Analytics Series, http://publications.cetis.ac.uk/c/analytics
Me:
http://blogs.cetis.ac.uk/adam
a.r.cooper@bolton.ac.uk
Cetis:
http://www.cetis.ac.uk
Editor's Notes
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