The document discusses lessons learned about teaching students information literacy skills through Maine's laptop initiative. It emphasizes that research is a process that must be explicitly taught and involves finding resources, gathering information, citing sources, organizing data, and creating a final product. Collaboration with library media specialists is important for assessing students' research skills.
Academic Work is Social: User Generated Content in Support of Research and Le...Meredith Farkas
The document discusses how user-generated content can support academic work and research by incorporating social features. It notes that academic work is often collaborative, with faculty working together with colleagues both on their own campus and at other institutions. However, distance can be an obstacle to collaboration. The document suggests libraries look at ways to incorporate social networking features, social bookmarking, annotations, integration with course systems, collaborative project spaces, and RSS feeds into their systems to better support collaborative academic work online.
Presentation on leveraging and scaling MOOCs as assets in teacher professional development programs for a
research panel on Professional Development for Online/Blended Teaching at the 2015 Society for Information Technology and Teacher Education (SITE) conference in Las Vegas, NV, March 5, 2015.
This document discusses how using Web 2.0 tools can engage students in learning. It notes that Web 2.0 applications like wikis, blogs, and document sharing can be accessed from any device and location, allow for collaboration, and are free. Research shows these tools develop real-world skills and will continue growing in K-12 education. The document also highlights that many students report being bored in school and discusses how lack of engagement can lead to poor performance and dropping out. It proposes using Web 2.0 tools to design instruction that is more interesting and relevant to students.
Using Web 2.0 Technologies to Facilitate Learninglarae9411
This slide show describes a collaborative project between students at Florida A&M University (a historically black university in Tallahassee, Fla.) and Midwestern State University (a predominantly white university in Wichita Falls, Texas) in fall 2008. Students used a wiki, blog, e-mail, social networking sites and a videoconference to create, promote and analyze the results of an online survey (using SurveyMonkey) of college student attitudes toward the 2008 presidential election. The presentation was given in August 2009 at the Association for Education in Journalism & Mass Communication in Boston.
De toekomst van Learning Analytics - wat is haalbaar en wat is wenselijk?SURF Events
Woensdag 11 november
Sessieronde 4
Titel: De toekomst van Learning Analytics - wat is haalbaar en wat is wenselijk?
Spreker(s): Doug Clow (Open University UK), Hendrik Drachsler (Open Universiteit)
Zaal: Leeuwen I
ALEKS: How can we help at-risk students be more successful in math?Cara Warne Milligan
This document discusses the differences between online homework and online learning, specifically in the context of math education. It notes that online homework may not involve significant learning, while online learning suggests mistakes are discovered and corrected through adaptive assessment. The document then discusses issues impacting math departments, such as unprepared students, low success rates, and budget pressures to improve results. It argues that online learning uses artificial intelligence to create customized learning paths for each student, continuously remediating weak areas, while online homework does not provide the same level of individualized adaptation and assessment.
The document discusses lessons learned about teaching students information literacy skills through Maine's laptop initiative. It emphasizes that research is a process that must be explicitly taught and involves finding resources, gathering information, citing sources, organizing data, and creating a final product. Collaboration with library media specialists is important for assessing students' research skills.
Academic Work is Social: User Generated Content in Support of Research and Le...Meredith Farkas
The document discusses how user-generated content can support academic work and research by incorporating social features. It notes that academic work is often collaborative, with faculty working together with colleagues both on their own campus and at other institutions. However, distance can be an obstacle to collaboration. The document suggests libraries look at ways to incorporate social networking features, social bookmarking, annotations, integration with course systems, collaborative project spaces, and RSS feeds into their systems to better support collaborative academic work online.
Presentation on leveraging and scaling MOOCs as assets in teacher professional development programs for a
research panel on Professional Development for Online/Blended Teaching at the 2015 Society for Information Technology and Teacher Education (SITE) conference in Las Vegas, NV, March 5, 2015.
This document discusses how using Web 2.0 tools can engage students in learning. It notes that Web 2.0 applications like wikis, blogs, and document sharing can be accessed from any device and location, allow for collaboration, and are free. Research shows these tools develop real-world skills and will continue growing in K-12 education. The document also highlights that many students report being bored in school and discusses how lack of engagement can lead to poor performance and dropping out. It proposes using Web 2.0 tools to design instruction that is more interesting and relevant to students.
Using Web 2.0 Technologies to Facilitate Learninglarae9411
This slide show describes a collaborative project between students at Florida A&M University (a historically black university in Tallahassee, Fla.) and Midwestern State University (a predominantly white university in Wichita Falls, Texas) in fall 2008. Students used a wiki, blog, e-mail, social networking sites and a videoconference to create, promote and analyze the results of an online survey (using SurveyMonkey) of college student attitudes toward the 2008 presidential election. The presentation was given in August 2009 at the Association for Education in Journalism & Mass Communication in Boston.
De toekomst van Learning Analytics - wat is haalbaar en wat is wenselijk?SURF Events
Woensdag 11 november
Sessieronde 4
Titel: De toekomst van Learning Analytics - wat is haalbaar en wat is wenselijk?
Spreker(s): Doug Clow (Open University UK), Hendrik Drachsler (Open Universiteit)
Zaal: Leeuwen I
ALEKS: How can we help at-risk students be more successful in math?Cara Warne Milligan
This document discusses the differences between online homework and online learning, specifically in the context of math education. It notes that online homework may not involve significant learning, while online learning suggests mistakes are discovered and corrected through adaptive assessment. The document then discusses issues impacting math departments, such as unprepared students, low success rates, and budget pressures to improve results. It argues that online learning uses artificial intelligence to create customized learning paths for each student, continuously remediating weak areas, while online homework does not provide the same level of individualized adaptation and assessment.
This document discusses embedding library resources in an information literacy module to improve student learning. It presents examples of journal prompts used throughout the 12-week module to scaffold student use of tutorials on topics like evaluating sources, referencing, and plagiarism. Student responses show they initially struggled but improved in areas like database searching and avoiding plagiarism. By the end of the module, all students' essay marks had significantly increased, suggesting the embedded library materials helped consolidate their learning when reinforced through reflective journaling.
Preliminary Presentation of Teaching Tree concept prepared for the Personal Digital Archiving 17 Conference and Hackathon that took place at Stanford University on March 28-31, 2017
This document discusses traditional group work moving online and the tools available to facilitate this. It provides an overview of mind mapping, collaborative writing, presentation sharing, numbers sharing, and communication tools that can be used for online group work, including Google Docs, SlideShare, and video conferencing software. The document also discusses best practices for setting up online groups, such as ensuring common goals, rotating leaders, and providing feedback.
This document summarizes a workshop on linking learning analytics, learning design, and MOOCs. It discusses how learning analytics can provide actionable intelligence for learners and educators. Group activities involved analyzing MOOCs to identify learning outcomes, assessments, and how analytics could support learning. The document suggests learning design tools like templates, planners, and maps can help identify useful analytics and frame analytics questions. The goal is to use analytics to facilitate learning, identify struggles, engagement, and address problems by starting with pedagogy.
Blended learning, LMS, learning paths.Overview of my dissertation.Cindy De Smet
Presented on 25/03/2015 in Kortrijk, AUGent seminaries onderwijskunde
This presentation gives a short overview of my dissertation. Some slides have been removed, due to copyright regulations. Slides are mainly in English, but some are written in Dutch. If you want an electronic version of my dissertation, just let me know.
Redesigning a Communication Support System for TeachersYasuhisa Kato
This document discusses redesigning a communication support system for the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) program. The current system, called the Workspace, is not optimally supporting participants in sharing their project work and providing feedback. The redesign aims to address issues like limited interactivity and usability by incorporating more media-rich tools to enhance discussion and interaction between participants. The redesign will be evaluated based on usefulness, interaction levels, usability, and needs assessment.
What does it mean for a trained neural network to be Free Software? What needs to be shared to allow users to exercise their freedom to adapt and improve it? Do our current licences fit the task?
More and more software-mediated tasks are being accomplished using trained neural networks, in part because the hardware that facilitates deep learning has become so much faster and cheaper. How does the FOSS licensing and development model interact with this trend? Challenges include:
+ A lack of clarity around the extent and character of IP present in a trained neural network
+ A reproducibility problem around the generation of a trained neural network from its 'source' data and parameters
+ Reliance on closed hardware drivers to achieve realistic training rates
At a time when our personal freedoms rely more and more on decisions made by such systems, are traditional models of software freedom failing to protect us?
This document outlines a plan to improve students' higher-order thinking skills and performance on open-ended questions through professional development for teachers. Over the course of a school year, teachers will learn strategies to model problem-solving and embed higher-order thinking in their lessons. They will analyze student performance data, identify technology and other resources, and develop lessons applying what they learned. Progress will be tracked and shared to assess the effectiveness of the approach and inform future plans.
Research Webinar: OERS and Cognitive ScienceiNACOL
This webinar provides practical information on how to use published research findings and make contact with cognitive scientists in order to improve K-12 and university students’ learning from digital online resources, like Khan Academy videos or interactive mathematics exercises. The webinar focuses on how students’ motivation and grades have been increased by helping them believe they can take charge of their learning and become smarter, and how students can be supported in reflective thinking and seeking deep understanding, when questions and prompts for students to explain are inserted in videos and interactive exercises
The Use of Facebook and Social Network Analysis (ETF 2014)Dr Elaine Garcia
The document summarizes research on using Facebook and social network analysis to predict which students may be at risk of not completing a further education course. A study was conducted analyzing the Facebook networks and survey responses of 90 students. Key findings included identifying "hub" students with many connections, and correlations between centrality in the network and factors like gender, age, attendance, and early departure. The conclusion recommends continued testing of this model to help identify at-risk students earlier and maximize weak social ties.
Reading and writing ones network: Multidiscursive identity practicesFleur Prinsen
This document discusses literacy practices of Dutch-Moroccan youth through analysis of their social networks. It identifies four main network types: 1) dense networks of similar others where literacy supports cultural identity, 2) family-centered networks using literacy for familial ties, 3) offline networks with little online literacy, and 4) fragmented bridging networks where literacy extends limited social resources. Network expansion through online literacy depends on available discourses and their meaning to individuals as they interpret and shape their social networks.
An Introduction to Social Network Analysis and Its Application in Software En...PUCRS University
This is a short tutorial on social network analysis applied to software engineering for beginners. Main social network analysis are presented along with examples of their application from literature. Reading recommendation is provided. This material was presented at the Workshop on Agile Methods for Distributed Teams organized by Prof. Tayana Conte, UFAM, Manaus, Brazil, on late Nov 2012.
Professor Hendrik Speck - Social and Virtual. - An Analysis Framework for Lar...Hendrik Speck
Professor Hendrik Speck - Social and Virtual. - An Analysis Framework for Large Scale Communities. Commercial Communities Conference. Technical University of Berlin. Institute of Sociology, October 30 - 31 2008, Berlin, Germany, User Generated Content, Interaction, Third Party Associations and Content, Access and Connectivity, API's, Beacons, and Data Feeds, Merger of Social, Mobile and Local, social network analysis, social network visualization, Audience and Participants, Relational Data, Mathematical Models, Analytical Framework, Processing, Computing Power, Computer Mediated Communication, Visualization Algorithms, Interest, Use Cases, Marketing, Commerce, Web Services, Type of Data, Attribute, Ideational, Relational, Research Method, Survey Research, Surveys and Interviews, Ethographic Research, Observations, Field Studies, Documentary Research
Logfiles, Texts and Archives, Type of Analysis, Variable, Typological, Network, User Profiles. Name, Age, Links, Interests, Hobbies, City, Country, Category, Videos Headline, Content, Descriptions, Tags, Playlists, Video Comments Author, Text, Tags, Themes, Ranking of Users and Channels Views or Subscriptions by Time and Category, Rankings of Videos Ratings or Views by Time and Category, Interaction Friends, Subscription, Comments, FollowUps
Betweenness, Centrality Closeness, Centrality Degree, Flow Betweenness Centrality, Centrality Eigenvector, Centralization, Clustering Coefficient, Cohesion, Contagion, Density, Integration, Path Length, Radiality, Reach, Structural Equivalence, Structural Hole, Islands
An ‘open source’ networked identity - On young people’s construction and co-construction of identity on social network sites
Paper presentation at: “Youth 2.0 – Affordances, Uses and Risks of Social Media”, University of Antwerp, March 21th 2013
Social network analysis [SNA] is the mapping and measuring of relationships and flows between people, groups, organizations, computers, URLs, and other connected information/knowledge entities. SNA provides both a visual and a mathematical analysis of human relationships.
This document provides an overview of social network analysis (SNA) including concepts, methods, and applications. It begins with background on how SNA originated from social science and network analysis/graph theory. Key concepts discussed include representing social networks as graphs, identifying strong and weak ties, central nodes, and network cohesion. Practical applications of SNA are also outlined, such as in business, law enforcement, and social media sites. The document concludes by recommending when and why to use SNA.
Developing Digital Literacy within the CurriculumRebecca Ferriday
This document discusses developing digital literacy within university curriculums. It defines digital literacy as the capabilities needed to thrive in a digital society. For university graduates, digital literacy means having specialized skills in using technology effectively for their field of study. These skills include using technology for learning, work and social life, being creative and critical users of technology, and being aware of ethical issues. The document presents a model showing how digital literacy impacts personal, social and professional lives. It suggests ways to audit how digital technologies are changing subjects and professions. Activities are proposed to develop digital literacy skills through problem-based learning tasks using technology. References for further resources on digital literacies are also provided.
This document discusses various technology tools and applications that can be used in education, including Microsoft Office programs, digital cameras, smart boards, and learning management systems. It emphasizes using technology to promote fundamental literacy and extend learning experiences by focusing on learner standards and pedagogical approaches like project-based learning and differentiated instruction. Specific technology applications highlighted include inquiry research using online resources, digital storytelling using editing software, and collaborative tools like blogs, wikis and social bookmarking through Web 2.0 platforms. The document stresses ensuring technology is integral to the curriculum rather than just integrated, and focusing on how it can help students learn rather than being used just because it is interesting.
Integrating digital literacy and inquiry learningJune Wall
This session overviews 21st century learning, digital literacy and how these are place within an inquiry learning process. It presents an approach for teachers to consider as one way to embed digital literacy in an inquiry classroom.
This document discusses embedding library resources in an information literacy module to improve student learning. It presents examples of journal prompts used throughout the 12-week module to scaffold student use of tutorials on topics like evaluating sources, referencing, and plagiarism. Student responses show they initially struggled but improved in areas like database searching and avoiding plagiarism. By the end of the module, all students' essay marks had significantly increased, suggesting the embedded library materials helped consolidate their learning when reinforced through reflective journaling.
Preliminary Presentation of Teaching Tree concept prepared for the Personal Digital Archiving 17 Conference and Hackathon that took place at Stanford University on March 28-31, 2017
This document discusses traditional group work moving online and the tools available to facilitate this. It provides an overview of mind mapping, collaborative writing, presentation sharing, numbers sharing, and communication tools that can be used for online group work, including Google Docs, SlideShare, and video conferencing software. The document also discusses best practices for setting up online groups, such as ensuring common goals, rotating leaders, and providing feedback.
This document summarizes a workshop on linking learning analytics, learning design, and MOOCs. It discusses how learning analytics can provide actionable intelligence for learners and educators. Group activities involved analyzing MOOCs to identify learning outcomes, assessments, and how analytics could support learning. The document suggests learning design tools like templates, planners, and maps can help identify useful analytics and frame analytics questions. The goal is to use analytics to facilitate learning, identify struggles, engagement, and address problems by starting with pedagogy.
Blended learning, LMS, learning paths.Overview of my dissertation.Cindy De Smet
Presented on 25/03/2015 in Kortrijk, AUGent seminaries onderwijskunde
This presentation gives a short overview of my dissertation. Some slides have been removed, due to copyright regulations. Slides are mainly in English, but some are written in Dutch. If you want an electronic version of my dissertation, just let me know.
Redesigning a Communication Support System for TeachersYasuhisa Kato
This document discusses redesigning a communication support system for the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL) program. The current system, called the Workspace, is not optimally supporting participants in sharing their project work and providing feedback. The redesign aims to address issues like limited interactivity and usability by incorporating more media-rich tools to enhance discussion and interaction between participants. The redesign will be evaluated based on usefulness, interaction levels, usability, and needs assessment.
What does it mean for a trained neural network to be Free Software? What needs to be shared to allow users to exercise their freedom to adapt and improve it? Do our current licences fit the task?
More and more software-mediated tasks are being accomplished using trained neural networks, in part because the hardware that facilitates deep learning has become so much faster and cheaper. How does the FOSS licensing and development model interact with this trend? Challenges include:
+ A lack of clarity around the extent and character of IP present in a trained neural network
+ A reproducibility problem around the generation of a trained neural network from its 'source' data and parameters
+ Reliance on closed hardware drivers to achieve realistic training rates
At a time when our personal freedoms rely more and more on decisions made by such systems, are traditional models of software freedom failing to protect us?
This document outlines a plan to improve students' higher-order thinking skills and performance on open-ended questions through professional development for teachers. Over the course of a school year, teachers will learn strategies to model problem-solving and embed higher-order thinking in their lessons. They will analyze student performance data, identify technology and other resources, and develop lessons applying what they learned. Progress will be tracked and shared to assess the effectiveness of the approach and inform future plans.
Research Webinar: OERS and Cognitive ScienceiNACOL
This webinar provides practical information on how to use published research findings and make contact with cognitive scientists in order to improve K-12 and university students’ learning from digital online resources, like Khan Academy videos or interactive mathematics exercises. The webinar focuses on how students’ motivation and grades have been increased by helping them believe they can take charge of their learning and become smarter, and how students can be supported in reflective thinking and seeking deep understanding, when questions and prompts for students to explain are inserted in videos and interactive exercises
The Use of Facebook and Social Network Analysis (ETF 2014)Dr Elaine Garcia
The document summarizes research on using Facebook and social network analysis to predict which students may be at risk of not completing a further education course. A study was conducted analyzing the Facebook networks and survey responses of 90 students. Key findings included identifying "hub" students with many connections, and correlations between centrality in the network and factors like gender, age, attendance, and early departure. The conclusion recommends continued testing of this model to help identify at-risk students earlier and maximize weak social ties.
Reading and writing ones network: Multidiscursive identity practicesFleur Prinsen
This document discusses literacy practices of Dutch-Moroccan youth through analysis of their social networks. It identifies four main network types: 1) dense networks of similar others where literacy supports cultural identity, 2) family-centered networks using literacy for familial ties, 3) offline networks with little online literacy, and 4) fragmented bridging networks where literacy extends limited social resources. Network expansion through online literacy depends on available discourses and their meaning to individuals as they interpret and shape their social networks.
An Introduction to Social Network Analysis and Its Application in Software En...PUCRS University
This is a short tutorial on social network analysis applied to software engineering for beginners. Main social network analysis are presented along with examples of their application from literature. Reading recommendation is provided. This material was presented at the Workshop on Agile Methods for Distributed Teams organized by Prof. Tayana Conte, UFAM, Manaus, Brazil, on late Nov 2012.
Professor Hendrik Speck - Social and Virtual. - An Analysis Framework for Lar...Hendrik Speck
Professor Hendrik Speck - Social and Virtual. - An Analysis Framework for Large Scale Communities. Commercial Communities Conference. Technical University of Berlin. Institute of Sociology, October 30 - 31 2008, Berlin, Germany, User Generated Content, Interaction, Third Party Associations and Content, Access and Connectivity, API's, Beacons, and Data Feeds, Merger of Social, Mobile and Local, social network analysis, social network visualization, Audience and Participants, Relational Data, Mathematical Models, Analytical Framework, Processing, Computing Power, Computer Mediated Communication, Visualization Algorithms, Interest, Use Cases, Marketing, Commerce, Web Services, Type of Data, Attribute, Ideational, Relational, Research Method, Survey Research, Surveys and Interviews, Ethographic Research, Observations, Field Studies, Documentary Research
Logfiles, Texts and Archives, Type of Analysis, Variable, Typological, Network, User Profiles. Name, Age, Links, Interests, Hobbies, City, Country, Category, Videos Headline, Content, Descriptions, Tags, Playlists, Video Comments Author, Text, Tags, Themes, Ranking of Users and Channels Views or Subscriptions by Time and Category, Rankings of Videos Ratings or Views by Time and Category, Interaction Friends, Subscription, Comments, FollowUps
Betweenness, Centrality Closeness, Centrality Degree, Flow Betweenness Centrality, Centrality Eigenvector, Centralization, Clustering Coefficient, Cohesion, Contagion, Density, Integration, Path Length, Radiality, Reach, Structural Equivalence, Structural Hole, Islands
An ‘open source’ networked identity - On young people’s construction and co-construction of identity on social network sites
Paper presentation at: “Youth 2.0 – Affordances, Uses and Risks of Social Media”, University of Antwerp, March 21th 2013
Social network analysis [SNA] is the mapping and measuring of relationships and flows between people, groups, organizations, computers, URLs, and other connected information/knowledge entities. SNA provides both a visual and a mathematical analysis of human relationships.
This document provides an overview of social network analysis (SNA) including concepts, methods, and applications. It begins with background on how SNA originated from social science and network analysis/graph theory. Key concepts discussed include representing social networks as graphs, identifying strong and weak ties, central nodes, and network cohesion. Practical applications of SNA are also outlined, such as in business, law enforcement, and social media sites. The document concludes by recommending when and why to use SNA.
Developing Digital Literacy within the CurriculumRebecca Ferriday
This document discusses developing digital literacy within university curriculums. It defines digital literacy as the capabilities needed to thrive in a digital society. For university graduates, digital literacy means having specialized skills in using technology effectively for their field of study. These skills include using technology for learning, work and social life, being creative and critical users of technology, and being aware of ethical issues. The document presents a model showing how digital literacy impacts personal, social and professional lives. It suggests ways to audit how digital technologies are changing subjects and professions. Activities are proposed to develop digital literacy skills through problem-based learning tasks using technology. References for further resources on digital literacies are also provided.
This document discusses various technology tools and applications that can be used in education, including Microsoft Office programs, digital cameras, smart boards, and learning management systems. It emphasizes using technology to promote fundamental literacy and extend learning experiences by focusing on learner standards and pedagogical approaches like project-based learning and differentiated instruction. Specific technology applications highlighted include inquiry research using online resources, digital storytelling using editing software, and collaborative tools like blogs, wikis and social bookmarking through Web 2.0 platforms. The document stresses ensuring technology is integral to the curriculum rather than just integrated, and focusing on how it can help students learn rather than being used just because it is interesting.
Integrating digital literacy and inquiry learningJune Wall
This session overviews 21st century learning, digital literacy and how these are place within an inquiry learning process. It presents an approach for teachers to consider as one way to embed digital literacy in an inquiry classroom.
Learning analytics are more than a technologyDragan Gasevic
Learning analytics aim to optimize learning through measurement, collection, analysis and reporting of student data. While interest is growing, few institutions have fully adopted analytics. Challenges include a lack of data-informed culture, focusing on solutions over research, and privacy concerns. Fully realizing analytics potential requires multidisciplinary teams, addressing complex educational systems, and developing an analytics-focused culture.
Nurturing the Connections: The Role of Quantitative Ethnography in Learning A...Dragan Gasevic
The document discusses the role of quantitative ethnography in learning analytics. It describes how quantitative ethnography can be used as a systematic approach to advance learning analytics by enhancing understanding and quality. Some key challenges discussed include limitations in adoption, validity, and measurement of learning analytics. The document advocates for the use of quantitative ethnographic methods and techniques to address these challenges and move the field forward.
Researching Social Media – Big Data and Social Media AnalysisFarida Vis
Researching Social Media – Big Data and Social Media Analysis, presentation for the Social Media for Researchers: A Sheffield Universities Social Media Symposium, 23 September 2014
Social media knowledge activities: Opportunities for learning across formal a...Vanessa Dennen
This document discusses opportunities for learning across formal and informal settings using social media. It begins by noting that while social media plus learning does not necessarily equal meaningful engagement, it could if used purposefully. The author then discusses findings from their research on student perspectives and needs regarding social media use. Key points from cited literature on social media and education are presented. The remainder of the document focuses on strategies and tools for implementing meaningful networked knowledge activities using social media that are grounded in educational theory and address student needs.
The evolution and adoption of Learning Analytics (LA) participates in the debate about the ethical challenges associated to technological advancement and the need to provide responsible technology. This debate in the field of educational technology focuses on the tension between the potential of LA to achieve more effective education and its impact on human behavior and well-being. In this talk I will present examples of solutions based on learning analytics proposed in the TIDE research group of Pompeu Fabra University - Barcelona (https://www.upf.edu/web/tide) that try to meet requirements of human-centred design, support for human agency, transparency, or human well-being. Examples include systems with LA components to support the design and orchestration of active learning activities, especially collaborative learning activities.
This document discusses challenges faced in integrating technology into the classroom and efforts to update a Digital Media subject. It aimed to teach digital media skills at a "prosumer" level using mobile learning and social media. The subject structure included on-campus lectures and workshops alternating with distance content. Assessments included a digital media project and social media marketing plan. Student feedback was mixed and distance student failure rates were high. Lessons included a need for more formative feedback and support for distance students. The subject will now be integrated into other communication subjects, and a new trial using provided tablets aims to provide feedback on using dedicated devices over student-owned technology.
1. The document discusses using web 2.0 technologies to support teacher action research coaching. It describes action research, critical parts of the process, and how an online learning community can help coaches support teachers' action research.
2. An example is given of an online learning community of 12 coaches that used a blog site to share resources, experiences, and collaborate over 9 months.
3. Additional applications like wikis, social networks, and office suites are suggested to further support online communities for action research coaching.
The document discusses how public relations programs are teaching data analytics skills to students. It notes that the Commission for Public Relations Education recommends including data analytics, digital technology, and measurement/evaluation in PR curriculums. While some perceive data analytics as too difficult, the document argues data literacy is increasingly important for PR professionals. It outlines how some PR programs are integrating analytics into existing courses through case studies, social media assignments, and client projects involving platform analysis. It provides suggestions for best practices in teaching analytics and lists resources and certifications for students.
Re-engineering introductory Information Systems Course for the 21st CenturyBeata Jones
This presentation reports on the author’s low cost, innovative approach to an introductory Information Systems [IS] course, promoting twenty-first-century skills. By implementing several best instructional practices and through innovative use of technology to create community, the faculty member created a learning environment that students received with enthusiasm, and which helped them achieve at a higher level. The instructional practices included relevant AAC&U high-impact practices, ConnectedLearning.tv framework, and flipped classroom. This author describes the details of the approach and the course outcomes, followed by a discussion.
Networked Scholars, or, Why on earth do academics use social media and why ...George Veletsianos
This workshop is divided in 2 parts. In the first part, I will discuss how/why academics use social media and online networks for scholarship, and explore the opportunities and tensions that exist in these spaces. In the second part of the workshop, I will facilitate small group and large group conversations on this topic based on participant interests. Potential topics of exploration may include but are not limited to: social media participation strategies; self-disclosures on social media; capturing and analyzing social media data; ethics of social media research; social media use for networked learning.
This document discusses connected learning and how digital tools can be used to meet the NETS-T (National Educational Technology Standards for Teachers) in 5 areas. It provides examples of digital tools that teachers can use to facilitate communication and collaboration among students, provide diverse learning resources and assessments, enhance productivity, promote digital citizenship, and support professional growth through personal learning networks. Key digital tools recommended include Google Docs, Edmodo, Khan Academy, Twitter, and Evernote. The document aims to help teachers integrate new digital tools that align with the NETS-T into their practice.
The Resultsof Web2.0 11 12 09 Slideshareguest576a2ab
This version of the Web 2.0 case study presentation was presentated at the Three Rivers Educational Technology Conference in Cranberry Township outside of Pittsburgh on 11/12/09
The Resultsof Web2.0 11 12 09 SlideshareAndy Petroski
Version of Web 2.0 case study presentation presented at the Three Rivers Educational Technology Conference in Cranberry Township outside of Pittsburgh on 11/12/09
Similar to Sensemaking of social network analysis for the study of learning (20)
Can learning analytics offer meaningful assessment? Dragan Gasevic
The emergence of learning analytics afforded for the analysis of digital traces of user interaction with technology. This analysis offers many opportunities to advance understanding and enhance learning and the environments in which learning occurs. Existing research has shown how learning analytics can provide contributions to different areas of education such as prediction of student success, uncovering learning strategies, understanding affective states, and unpacking the role social networks in learning. While these results have shown much promise, one critical challenge remains unclear – how learning analytics can help track learning progression and inform assessment especially from the perspective of the 21st century skills. This talk will explore opportunities and challenges for the integration of methods commonly used in learning analytics to analyze different digital traces with methods commonly used in assessment. The talk particularly focuses on open learning environments where analytics-based assessment is rather underexplored in contrast to assessment in specialized (intelligent tutoring) systems where the combined use of data mining and assessment has been established for some time now.
Towards Strengthening Links between Learning Analytics and AssessmentDragan Gasevic
. The emergence of learning analytics afforded for the analysis of digital traces of user interaction with technology. This analysis offers many opportunities to advance understanding and enhance learning and the environments in which learning occurs. Existing research has shown how learning analytics can provide contributions to different areas of education such as prediction of student success, uncovering learning strategies, understanding affective states, and unpacking the role social networks in learning. While these results have shown much promise, one critical challenge remains unclear – how learning analytics can help track learning progression and inform assessment especially from the perspective of the 21st century skills. This talk will explore opportunities and challenges for the integration of methods commonly used in learning analytics to analyze different digital traces with methods commonly used in assessment and psychometric research. The paper particularly focuses on open learning environments where analytics-based assessment is rather underexplored in contrast to assessment in specialized (intelligent tutoring) systems where the combined use of data mining and psychometric techniques has been established for some time now.
Let’s get there! Towards policy for adoption of learning analyticsDragan Gasevic
1) The document discusses challenges in adopting learning analytics and proposes a policy framework to guide the process.
2) Key adoption challenges include developing leadership, engaging stakeholders, providing training in data literacy, and establishing policies.
3) The framework suggests mapping the political context, identifying stakeholders, desired behavior changes, and developing an engagement strategy. It also involves analyzing capacity and establishing monitoring frameworks.
4) The goal is to provide an inclusive adoption process that embraces the complexity of educational systems and promotes innovation.
State and Directions of Learning Analytics Adoption (Second edition)Dragan Gasevic
The analysis of data collected from user interactions with educational and information technology has attracted much attention as a promising approach for advancing our understanding of the learning process. This promise motivated the emergence of the new field learning analytics and mobilized the education sector to embrace the use of data for decision-making. This talk will first introduce the field of learning analytics and touch on lessons learned from some well-known case studies. The talk will then identify critical challenges that require immediate attention in order for learning analytics to make a sustainable impact on learning, teaching, and decision making. The talk will conclude by discussing a set of milestones selected as critical for the maturation of the field of learning analytics. The most important take away from the talk will be that
- systemic approaches to the development and adoption of learning analytics are critical,
- multidisciplinary teams are necessary to unlock a full potential of learning analytics, and
- capacity development at institutional levels through the inclusion of diverse stakeholders is essential for full learning analytics adoption.
This is the second edition of the talk that previously gave under the same title on several occasions. The second edition reflects many developments happened in the field of learning analytics, especially those in the following two projects - http://he-analytics.com and http://sheilaproject.eu.
Wearable technologies should promote adaptive learnersDragan Gasevic
1) The document discusses the potential for wearable technologies to support and study adaptive learners.
2) While wearables could collect more learner data than ever before, their use must focus on promoting adaptive learning skills over just adaptive algorithms.
3) Both the opportunities and challenges of using wearables to understand learning processes are explored, emphasizing the need for theory-driven research and interdisciplinary teams to ensure technologies actually improve learning outcomes.
Learning with me Mate: Analytics of Social Networks in Higher EducationDragan Gasevic
Effects of social interactions are reported in research on higher education to lead to positive outcomes such as higher levels of internalization, sense of community, academic achievement, metacognition, and student retention. The role of social networks has especially been emphasized in research due to the availability of theoretical foundations and analytic methods to investigate their effects in higher education. The increased use of technologies in education allows for the collection of large and rich datasets about social networks which call for the use of novel analytics methods. This talk will first give a brief overview of the existing work on and lessons learned from some well-known studies on social networks in higher education in diverse situations from face-to-face to massive open online courses. The talk will then identify critical challenges that require immediate attention in order for the study of social networks to make a sustainable impact on learning and teaching. The most important take away from the talk will be that
- computational aspects of the study of social networks need to be integrated deeply with theory, research and practice,
- novel methods for the study of critical dimensions (discourse, structure and dynamics) that shape network formation and network effects are necessary, and
- innovative instructional approaches are essential to address the changing conditions created by contemporary educational and technological contexts.
Technologies to support self-directed learning through social interactionDragan Gasevic
This talk will describe underlying principles, design, and experience gained with ProSolo, a platform that supports personalized, competency-based learning through social interaction. Traditional educational models are primarily focused on classroom education and training typically associated with the notion of credit hours as the (only) route towards formal credentials. This limits opportunities for creating personalized learning pathways in the changing educational context. ProSolo provide users with the ability to unbundle education programs, courses, and units into discrete yet inter-related competencies, allowing learners to construct their education pathway in a manner that better reflects their interests and future career motivations and requirements. ProSolo is developed with the intention of providing learners with opportunities to customize, modify, and personalize their self-directed learning journey. ProSolo supports the development of skills for self-directed learning by allowing learners to control the planning, learning, and presentation of outcomes associated with their learning. To support learners with different levels of prior knowledge, study skills, and cultural backgrounds, ProSolo offers features for supporting self-directed learning through three types of scaffolds, including instructional, social, and technological. Learning in ProSolo occurs within a socially rich environment that aggregates learners’ information created and shared in their existing online spaces. ProSolo makes use of learning analytics to empower learners and instructors in this new model of education. ProSolo was used in the Data, Learning, and Analytics MOOC and is currently being piloted at several university sites.
Learning analytics: An opportunity for higher education?Dragan Gasevic
Slides used in my keynote at the Annual Conference of the European Association of Distance Teaching Universities - The open, online, flexible higher education conference - #OOFHEC2015
Keynote delivered by George Siemens (@gsiemens), Dragan Gasevic (@dgasevic), and Ryan Baker (@BakerEDMLab) at the 8th International Educational Data Mining Conference (EDM 2015) in Madrid, Spain on June 27, 2015
Educational data mining and learning analytics have to date largely focused on specific research questions that provide insight into granular interactions. These insights have bee abstracted to include the development of predictive models, intelligent tutors, and adaptive learning. While there are several domains where holistic or systems models have provided additional explanatory power, work around learning has not created holistic models with the level of concreteness or richness required. The need for both granular and integrated high-level view of learning is further influenced by distributed, life long, multi-spaced learning that today defines education. Drawing on social and knowledge graph theory, we propose the development of a Personal Learning Graph (PLeG) - an open and learner-owned profile that addresses cognitive, affective, and related elements that reflect what a learner knows, is able to do, and processes through which she learns best. This talk will introduce PLeG, detail required technical infrastructure, and articulate how it would interact with established learning software.
Learning analytics are more than measurementDragan Gasevic
Slides used for the keynote
Learning analytics are more than measurement
at
Policies for Educational Data Mining and Learning Analytics Briefing
organized by http://www.laceproject.eu/
Learning analytics and MOOCs: What have we learned so far and where to go?Dragan Gasevic
This document discusses learning analytics and MOOCs. It summarizes that feedback loops between students and instructors are weak in MOOCs. Learning analytics can be used to predict attrition and performance. Research has identified learner subpopulations in MOOCs. Better data collection and more robust methods are still needed to understand the process of learning beyond just counting and coding behaviors. Privacy and ethical considerations must also be addressed.
Social network analysis and understanding of massive open online coursesDragan Gasevic
This document discusses using social network analysis to understand the flow of information in connectivist MOOCs (cMOOCs). It analyzes data from Twitter and a 2011 cMOOC to identify influential nodes, network centers, brokers, and communities. Key findings include that the #cck11 hashtag was the most influential node in weeks 1 and 12, and that network modularity detected 19 communities in the course with 26% of participants in the largest community during week 1 and 12% in the largest by week 12.
Social network analysis and social presenceDragan Gasevic
This presentation is prepared for DALMOOC and talks about the use of social network analysis for the development of social capital based on social presence in communities of inquiry The presentation is based on
Kovanović, V., Joksimović, S., Gašević, D., Hatala, M., “What is the source of social capital? The association between social network position and social presence in communities of inquiry,” In Proceedings of 7th International Conference on Educational Data Mining – Workshops, London, UK, 2014, http://ceur-ws.org/Vol-1183/gedm_paper03.pdf
Social network analysis and learning designDragan Gasevic
This presentation is prepared for DALMOOC and talks about the use of social network analysis for improvement of learning design. The presentation is based on
Lockyer, L., Heathcote, E., & Dawson, S. (2013). Informing pedagogical action: Aligning learning analytics with learning design. American Behavioral Scientist, 57(10), 1439-1459, doi:10.1177/0002764213479367
Social network analysis and creative potentialDragan Gasevic
This presentation is prepared for DALMOOC and talks about the use of social network analysis for understanding of creative potential. The presentation is based on
Dawson, S., Tan, J. P. L., & McWilliam, E. (2011). Measuring creative potential: Using social network analysis to monitor a learners' creative capacity. Australasian Journal of Educational Technology, 27(6), 924-942.
Social network analysis and academic performanceDragan Gasevic
This presentation is prepared for DALMOOC and talks about the use of social network analysis for understanding and prediction of academic performance. The presentation is based on
Gašević, D., Zouaq, A., Jenzen, R. (2013) 'Choose your Classmates, your GPA is at Stake!' The Association of Cross-Class Social Ties and Academic Performance. American Behavioral Scientist, 57(10), 1459-1478, http://www.sfu.ca/~dgasevic/papers_shared/abs2013.pdf
Network modularity and community identificationDragan Gasevic
The presentation describes the notion of network modularity as a method used for identification of communities in social network analysis. The presentation is prepared by Dragan Gasevic for DALMOOC.
Network measures used in social network analysis Dragan Gasevic
Definition of measures (diameter, density, degree centrality, in-degree centrality, out-degree centrality, betweenness centrality, closeness centrality) used in social network analysis. The presentation is prepared by Dragan Gasevic for DALMOOC.
This presentation define network structure and commonly used sources for data collection in social network analysis. The presentation is prepared for DALMOOC by Dragan Gasevic.
Sensemaking of social network analysis for the study of learning
1. Week 4: Sensemaking of
Social Network Analysis for
the Study of Learning
Dragan Gašević
@dgasevic
2. Connection with
educational research and practice
Gašević, D., Dawson, S., Siemens, G. (2015). Let’s not forget: Learning analytics are about learning.
TechTrends (in press), https://bit.ly/techtrends2015
3. Question-driven
Data-driven analytics
Gašević, D., Dawson, S., Siemens, G. (2015). Let’s not forget: Learning analytics are about learning.
TechTrends (in press), https://bit.ly/techtrends2015
6. What data sources for
network extraction to use?
Discussion boards, course enrollments, and
Twitter
7. Which educational constructs to use?
Learning design, sense of community,
creative potential, social presence,
academic performance,
distributed (MOOC) pedagogy
8. What additional data to collect?
Course enrollments, grades, self-reports,
quantitative content analysis codes, course design
9. To do in this week
Hands-on activities and assignments
Integration with knowledge gained in weeks 1-2
10. More than welcome
The use of your data
Discussion of questions of direct interest for you