The document discusses a lightning talk presentation on social learning analytics. It includes an agenda with topics like visualizing social ties in SocialLearn by topic and type, visualizing social learning in the SocialLearn environment, and prototyping learning power modeling in SocialLearn. There are also brief biographies of several presenters.
This project involves students designing an air jet race car out of basic materials to answer questions about how design elements impact speed. Students will learn about motion, conduct research, take notes, create blueprints, and present their design. The goals are for students to understand factors that influence an object's speed and work collaboratively to design and test their car.
The document discusses Europe's 2020 targets for education and skills development. It examines the gaps between rhetoric and realities in meeting targets for employment rates, research investment, education levels, and poverty reduction. It also explores challenges around skills needs, mismatches between education and employer demands, and attempts to develop transnational models, tools and best practices to help address these issues. The document proposes a transnational research methodology and analytical model to evaluate reintegrative education activities aimed at social inclusion and reintegration.
The 7th grade project will have students research the Ring of Fire region over 2-3 weeks. Students will take notes, write about their findings, and create a visual presentation. They will address what is known about the active volcanic region and explain its formation and connection to natural disasters. Presentations can include a PowerPoint, skit, or illustration. Assessments will evaluate comprehension, note taking, writing skills, and presentation skills.
This document welcomes participants to the SoLAR #FlareUK event on learning analytics. It provides information on the founding institutions and links to resources like a white paper on open learning analytics and a Tumblr blog where people can post images and stories in reaction to learning analytics. The document poses questions about whether learning analytics could lead to higher scores through the same outcomes and training, or enable assessment of new learning dynamics. It discusses learning analytics as both an evolutionary technology to improve existing education and as a revolutionary technology that could enable paradigm shifts through analyzing interpersonal networks, discourse quality, lifelong learning dispositions, and problem-solving strategies.
Three types of evaluation:
1) Formative evaluation aims to improve a design during development.
2) Summative evaluation determines if a design is good, often for contractual or sales purposes.
3) Investigative/exploratory evaluation aims to gain understanding, typically for research purposes.
Checking for Understanding in a Digital WorldKyle Schutt
This document discusses formative assessment and using digital tools to engage students. It defines formative assessment as an ongoing process where teachers use evidence from assessments to adjust instruction and students use it to adjust their learning. The document provides examples of digital tools that can be used for formative assessment, such as surveys, observations, exit slips, and collaboration tools. It emphasizes using these tools through a digital learning platform to provide accessibility and communication.
Intelligent Tutoring Systems: The DynaLearn ApproachWouter Beek
The document describes the DynaLearn approach to developing intelligent tutoring systems. It focuses on using conceptual modeling to help students construct knowledge about systems. Students build qualitative models and receive feedback to improve their understanding. The approach includes several interactive learning spaces to provide guidance, diagnosis of errors, and engagement through virtual characters. The goal is to develop an environment that supports open-ended conceptual modeling to address declines in science education.
This project involves students designing an air jet race car out of basic materials to answer questions about how design elements impact speed. Students will learn about motion, conduct research, take notes, create blueprints, and present their design. The goals are for students to understand factors that influence an object's speed and work collaboratively to design and test their car.
The document discusses Europe's 2020 targets for education and skills development. It examines the gaps between rhetoric and realities in meeting targets for employment rates, research investment, education levels, and poverty reduction. It also explores challenges around skills needs, mismatches between education and employer demands, and attempts to develop transnational models, tools and best practices to help address these issues. The document proposes a transnational research methodology and analytical model to evaluate reintegrative education activities aimed at social inclusion and reintegration.
The 7th grade project will have students research the Ring of Fire region over 2-3 weeks. Students will take notes, write about their findings, and create a visual presentation. They will address what is known about the active volcanic region and explain its formation and connection to natural disasters. Presentations can include a PowerPoint, skit, or illustration. Assessments will evaluate comprehension, note taking, writing skills, and presentation skills.
This document welcomes participants to the SoLAR #FlareUK event on learning analytics. It provides information on the founding institutions and links to resources like a white paper on open learning analytics and a Tumblr blog where people can post images and stories in reaction to learning analytics. The document poses questions about whether learning analytics could lead to higher scores through the same outcomes and training, or enable assessment of new learning dynamics. It discusses learning analytics as both an evolutionary technology to improve existing education and as a revolutionary technology that could enable paradigm shifts through analyzing interpersonal networks, discourse quality, lifelong learning dispositions, and problem-solving strategies.
Three types of evaluation:
1) Formative evaluation aims to improve a design during development.
2) Summative evaluation determines if a design is good, often for contractual or sales purposes.
3) Investigative/exploratory evaluation aims to gain understanding, typically for research purposes.
Checking for Understanding in a Digital WorldKyle Schutt
This document discusses formative assessment and using digital tools to engage students. It defines formative assessment as an ongoing process where teachers use evidence from assessments to adjust instruction and students use it to adjust their learning. The document provides examples of digital tools that can be used for formative assessment, such as surveys, observations, exit slips, and collaboration tools. It emphasizes using these tools through a digital learning platform to provide accessibility and communication.
Intelligent Tutoring Systems: The DynaLearn ApproachWouter Beek
The document describes the DynaLearn approach to developing intelligent tutoring systems. It focuses on using conceptual modeling to help students construct knowledge about systems. Students build qualitative models and receive feedback to improve their understanding. The approach includes several interactive learning spaces to provide guidance, diagnosis of errors, and engagement through virtual characters. The goal is to develop an environment that supports open-ended conceptual modeling to address declines in science education.
This document discusses balancing exploration and exploitation when learning ranking functions online from user interactions. It presents a method that uses dueling bandit gradient descent with k-greedy exploration to compare document lists. Experiments on simulated clicks show balancing exploration and exploitation improves online performance over all click models and datasets tested. The best results occurred with an exploration rate of 2 exploratory documents per results list. Future work includes validating simulation assumptions, evaluating on click logs, and developing new algorithms that balance exploration and exploitation for online learning to rank.
Adapto\ing Rankers Online, Maarten de Rijkeyaevents
This document discusses adapting search engine ranking functions online through machine learning. It addresses the challenges of learning from implicit user feedback, which can be noisy, relative, and rank-biased. The key ideas are:
1) Search engines can observe users' natural interactions to improve ranking functions automatically without expensive data collection.
2) Implicit feedback like click logs, reading time, and bookmarks can be used for learning, though it is less accurate than explicit feedback.
3) Online learning approaches allow ranking functions to be improved directly from implicit feedback as the search engine operates.
4) Methods like dueling bandit gradient descent and exploration-exploitation balancing can help learn effectively from rank-biased implicit feedback
CBL - Creating an iOS App in the ClassroomDouglas Kiang
Here are the key steps I took to resolve the issue:
1. I reviewed the error message closely to understand what was causing the problem
2. I searched online to see if others had similar issues and what solutions worked for them
3. I checked that I had the latest version of the software in case it was a known bug
4. I simplified the code to isolate the issue - commenting out sections until it worked
5. Once I identified the problematic line, I debugged it step-by-step to find the error
6. I used print statements to check variable values and trace program flow
7. I got help from classmates by sharing my code and asking them to review it
8. As a last
Creative Advance Industry Best Practice workshop - Dr Kion AhadiCreative Skillset
This document outlines a proposed framework for evaluating the Creative Skillset Tick, which certifies creative courses in the UK. The framework would use multiple data sources to assess the Tick's impact over five years in key areas like employability, career outcomes, and awareness among students, employers, and other stakeholders. It proposes analyzing both quantitative data like surveys and enrollment statistics as well as qualitative research through studies and panels. By telling the story of the Tick's value through mixed methods evidence, the framework aims to make the case for its benefits to different audiences like government, educators, students, and employers.
The 3-week project focuses on how traits are passed from parents to offspring through genes. Students will determine genotypes and phenotypes of common traits, create Punnett squares and genetic crosses to illustrate inheritance. The driving question is how traits are passed through gene inheritance. Students will address life science standards on genetics and inclusion of math. Products include a display board and presentation. Formative assessments include quizzes and reviews, while summative assessments consist of a written report and oral presentation with rubrics. Resources and support include after school time, technology, and instruction on research, software, and presentation skills.
The 3-week project focuses on how traits are passed from parents to offspring through genes. Students will determine genotypes and phenotypes of common traits, create Punnett squares and genetic crosses to illustrate inheritance. The driving question is how traits are passed through gene inheritance. Students will address life science standards on genetics and inclusion of math. Products include a display board and presentation. Formative assessments include quizzes and reviews, while summative assessments consist of a written report and oral presentation with rubrics. Resources and support include after school time, technology, and instruction on research, software, and presentation skills.
The project involves students designing functioning ecosystems for an artificial biosphere as part of a reality TV show. Students are assigned to design one of seven ecosystems and must research the characteristics and requirements to make it balanced. They will create posters and written reports to propose their ecosystem design. The goal is for students to understand what makes ecosystems balanced through this simulated design project. Students will present their proposals and discuss how to design a completely self-sustaining ecosystem.
This 2-week math project involves students in 4th and 5th grade conducting a survey to find the best deals when purchasing various items. Students will determine favorite items across 5 categories and get price quotes from 5 vendors. They will then tabulate the survey results, use ratios and proportions to analyze the data, and graph their findings. Students will conclude which vendors offer the best prices. They will present their results orally and visually to their class and school community. The goal is for students to learn how to make more informed purchasing decisions considering economic factors.
Cloud Learning: Learning Environments in the Cloud EraTeemu Arina
The document discusses the transition to cloud-based learning environments. It notes that from 1980s to present, technologies transitioned from networks to the world wide web to web 2.0 with user-generated content. Currently, cloud computing enables widespread adoption of cloud-based services through application stores and distributed platforms. This allows for personal learning environments on smart interfaces and maximizing external capabilities. Context-based communication practices empower responsive and adaptive interactions in comparison to predictive models. Learning is now connected through interactions, sharing, and connections on demand through the cloud.
This project involves students building and launching model rockets over 3-4 weeks to understand how rockets work. Students will learn about the key science concepts of elements, compounds, and chemical reactions involved in rocket propulsion. They will design and construct rockets using common household materials and test how variations in materials affect the rocket's launch and flight. To demonstrate their understanding, students will create posters explaining the scientific principles behind rocket propulsion and present their findings to their class and school community. The project aims to develop students' collaboration, critical thinking, and presentation skills while addressing science standards on chemical properties and reactions.
The document discusses building analytics capabilities at The Open University. It describes how the university is developing a central data warehouse to collect institutional data and provide data marts and cubes. It also discusses analyzing data from the virtual learning environment, such as participation tracking and usage statistics. The document presents how predictive modeling can help identify patterns of success and early indicators of dropout or failure based on student data.
Presenters from Berkeley, NYU, and Charles Sturt University will discuss the strategies the Sakai OAE managed project and its member institutions have developed for sharing user input from individual schools and programs with the managed project teams that lead development on Sakai OAE. Among the topics they will address are the challenges of balancing special institutional with general community needs in providing feedback on managed project designs; meeting local user needs within the confines of managed project design decisions when developing a local instantiation of OAE; the challenges, advantages, and practicalities of building an academic/IT collaboration on User Needs analysis; and methods to engage with users by means of standing student organizations and close observation of staff in their settings. More generally, the presentation will address the question of the right parties to involve in User Needs discussion and the best ways to involve them.
This document discusses assessment for learning and the use of ePortfolios. It provides an overview of key concepts related to formative assessment, the benefits of ePortfolios for student learning and engagement, and examples of how students have responded positively to using ePortfolios and receiving feedback. Specific tools like WordPress are also highlighted as options for facilitating assessment for learning through ePortfolios.
Geeta Bose presented on applying the learner centered model (LCM) approach to instructional design. She discussed two case studies:
1) Working with a large energy consortium to design training for network coordinators, distributors, and village entrepreneurs. The process involved learner research, design, development, delivery, and evaluation.
2) Partnering with Godrej & Boyce to develop a blended learning program in grooming and customer skills for customer sales executives. The old model of only classroom training was replaced with a blended approach incorporating eLearning and on-the-job training through store chiefs. Program effectiveness was evaluated based on completion rates and skill improvement over time.
Paul Henning Krogh A New Dawn For E Collaboration In ScienceVincenzo Barone
Plone has growing reputation within research for working as an important component in international scientific collaboration infrastructures. In this panel session researchers shall present and answer questions on both their experiences in using Plone in a scientific context and on their research of studying Plone in use by scientists. Attendees will leave with a better conception of what is needed for international scientific collaboration and what Plone can offer as an e-collaboration tool to support research infrastructures. The panel participants will bring in expertise on computer supported collaborative work (CSCW) to stimulate use and development of Plone applications for such use cases. Panel headlines: - Exchange experiences with Plone in research environments (use cases) - Requirements for Plone in research environments: what's available, which extensions or modifications do we need? - Coordinate actions around Plone products for scientific use - Promote the use of Plone in scientific environments - Confront conceptions of collaborative research processes with Plone implementations of such models
1. Integrated learning involves learning together through collaborative problem solving using technology.
2. Computer support for collaborative learning (CSCL) provides structures like scripts to regulate student interactions and feedback to support learning together.
3. Orchestration is the pedagogical, spatial, and temporal arrangement of individual, collaborative, and class activities, and timing is important for flexibility.
This document discusses the development and diffusion of the flipped classroom model of education. It outlines the need for the flipped classroom due to problems in traditional education. It then describes the origins of the flipped classroom concept and its initial development and testing. The document next discusses the commercialization and wider adoption of the flipped classroom through organizations promoting educational technology and conferences. It provides a timeline of the innovation-decision process for the flipped classroom and describes the current implementation and plans for further confirmation of its impacts.
Exploitation of results of the Web2LLP projectWeb2LLP
In this presentation Prof. Dr. Charles Max and Jun Song (University of Luxembourg) present their workpackage and the foreseen deliverables for 'Exploitation of results' of the Web2LLP project
Ontology Maturing for Searching, Managing, and Retrieving ResourcesSimone Braun
presentation of the paper "Using the Ontology Maturing Proces Model for Searching, Managing, and Retrieving Resources with Semantic Technologies" at the ODBASE 2008 conference, Monterrey, Mexico, Nov 13 2008
The Generative AI System Shock, and some thoughts on Collective Intelligence ...Simon Buckingham Shum
Keynote Address: Team-based Learning Collaborative Asia Pacific Community (TBLC-APC) Symposium (“Impact of emerging technologies on learning strategies”) 8-9 February 2024, Sydney https://tbl.sydney.edu.au
Could Generative AI Augment Reflection, Deliberation and Argumentation?Simon Buckingham Shum
Bing Chat analyzed an argumentative article by generating an argument map in ArgDown syntax highlighting the key claim, premises, and their relationships. However, it also introduced some fallacious elements like incorrect summaries, commentary nodes, and incorrect argument classifications. While this shows generative AI has potential for argument analysis, more evaluation is needed to address inaccuracies that could undermine critical thinking. With improvements, it may help facilitate deliberations by preparing resources or assisting engaged citizens in analyzing complex arguments.
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Similar to SoLAR-FlareUK-2012.11.19-lightningtalks
This document discusses balancing exploration and exploitation when learning ranking functions online from user interactions. It presents a method that uses dueling bandit gradient descent with k-greedy exploration to compare document lists. Experiments on simulated clicks show balancing exploration and exploitation improves online performance over all click models and datasets tested. The best results occurred with an exploration rate of 2 exploratory documents per results list. Future work includes validating simulation assumptions, evaluating on click logs, and developing new algorithms that balance exploration and exploitation for online learning to rank.
Adapto\ing Rankers Online, Maarten de Rijkeyaevents
This document discusses adapting search engine ranking functions online through machine learning. It addresses the challenges of learning from implicit user feedback, which can be noisy, relative, and rank-biased. The key ideas are:
1) Search engines can observe users' natural interactions to improve ranking functions automatically without expensive data collection.
2) Implicit feedback like click logs, reading time, and bookmarks can be used for learning, though it is less accurate than explicit feedback.
3) Online learning approaches allow ranking functions to be improved directly from implicit feedback as the search engine operates.
4) Methods like dueling bandit gradient descent and exploration-exploitation balancing can help learn effectively from rank-biased implicit feedback
CBL - Creating an iOS App in the ClassroomDouglas Kiang
Here are the key steps I took to resolve the issue:
1. I reviewed the error message closely to understand what was causing the problem
2. I searched online to see if others had similar issues and what solutions worked for them
3. I checked that I had the latest version of the software in case it was a known bug
4. I simplified the code to isolate the issue - commenting out sections until it worked
5. Once I identified the problematic line, I debugged it step-by-step to find the error
6. I used print statements to check variable values and trace program flow
7. I got help from classmates by sharing my code and asking them to review it
8. As a last
Creative Advance Industry Best Practice workshop - Dr Kion AhadiCreative Skillset
This document outlines a proposed framework for evaluating the Creative Skillset Tick, which certifies creative courses in the UK. The framework would use multiple data sources to assess the Tick's impact over five years in key areas like employability, career outcomes, and awareness among students, employers, and other stakeholders. It proposes analyzing both quantitative data like surveys and enrollment statistics as well as qualitative research through studies and panels. By telling the story of the Tick's value through mixed methods evidence, the framework aims to make the case for its benefits to different audiences like government, educators, students, and employers.
The 3-week project focuses on how traits are passed from parents to offspring through genes. Students will determine genotypes and phenotypes of common traits, create Punnett squares and genetic crosses to illustrate inheritance. The driving question is how traits are passed through gene inheritance. Students will address life science standards on genetics and inclusion of math. Products include a display board and presentation. Formative assessments include quizzes and reviews, while summative assessments consist of a written report and oral presentation with rubrics. Resources and support include after school time, technology, and instruction on research, software, and presentation skills.
The 3-week project focuses on how traits are passed from parents to offspring through genes. Students will determine genotypes and phenotypes of common traits, create Punnett squares and genetic crosses to illustrate inheritance. The driving question is how traits are passed through gene inheritance. Students will address life science standards on genetics and inclusion of math. Products include a display board and presentation. Formative assessments include quizzes and reviews, while summative assessments consist of a written report and oral presentation with rubrics. Resources and support include after school time, technology, and instruction on research, software, and presentation skills.
The project involves students designing functioning ecosystems for an artificial biosphere as part of a reality TV show. Students are assigned to design one of seven ecosystems and must research the characteristics and requirements to make it balanced. They will create posters and written reports to propose their ecosystem design. The goal is for students to understand what makes ecosystems balanced through this simulated design project. Students will present their proposals and discuss how to design a completely self-sustaining ecosystem.
This 2-week math project involves students in 4th and 5th grade conducting a survey to find the best deals when purchasing various items. Students will determine favorite items across 5 categories and get price quotes from 5 vendors. They will then tabulate the survey results, use ratios and proportions to analyze the data, and graph their findings. Students will conclude which vendors offer the best prices. They will present their results orally and visually to their class and school community. The goal is for students to learn how to make more informed purchasing decisions considering economic factors.
Cloud Learning: Learning Environments in the Cloud EraTeemu Arina
The document discusses the transition to cloud-based learning environments. It notes that from 1980s to present, technologies transitioned from networks to the world wide web to web 2.0 with user-generated content. Currently, cloud computing enables widespread adoption of cloud-based services through application stores and distributed platforms. This allows for personal learning environments on smart interfaces and maximizing external capabilities. Context-based communication practices empower responsive and adaptive interactions in comparison to predictive models. Learning is now connected through interactions, sharing, and connections on demand through the cloud.
This project involves students building and launching model rockets over 3-4 weeks to understand how rockets work. Students will learn about the key science concepts of elements, compounds, and chemical reactions involved in rocket propulsion. They will design and construct rockets using common household materials and test how variations in materials affect the rocket's launch and flight. To demonstrate their understanding, students will create posters explaining the scientific principles behind rocket propulsion and present their findings to their class and school community. The project aims to develop students' collaboration, critical thinking, and presentation skills while addressing science standards on chemical properties and reactions.
The document discusses building analytics capabilities at The Open University. It describes how the university is developing a central data warehouse to collect institutional data and provide data marts and cubes. It also discusses analyzing data from the virtual learning environment, such as participation tracking and usage statistics. The document presents how predictive modeling can help identify patterns of success and early indicators of dropout or failure based on student data.
Presenters from Berkeley, NYU, and Charles Sturt University will discuss the strategies the Sakai OAE managed project and its member institutions have developed for sharing user input from individual schools and programs with the managed project teams that lead development on Sakai OAE. Among the topics they will address are the challenges of balancing special institutional with general community needs in providing feedback on managed project designs; meeting local user needs within the confines of managed project design decisions when developing a local instantiation of OAE; the challenges, advantages, and practicalities of building an academic/IT collaboration on User Needs analysis; and methods to engage with users by means of standing student organizations and close observation of staff in their settings. More generally, the presentation will address the question of the right parties to involve in User Needs discussion and the best ways to involve them.
This document discusses assessment for learning and the use of ePortfolios. It provides an overview of key concepts related to formative assessment, the benefits of ePortfolios for student learning and engagement, and examples of how students have responded positively to using ePortfolios and receiving feedback. Specific tools like WordPress are also highlighted as options for facilitating assessment for learning through ePortfolios.
Geeta Bose presented on applying the learner centered model (LCM) approach to instructional design. She discussed two case studies:
1) Working with a large energy consortium to design training for network coordinators, distributors, and village entrepreneurs. The process involved learner research, design, development, delivery, and evaluation.
2) Partnering with Godrej & Boyce to develop a blended learning program in grooming and customer skills for customer sales executives. The old model of only classroom training was replaced with a blended approach incorporating eLearning and on-the-job training through store chiefs. Program effectiveness was evaluated based on completion rates and skill improvement over time.
Paul Henning Krogh A New Dawn For E Collaboration In ScienceVincenzo Barone
Plone has growing reputation within research for working as an important component in international scientific collaboration infrastructures. In this panel session researchers shall present and answer questions on both their experiences in using Plone in a scientific context and on their research of studying Plone in use by scientists. Attendees will leave with a better conception of what is needed for international scientific collaboration and what Plone can offer as an e-collaboration tool to support research infrastructures. The panel participants will bring in expertise on computer supported collaborative work (CSCW) to stimulate use and development of Plone applications for such use cases. Panel headlines: - Exchange experiences with Plone in research environments (use cases) - Requirements for Plone in research environments: what's available, which extensions or modifications do we need? - Coordinate actions around Plone products for scientific use - Promote the use of Plone in scientific environments - Confront conceptions of collaborative research processes with Plone implementations of such models
1. Integrated learning involves learning together through collaborative problem solving using technology.
2. Computer support for collaborative learning (CSCL) provides structures like scripts to regulate student interactions and feedback to support learning together.
3. Orchestration is the pedagogical, spatial, and temporal arrangement of individual, collaborative, and class activities, and timing is important for flexibility.
This document discusses the development and diffusion of the flipped classroom model of education. It outlines the need for the flipped classroom due to problems in traditional education. It then describes the origins of the flipped classroom concept and its initial development and testing. The document next discusses the commercialization and wider adoption of the flipped classroom through organizations promoting educational technology and conferences. It provides a timeline of the innovation-decision process for the flipped classroom and describes the current implementation and plans for further confirmation of its impacts.
Exploitation of results of the Web2LLP projectWeb2LLP
In this presentation Prof. Dr. Charles Max and Jun Song (University of Luxembourg) present their workpackage and the foreseen deliverables for 'Exploitation of results' of the Web2LLP project
Ontology Maturing for Searching, Managing, and Retrieving ResourcesSimone Braun
presentation of the paper "Using the Ontology Maturing Proces Model for Searching, Managing, and Retrieving Resources with Semantic Technologies" at the ODBASE 2008 conference, Monterrey, Mexico, Nov 13 2008
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The Generative AI System Shock, and some thoughts on Collective Intelligence ...Simon Buckingham Shum
Keynote Address: Team-based Learning Collaborative Asia Pacific Community (TBLC-APC) Symposium (“Impact of emerging technologies on learning strategies”) 8-9 February 2024, Sydney https://tbl.sydney.edu.au
Could Generative AI Augment Reflection, Deliberation and Argumentation?Simon Buckingham Shum
Bing Chat analyzed an argumentative article by generating an argument map in ArgDown syntax highlighting the key claim, premises, and their relationships. However, it also introduced some fallacious elements like incorrect summaries, commentary nodes, and incorrect argument classifications. While this shows generative AI has potential for argument analysis, more evaluation is needed to address inaccuracies that could undermine critical thinking. With improvements, it may help facilitate deliberations by preparing resources or assisting engaged citizens in analyzing complex arguments.
On the Design of a Writing App offering 24/7 Formative Feedback on Reflective...Simon Buckingham Shum
The document discusses the design of a writing app to provide formative feedback on reflective writing. It describes why reflection is important for learning and professional development. It then outlines a conceptual model and rubric for assessing the depth of reflection in writing, from non-reflective to reflective to critically reflective. The goal is to develop students' capability for written reflection and help them progress from simply describing experiences to more deeply examining feelings, challenges, and lessons learned. The app would provide automated feedback on drafts to support developing reflective writing skills.
Slides from my contribution to the panel convened by Jeremy Roschelle at the International Society for the Learning Sciences: Engaging Learning Scientists in Policy Challenges: AI and the Future of Learning
Is “The Matter With Things” also what’s the matter with Learning Analytics?Simon Buckingham Shum
The document summarizes key points from Iain McGilchrist's book "The Matter With Things" regarding how the left and right hemispheres of the brain attend to the world in different ways. Specifically:
- The left hemisphere views the world in a detached, fragmented, and mechanical way while the right hemisphere sees it as interconnected, contextualized, and animate.
- Learning analytics risks amplifying the left hemisphere tendencies by focusing too much on data, analytics, and AI without balancing it with right hemisphere qualities like intuition, imagination, and empathy.
- To address this, learning analytics should cultivate humility, critical thinking, and find ways to advance rebalancing science and reason with intuition and imagination. This could
Deliberative Democracy as a strategy for co-designing university ethics aro...Simon Buckingham Shum
Buckingham Shum, S. (2021). Deliberative Democracy as a strategy for co-designing university ethics around analytics and AI in education. AARE2021: Australian Association for Research in Education, 28 Nov. – 2 Dec. 2021
Deliberative Democracy as a Strategy for Co-designing University Ethics Around Analytics and AI in Education
Simon Buckingham Shum
Connected Intelligence Centre, University of Technology Sydney
Universities can see an increasing range of student and staff activity as it becomes digitally visible in their platform ecosystems. The fields of Learning Analytics and AI in Education have demonstrated the significant benefits that ethically responsible, pedagogically informed analysis of student activity data can bring, but such services are only possible because they are undeniably a form of “surveillance”, raising legitimate questions about how the use of such tools should be governed.
Our prior work has drawn on the rich concepts and methods developed in human-centred system design, and participatory/co-design, to design, deploy and validate practical tools that give a voice to non-technical stakeholders (e.g. educators; students) in shaping such systems. We are now expanding the depth and breadth of engagement that we seek, looking to the Deliberative Democracy movement for inspiration. This is a response to the crisis in confidence in how typical democratic systems engage citizens in decision making. A hallmark is the convening of a Deliberative Mini-Public (DMP) which may work at different scales (organisation; community; region; nation) and can take diverse forms (e.g. Citizens’ Juries; Citizens’ Assemblies; Consensus Conferences; Planning Cells; Deliberative Polls). DMP’s combination of stratified random sampling to ensure authentic representation, neutrally facilitated workshops, balanced expert briefings, and real support from organisational leaders, has been shown to cultivate high quality dialogue in sometimes highly conflicted settings, leading to a strong sense of ownership of the DMP's final outputs (e.g. policy recommendations).
This symposium contribution will describe how the DMP model is informing university-wide consultation on the ethical principles that should govern the use of analytics and AI around teaching and learning data.
ICQE20: Quantitative Ethnography Visualizations as Tools for ThinkingSimon Buckingham Shum
Slides for this keynote talk to the 2nd International Conference on Quantitative Ethnography
http://simon.buckinghamshum.net/2021/02/icqe2020-keynote-qe-viz-as-tools-for-thinking/
24/7 Instant Feedback on Writing: Integrating AcaWriter into your TeachingSimon Buckingham Shum
https://cic.uts.edu.au/events/24-7-instant-feedback-on-writing-integrating-acawriter-into-your-teaching-2-dec/
What difference could instant feedback on draft writing make to your students? Over the last 5 years the Connected Intelligence Centre has been developing and piloting an automated feedback tool for academic writing (AcaWriter), working closely with academics across several faculties. The research portal documents how educators and students engage with this kind of AI, and what we’ve learnt about integrating it into teaching and assessment.
In May, AcaWriter was launched to all students along with an information portal. Now we want to start upskilling academics, tutors and learning technologists, in a monthly session to give you the chance to learn about AcaWriter, and specifically, good practices for integrating it into your subject. CIC can support you, and we hope you may be interested in co-designing publishable research.
AcaWriter handles several different ‘genres’ of writing, including reflective writing (e.g. a Reflective Essay; Reflective Blogs/Journals on internships/work-placements) and analytical writing (e.g. Argumentative Essays; Research Abstracts & Introductions).
This briefing will demo AcaWriter, and show it can be embedded in student activities. We hope this sparks ideas for your own teaching, which we can discuss in more detail.
An introduction to argumentation for UTS:CIC PhD students (with some Learning Analytics examples, but potentially of wider interest to students/researchers)
Webinar: Learning Informatics Lab, University of Minnesota
Replay the talk: https://youtu.be/dcJZeDIMr2I
Learning Informatics
AI • Analytics • Accountability • Agency
Simon Buckingham Shum
Professor of Learning Informatics
Director, Connected Intelligence Centre
University of Technology Sydney
Abstract:
“Health Informatics”. “Urban Informatics”. “Social Informatics”. Informatics offers systemic ways of analyzing and designing the interaction of natural and artificial information processing systems. In the context of education, I will describe some Learning Informatics lenses and practices which we have developed for co-designing analytics and AI with educators and students. We have a particular focus on closing the feedback loop to equip learners with competencies to navigate a complex, uncertain future, such as critical thinking, professional reflection and teamwork. En route, we will touch on how we build educators’ trust in novel tools, our design philosophy of “embracing imperfection” in machine intelligence, and the ways that these infrastructures embody values. Speaking from the perspective of leading an institutional innovation centre in learning analytics, I hope that our experiences spark productive reflection around as the UMN Learning Informatics Lab builds its program.
Biography:
Simon Buckingham Shum is Professor of Learning Informatics at the University of Technology Sydney, where he serves as inaugural director of the Connected Intelligence Centre. CIC is a transdisciplinary innovation centre, using analytics to provide new insights for university teams, with particular expertise in educational data science. Simon’s career-long fascination with software’s ability to make thinking visible has seen him active in communities including Computer-Supported Cooperative Work, Hypertext, Design Rationale, Scholarly Publishing, Semantic Web, Computational Argumentation, Educational Technology and Learning Analytics. The challenge of visualizing contested knowledge has produced several books: Visualizing Argumentation, Knowledge Cartography, and Constructing Knowledge Art. He has been active over the last decade in shaping the field of Learning Analytics, co-founding the Society for Learning Analytics Research, and catalyzing several strands: Social Learning Analytics, Discourse Analytics, Dispositional Analytics and Writing Analytics. http://Simon.BuckinghamShum.net
Despite AI’s potential for beneficial use, it creates important risks for Australians. AI, big data, and AI-informed decision making can cause exclusion, discrimination, skill loss, and economic impact; and can affect privacy, security of critical infrastructure and social well-being. What types of technology raise particular human rights concerns? Which human rights are particularly implicated?
Abstract: The emerging configuration of educational institutions, technologies, scientific practices, ethics policies and companies can be usefully framed as the emergence of a new “knowledge infrastructure” (Paul Edwards). The idea that we may be transitioning into significantly new ways of knowing – about learning and learners, teaching and teachers – is both exciting and daunting, because new knowledge infrastructures redefine roles and redistribute power, raising many important questions. What should we see when open the black box powering analytics? How do we empower all stakeholders to engage in the design process? Since digital infrastructure fades quickly into the background, how can researchers, educators and learners engage with it mindfully? This isn’t just interesting to ponder academically: your school or university will be buying products that are being designed now. Or perhaps educational institutions should take control, building and sharing their own open source tools? How are universities accelerating the transition from analytics innovation to infrastructure? Speaking from the perspective of leading an institutional innovation centre in learning analytics, I hope that our experiences designing code, competencies and culture for learning analytics sheds helpful light on these questions.
Towards Collaboration Translucence: Giving Meaning to Multimodal Group DataSimon Buckingham Shum
Vanessa Echeverria, Roberto Martinez-Maldonado, and Simon Buck- ingham Shum.. 2019. Towards Collaboration Translucence: Giving Meaning to Multimodal Group Data. In Proceedings of ACM CHI conference (CHI’19). ACM, New York, NY, USA, Paper 39, 16 pages. https://doi.org/10.1145/3290605.3300269
Collocated, face-to-face teamwork remains a pervasive mode of working, which is hard to replicate online. Team members’ embodied, multimodal interaction with each other and artefacts has been studied by researchers, but due to its complexity, has remained opaque to automated analysis. However, the ready availability of sensors makes it increasingly affordable to instrument work spaces to study teamwork and groupwork. The possibility of visualising key aspects of a collaboration has huge potential for both academic and professional learning, but a frontline challenge is the enrichment of quantitative data streams with the qualitative insights needed to make sense of them. In response, we introduce the concept of collaboration translucence, an approach to make visible selected features of group activity. This is grounded both theoretically (in the physical, epistemic, social and affective dimensions of group activity), and contextually (using domain-specific concepts). We illustrate the approach from the automated analysis of healthcare simulations to train nurses, generating four visual proxies that fuse multimodal data into higher order patterns.
This document summarizes findings from previous research on the impact of personalized learning support and feedback. It discusses how academics found value in personalized outreach in one study. A second study found improved academic performance, especially for high users of personalized support. Students generally wanted notifications if their performance was unsatisfactory in another study. Students also reported feeling better and more able to improve after receiving personalized messages in one case, though some felt worse. Care needs to be taken in message design to avoid defensive reactions from students.
Panel held at LAK13: 3rd International Conference on Learning Analytics & Knowledge
http://simon.buckinghamshum.net/2013/03/lak13-edu-data-scientists-scarce-breed
Educational Data Scientists: A Scarce Breed
The Educational Data Scientist is currently a poorly understood, rarely sighted breed. Reports vary: some are known to be largely nocturnal, solitary creatures, while others have been reported to display highly social behaviour in broad daylight. What are their primary habits? How do they see the world? What ecological niches do they occupy now, and will predicted seismic shifts transform the landscape in their favour? What survival skills do they need when running into other breeds? Will their numbers grow, and how might they evolve? In this panel, the conference will hear and debate not only broad perspectives on the terrain, but will have been exposed to some real life specimens, and caught glimpses of the future ecosystem.
Keynote Address, International Conference of the Learning Sciences, London Festival of Learning
Transitioning Education’s Knowledge Infrastructure:
Shaping Design or Shouting from the Touchline?
Abstract: Bit by bit, a data-intensive substrate for education is being designed, plumbed in and switched on, powered by digital data from an expanding sensor array, data science and artificial intelligence. The configurations of educational institutions, technologies, scientific practices, ethics policies and companies can be usefully framed as the emergence of a new “knowledge infrastructure” (Paul Edwards).
The idea that we may be transitioning into significantly new ways of knowing – about learning and learners – is both exciting and daunting, because new knowledge infrastructures redefine roles and redistribute power, raising many important questions. For instance, assuming that we want to shape this infrastructure, how do we engage with the teams designing the platforms our schools and universities may be using next year? Who owns the data and algorithms, and in what senses can an analytics/AI-powered learning system be ‘accountable’? How do we empower all stakeholders to engage in the design process? Since digital infrastructure fades quickly into the background, how can researchers, educators and learners engage with it mindfully? If we want to work in “Pasteur’s Quadrant” (Donald Stokes), we must go beyond learning analytics that answer research questions, to deliver valued services to frontline educational users: but how are universities accelerating the analytics innovation to infrastructure transition?
Wrestling with these questions, the learning analytics community has evolved since its first international conference in 2011, at the intersection of learning and data science, and an explicit concern with those human factors, at many scales, that make or break the design and adoption of new educational tools. We are forging open source platforms, links with commercial providers, and collaborations with the diverse disciplines that feed into educational data science. In the context of ICLS, our dialogue with the learning sciences must continue to deepen to ensure that together we influence this knowledge infrastructure to advance the interests of all stakeholders, including learners, educators, researchers and leaders.
Speaking from the perspective of leading an institutional analytics innovation centre, I hope that our experiences designing code, competencies and culture for learning analytics sheds helpful light on these questions.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
3. Visualizing
and
filtering
social
8es
in
SocialLearn
by
topic
and
type
Visualising
Social
Learning
in
the
SocialLearn
Environment.
Bieke
Schreurs
and
Maarten
de
Laat
(Open
University,
The
Netherlands),
Chris
Teplovs
(ProblemshiB
Inc.
and
University
of
Windsor),
Rebecca
Ferguson
and
Simon
Buckingham
Shum
(Open
University
UK),
SoLAR
Storm
webinar,
Open
University
UK.
hGp://bit.ly/LearningAnaly8csOU
4. Disposi8onal
Learning
Analy8cs
for
C21/LLL
Ques8oning
and
Different
social
challenging
network
paGerns
as
behaviours
as
proxies
for
Learning
proxies
for
CriKcal
RelaKonships
Curiosity
Cross-‐contextual
Persevering
behaviours
as
proxies
behaviours
as
proxies
for
Meaning
Making
for
Resilience
Shaofu Huang: Prototyping Learning Power Modelling in SocialLearn
http://www.open.ac.uk/blogs/SocialLearnResearch/2012/06/20/social-learning-analytics-symposium
7. Learning analytics focus group
projects
Performance Support Data Assurance & Transparency Agency BI strategy
currently looking at feedback
- text analysis of existing feedback from training, develop examples
- ratings & recommendations for procedures – useful, accurate, up-to-date
evaluation report January 2013
“Well
done
you've
used
really
nice
language
in
that
email”
“you
seem
to
have
been
working
on
this
report
for
7
years”
“8
out
of
10
assessors
said
they
prefer…”
14. Exponen8al
Random
Graph
Models
A
d
First
Experiments
with
Mutuality
a
m
Transi8vity
C
o
o
p
Homophily
er
(JI
S
C
15. e.g.
JISC
and
CETIS
Teams
• Showing
our
colours?
● Main
effect
● Homophily
● Mixing
edges
+
sender(base=c(-‐4,-‐21,-‐29,-‐31))
+
receiver(base=c(-‐14,-‐19,-‐23,-‐28))
+
nodematch("team",
diff=TRUE,
keep=c(1,3,4))
+
mutual
All
images
and
text
CC-‐By:
Adam
Cooper,
2012
18. Exploring
Learning
AMore
paossibili8es
of
naly8cs
the
wareness
Enthusiasm!
Lessons
Learned
Vak
voor
Vak
User
Needs
UvAnaly-‐
8cs
PinPoint
MAIS
ProF
Curri
Analy8cs
M
hGp://youtu.be/Xs3MsGPVivg
Seven
tangible
examples
to
refer
to
Community
of
various
Areas
of
work
to
be
experts
done…
21. Unlikely
Very
unlikely
Neither
Likely
or
Unlikely
Very
unlikely
7%
2%
Unlikely
0%
2%
Neither
Likely
or
5%
Unlikely
11%
Before
Very
Likely
How
likely
AEer
32%
are
you
to
Likely
29%
use
this
Very
Likely
feedback?
64%
Likely
48%
Clearer
sense
of
where
they
sit
in
comparison
to
their
cohort
which
mo8vates
them
to
want
to
do
more
to
improve
Shining
aGen8on
to
important
areas
that
they
tend
to
neglect
Mo8va8ng
high
achieving
students
Seeing
a
bigger
picture
For
some
this
is
emo8onally
challenging
and
sensi8ve
but
for
others
it’s
not
23. Social
learning
analy-cs:
discourse
Challenge: Locate the exploratory dialogue
Manual analysis
identifies indicators
Category
Indicator
Challenge
But
if,
have
to
respond,
my
view
Cri8que
However,
I’m
not
sure,
maybe
Discussion
of
resources
Have
you
read,
more
links
Evalua8on
Good
example,
good
point
Explana8on
Means
that,
our
goals
Explicit
reasoning
Next
step,
relates
to,
that’s
why
Jus8fica8on
I
mean,
we
learned,
we
observed
Reflec8on
of
perspec8ves
of
others
Agree,
here
is
another,
take
your
point
23
24. Self-‐training
framework
for
automa-c
exploratory
discourse
detec-on
• Framework
uses
cue
phrases
to
make
use
of
discourse
features
for
classifica8on
• Uses
a
k-‐nearest
neighbours
instance
selec8on
approach
to
draw
on
topical
features
27. c MOOC Architecture
Blogs Daily Alert
(email/RSS)
LMS “
Central
store
filter
Black box
Social “ (aggregator)
Bookmarking
Twitter & Comments
Social media
Adapted from Siemens, 2012
28. c MOOC Analytics
Opportunity
• Open (ish) data
Issues
• Time limited
• "analytically cloaked"
• Darksocial
• Infrastructure/messy data
34. 1. Uniview
-‐
Oracle-‐based
data
warehouse
/
BI
repor8ng
since
2009
2. Used
R
randomForest
for
learning
tech
review
&
NSS
analysis
since
2010
3. Consistent
student
sa8sfac8on
data
collec8on,
10,770
respondents
2011
4. Star8ng
major
Analy8cs
project
(SQL
Server,
SSAS,
SSRS,
SP2010)
A
League
table
rankings
Marke)ng
&
Recruitment
Reputa)on
Processes
C
B
Learning,
Teaching,
Assessment
Student
Intake
Student
Reten)on
&
Personal
Development
(Aspira)ons,
A8tude
Success
&
Processes,
Facili)es
&
Abili)es)
Sa)sfac)on
&
Resources
Resource
alloca)on
All
Year
Numbers
A Recruit
to
target
B Improve
sa8sfac8on,
reten8on
&
success
C
Inform
decision-‐makers
Prof
Mark
Stubbs
|
Head
of
Learning
&
Research
Tech
|
m.stubbs@mmu.ac.uk
|
twiGer.com/thestubbs
36. students
Data
sources
VLE
TMA
Demographic
Other..
Who
is
struggling?
RETAIN
predic8ve
models
Why
are
they
Dashboard
visualisa8ons
struggling?
37. BUILDING
THE
PREDICTIVE
MODELS
Developed
and
tested
on
3
historic
data
sets
Compared:
decision
trees
and
SVM’s.
Compared:
VLE
only,
TMA
and
combined
MAIN
FINDINGS
• No
overall
clicking
measure
correlated
with
pass/fail:
focus
on
change
in
student
behaviour
instead
• High
precision
can
be
achieved
in
predic8ng
both
performance
drop
and
final
outcome
(pass/fail)
for
all
3
modules,
using
combined
VLE
and
TMA
data
• Demographic
data
can
improve
performance,
but
in
early
stages
the
VLE
ac8vity
is
the
most
informa8ve
data
source.
• Successfully
applied
2010
model
to
2011
data.
Even
some
success
across
modules.
38. Labs
www.triballabs.net
Learning
Analy8cs
R&D
Project
• Partnership
with
a
university
to
develop
a
Learning
Analy8cs
PoC:
– Predic8ve
model
which
can
predict
student
success
– Combine
data
from
mul8ple
administra8ve
and
ac8vity
sources
– Test
how
support
staff
can
interact
with
the
model
and
correctly
interpret
predic8ons
– Bring
together
visualisa8on
and
ac8on
–
onen
a
missing
element
@chrisaballard
39. Labs
www.triballabs.net
Mapping
Success
Factors
Academic
Integra-on
Engagement
Circumstances
Grades
VLE
Ac8vity
Social
Background
Library
Ac8vity
Proximity
Finance
Social
Integra-on
Prepara-on
for
HE
Forum
interac8on
Demographics
Qualifica8ons
@chrisaballard