Network effects web-based business model to piggyback original Pick-a-Prof services and help streamline national transition and preparatory issue: high school to college
Public lecture, 22 November, 2017 - International Seminar "Evidence-based research: methodological approaches and practical outcomes“ hosted by the UNESCO Chair in Education and Technology for Social Change at the Open University of Catalonia, Spain
Guest presentation: SASUF Symposium: Digital Technologies, Big Data, and Cybersecurity, Vaal University of Technology, Vanderbijlpark, South Africa, 15 May 2018
ePortfolios: Good for the Institution, Good for the StudentSarah Cohen
Presentation at AACU in Washington DC on the possibilities and pitfalls of an ePortfolio assessment system. Uses our course-embedded, information literacy rubrics as an example of how ePorts can make a difference in teaching and in gaining faculty buy in.
Improving Student Achievement with New Approaches to Dataecatalst
Presentation by John Whitmer to WASC Academic Resource Conference on April 11, 2013.
The CSU Data Dashboard seeks to improve student achievement by monitoring on-track indicators so that institutional leaders can better understand not only which milestones students are failing to reach, but why they are not reaching them. It can also help campuses to design interventions or policy changes to increase student success and to gauge the impact of interventions.
Academic technologies collect highly detailed student usage data. How can this data be used to understand and predict student performance, especially of at-risk students? This presentation will discuss research on a high-enrollment undergraduate course exploring the relationship between LMS activity, student background characteristics, current enrollment information, and student achievement.
A learning upgrade - gender and ICT in education
Presented at the Learning and Teaching with Technology Conference (September 2012) by Gerry White, ACER.
In this presentation, I propose 5 organizational barriers that are preventing higher education from adapting to serve the needs of the incoming digital, mobile generation.
Encouraging Girls to Participate in Computer Sciencekimarnold28
Are girls missing from your school's computer science program? Learn why girls might be avoiding computer science, easy ways to encourage girls to participate, and hear why diversity is important in your computer science classroom and in the workplace.
Encouraging Girls to Participate in Computer Sciencekimarnold28
This presentation was used for a TCEA Technology Applications & Computer Science Special Interest (TA/CS-SIG) webinar entitled "Encouraging Girls to Participate in Computer Science". View a recording of the webinar held January 9, 2014 at: http://tcea.adobeconnect.com/p260ure38il/
Description: Are girls in your high school missing from your Computer Science program? High school and college Computer Science programs traditionally have fewer girls than boys, which translates into fewer women pursuing careers in computer science. This webinar will share reasons why girls might be avoiding computer science, easy ways you can encourage girls to join or stay in your computer science program, and reasons why diversity is important in your computer science classroom and in the workplace.
Network effects web-based business model to piggyback original Pick-a-Prof services and help streamline national transition and preparatory issue: high school to college
Public lecture, 22 November, 2017 - International Seminar "Evidence-based research: methodological approaches and practical outcomes“ hosted by the UNESCO Chair in Education and Technology for Social Change at the Open University of Catalonia, Spain
Guest presentation: SASUF Symposium: Digital Technologies, Big Data, and Cybersecurity, Vaal University of Technology, Vanderbijlpark, South Africa, 15 May 2018
ePortfolios: Good for the Institution, Good for the StudentSarah Cohen
Presentation at AACU in Washington DC on the possibilities and pitfalls of an ePortfolio assessment system. Uses our course-embedded, information literacy rubrics as an example of how ePorts can make a difference in teaching and in gaining faculty buy in.
Improving Student Achievement with New Approaches to Dataecatalst
Presentation by John Whitmer to WASC Academic Resource Conference on April 11, 2013.
The CSU Data Dashboard seeks to improve student achievement by monitoring on-track indicators so that institutional leaders can better understand not only which milestones students are failing to reach, but why they are not reaching them. It can also help campuses to design interventions or policy changes to increase student success and to gauge the impact of interventions.
Academic technologies collect highly detailed student usage data. How can this data be used to understand and predict student performance, especially of at-risk students? This presentation will discuss research on a high-enrollment undergraduate course exploring the relationship between LMS activity, student background characteristics, current enrollment information, and student achievement.
A learning upgrade - gender and ICT in education
Presented at the Learning and Teaching with Technology Conference (September 2012) by Gerry White, ACER.
In this presentation, I propose 5 organizational barriers that are preventing higher education from adapting to serve the needs of the incoming digital, mobile generation.
Encouraging Girls to Participate in Computer Sciencekimarnold28
Are girls missing from your school's computer science program? Learn why girls might be avoiding computer science, easy ways to encourage girls to participate, and hear why diversity is important in your computer science classroom and in the workplace.
Encouraging Girls to Participate in Computer Sciencekimarnold28
This presentation was used for a TCEA Technology Applications & Computer Science Special Interest (TA/CS-SIG) webinar entitled "Encouraging Girls to Participate in Computer Science". View a recording of the webinar held January 9, 2014 at: http://tcea.adobeconnect.com/p260ure38il/
Description: Are girls in your high school missing from your Computer Science program? High school and college Computer Science programs traditionally have fewer girls than boys, which translates into fewer women pursuing careers in computer science. This webinar will share reasons why girls might be avoiding computer science, easy ways you can encourage girls to join or stay in your computer science program, and reasons why diversity is important in your computer science classroom and in the workplace.
Presentation at the European Distance Education and E-Learning Network (EDEN) Conference, Genoa, Italy, 17-20 June 2018. Authors: Paul Prinsloo, Sharon Slade and Mohammad Khalil
Presentation on 27 October 2016 at an Ethics Symposium as part of the Siyaphumelela Project, Kopanong Hotel & Conference Centre, Johannesburg, South Africa
Presentation at the College of Economic and Management Sciences (CEMS),
University of South Africa (Unisa) Leadership Summit
21 -22 November 2016, Manhattan Hotel, Pretoria
Invited presentation at the 7th African Unity Renaissance International Conference PhD Colloquium, Sunday 21 May 2017, University of South Africa (Unisa), Pretoria
Developing Accessibility Training Strategies in Higher Ed3Play Media
In this webinar, Jennifer Ismirle, Senior User Experience Researcher, and Phillip Deaton, Accessibility Coordinator, from Michigan State University will share how they developed a digital accessibility training program for different types of content and content creators. They will discuss why training is important, as well as share strategies for creating an engaging and successful program.
Here a MOOC, There a MOOC....at your school a MOOC...MOOC?Janet Corral
A faculty development presentation on the *basics* of MOOCs. Links to further resources provided as we went into much more discussion than the slides show. This was an active learning session, with much discussion & activity, so please don't assume the slides = 1 hr of narrated .ppt! Contact me if you would like a copy of the lesson plan.
Educational Technology is becoming increasingly important in the higher education sector as innovative educators are using technology to improve pedagogy and student learning. This is not limited to academic institutions as corporate trainers also seek to leverage their people development resources to improve the operating performance of their organizations.
As a result the field of EdTech has been growing rapidly over the past decade as entrepreneurs see the opportunities to use technology to improve the speed and depth of learning. The drive ultimately stems from the transition to a knowledge economy where information is the vital fuel and improved learning can provide breakthrough insights that have substantial public or private value.
This presentation will look at the trends impacting and being impacted by EdTech, student and faculty perceptions, economics, adoption success, factors, investment patterns and the major technologies that are being used in higher educational institutions.
Similar to Understanding student success in distributed and online learning (20)
Presentation at LAK19, Tempe, Arizona. Text available at Proceedings of the 9th International Conference on Learning Analytics & Knowledge - https://dl.acm.org/citation.cfm?id=3303796
Pages 235-244
Presentation at the 25th Annual Conference of the South African Association for Institutional Research (SAAIR), 12-15 November, 2018, Durban University of Technology (DUT), Durban, South Africa
Guest presentation, Africa Young Graduates and Scholars (AYGS) Conference, 12 March, 2018, Birchwood Hotel and Conference Centre, Johannesburg, South Africa
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Understanding student success in distributed and online learning
1. Paul Prinsloo
University of South Africa (Unisa)
14prinsp
Understanding student
success in distributed
and online learning
Keynote at “Change and Constants:
The Realities of Successful Teaching and
Learning.”
McMaster University, Hamilton, Ontario
Friday February 23, 2018
Image credit: https://pixabay.com/en/boards-height-balance-2040575/
2. Imagecredit:https://pixabay.com/en/binary-code-man-display-dummy-face-1327512/
I do not own the copyright of any of the images in this
presentation. I therefore acknowledge the original
copyright and licensing regime of every image used.
This presentation (excluding the images) is licensed
under a Creative Commons Attribution 4.0 International
License.
3. Image credit: https://blog.kainexus.com/improvement-disciplines/kaizen/kaizen-event/a-simple-kaizen-event-
roadmap
Brief overview of the main elements in the
presentation
• Locating myself/disclosing my location
• What do we mean by distributed/online/
blended and how does this impact on
student success?
• Who defines student success and why it
matters
• Brief overview of some (historical) models
• Towards understanding student persistence
and success
• 7 Pointers for consideration and action
5. We are “condemned to context”
(Tessmer & Richey, 1997, p. 88)
“[c]ontext is everything”
(Jonassen, 1993, in Tessmer & Richey, 1997, p. 86)
Locating myself
Revised title: Understanding student success
in distributed and online learning: a
perspective from the Global South
Tessmer, M., & Richey, R. C. (1997). The role of context in learning and instructional design. Educational technology
research and development, 45(2), 85-115.
Image credit: https://commons.wikimedia.org/wiki/File:Map_of_Africa_by_Hermann_Moll.jpg
8. Unisa in a nutshell
• Student numbers (2017): 350,503 / (2018, so far) 305,647
• Student profile (race) (2016): 72,4% African, 5,6% Coloured,
6,5% Indian, 15% White
• Student profile (gender) (2016): 64,6% female, 35,4% male
• Student course success (2016): 71,9%
• Number of qualifications (2016): 643
• Pedagogical model: Blended, 7 College specific fully online
Signature modules
• Student graduation: ± 40,000 graduates per year
• Regional centres: 8 (including Ethiopia)
Source: 2016 statistics as per Institutional Annual Report. Retrieved from
http://unisa.ac.za/static/corporate_web/Content/News%20&%20Media/Publications/docs/10085798_UNISA_Annual_Report_2016.pdf
Image credit: https://pixabay.com/en/walnut-nut-shell-nutshell-open-3072681/
9. Unisa in a nutshell:
• Total staff (2016): 6,176
• Staff profile (race)(2016): 69.3% African, 24,1% White
• Staff profile (gender)(2016): 57,5% female, 42,5% male
• Staff profile (roles)(2016): 33,3%
(instructional/professional), 55,7% (non-professional
administrative)
• Faculty profile (race)(2016): Of a total of 564
professors/associate professors, only 147 are Black, and 294
are White (excluding foreign nationals)
• Faculty profile (gender)(2016): Male (327),
female (237)(including foreign nationals)
Source: 2016 statistics as per Institutional Annual Report. Retrieved from
http://unisa.ac.za/static/corporate_web/Content/News%20&%20Media/Publications/docs/10085798_UNISA_Annual_Report_2016.pdf
Image credit: https://pixabay.com/en/walnut-nut-shell-nutshell-open-3072681/
11. Department of Higher Education and Training. (2014). Policy for the provision of distance education in South African universities in the context of
an integrated post-school system. Retrieved from http://www.saide.org.za/sites/default/files/37811_gon535.pdf
OfflineOnline Fully online
Fully offline
Digitally supported
Internet supported
Internet dependent
Campus-based Blended/hybrid Remote
A
BC
Distance, digitally supported
Distance, fully onlineCampus-based,
fully online
12. Source credit: http://contactnorth.uberflip.com/h/i/341120700-what-is-online-learning-seeking-definition
Going blended – the Canadian way
Distance education courses. Distance education courses are those where
no classes are held on campus – all instruction is conducted at a distance,
including print-based, video/audioconferencing, as well as internet-
based.
Online courses. A form of distance education where the primary delivery
mechanism is via the internet. These could be delivered synchronously
or asynchronously. All instruction is conducted at a distance.
Online programs. A for-credit program that can be completed entirely by
taking online courses, without the need for any on-campus classes.
These could be delivered synchronously or asynchronously.
Blended/hybrid courses. These are courses designed to combine both
online and face-to-face teaching in any combination.
Also issues of (a)synchronous and (non)credit
13. Department of Higher Education and Training. (2014). Policy for the provision of distance education in South African universities in the context of
an integrated post-school system. Retrieved from http://www.saide.org.za/sites/default/files/37811_gon535.pdf
OfflineOnline Fully online
Fully offline
Digitally supported
Internet supported
Internet dependent
Campus-based Blended/hybrid Remote
BC
Distance, digitally supported
Distance, fully onlineCampus-based,
fully online
Depending on the ‘mix’ of elements
constituting the delivery, factors
impacting on student success will/may
differ
A
22. Image detail credit: https://pixabay.com/en/new-year-s-day-year-years-beginning-2660925/
Understanding student success…
Some examples…
23. Spady (1970): a sociological model
Spady, W.G. (1970). Dropouts from higher education: An interdisciplinary review and synthesis.
Interchange, 1, 64–85. doi: 10.1007/BF02214313
24. Tinto(1975): an integration model
Tinto, V. (1975). Dropout from higher education: a theoretical synthesis of recent research. Review of Educational Research, 45:89-125.
25. Ozga and Sukhnandan (1998): an
explanatory model
Ozga, J. & Sukhnandan, L. (1998). Undergraduate non-completion: developing an explanatory model. Higher Education Quarterly,
52(3): 316-333.
26. Bean & Eaton (2000): a psychological model
Bean, J.P., & Eaton, S.B. 2000. A psychological model of college student retention, in J.M. Braxton (Ed.) Reworking the student
departure puzzle. Nashville, TN: Vanderbilt University Press, 48-61.
27. Kember (1989): a distance education
model
Kember, D. (1989). A longitudinal-process model of drop-out from distance education. The Journal of Higher
Education, 60(3): 278-301.
31. What do we know… (on the side of students)
• Socioeconomic circumstances
• Primary and secondary school
background
• Educational background of parents
and immediate family
• Geographical distance between
family home and institution
• Subjects and subject marks on
school level
• Proficiency in the language of tuition
• Support networks or lack of
• Peer pressure
• Family and community pressure
• Access to resources
• Mathematics on school level
• Role models or lack of
• Locus of control
• Attribution
• Self awareness
• Self-discipline
• Habits and behaviours
• Parental status
• Health status
• Employment status
• Probability of employment
or career progress
Image retrieved from http://envirolaw.com/wp-content/uploads/black-
student.jpg
32. What do we know… (on the side of the institution)
• Institutional efficiencies or inefficiencies
• Complexity of curricula
• Curriculum coherence
• Epistemologies and ways of seeing the world
• Assessment strategies
• Tuition periods
• Examination schedules
• Server reliability
• Faculty understanding of ODL
• Faculty expertise
• Institutional culture
• Whether the institution is the choice of last resort for students
• Integration of student support, curriculum, pedagogy and
technology
34. What we don’t know
(yet), and possibly
never will know…
35. Student success is the result of mostly non-linear,
multidimensional, interdependent interactions at
different phases of students’ journey in the nexus
between student, institution and broader societal factors.
38. Discipline
Online/distributed/blended
Public higher education
Macro-societal factors
Some factors to consider:
• What are the rules of admission, of play? What is the history of the
rules? What are the historical, often inter-generational effects of
these rules?
• What is the state of the field? Who/what ‘maintains’ the field?
• What are the competencies required to play on this field?
• How many players are allowed on the field?
• Who are the referees, the guardians of the state of play?
• What are the definitions of success and who determines the
criteria?
• How do we celebrate those who are successful? What are the
narratives that flow from their success? Who maintains and
expands on these narratives?
• What are the stories we tell of those who were not successful?
What are the narratives that flow from their dropout or failure?
Who maintains and expands on these narratives?
39. An elephant in the
learning analtics room
–
the obligation to act
By Paul Prinsloo (University of South Africa) &
Sharon Slade (Open University, UK)
Image credit:
https://www.flickr.com/photos/lollyman/4941417146
[(habitus) (capital)] + field = practice/agency
(Bourdieu 1984, p. 101)
Bourdieu, P. (1984). Distinction: a social critique of the judgement of taste. Richard Nice (Trans), Cambridge: Harvard University Press.
40. An elephant in the
learning analytics
room –
the obligation to act
By Paul Prinsloo (University of South Africa) &
Sharon Slade (Open University, UK)
Image credit:
https://www.flickr.com/photos/lollyman/4941417146
Image credit:
http://thesociologicalcinema.tumblr.com/post/142531355075/youre-
playing-monopoly-one-player-is-given-all
The idea of habitus was born
from trying to make sense of
choices we have and make ,
considering our context, our
past and present, our
behaviors, our capital and
dispositions, and our
gendered and raced role(s),
relations and positions in a
particular context/field and
time - as embodied, as
‘structured and structuring
structure’ (Bourdieu, 1994, p. 170)
Bourdieu, P. (1994). In other words: essays towards a reflexive sociology. (M. Adamson, Trans). Cambridge, UK: Polity Press.
41. An elephant in the
learning analtics room
–
the obligation to act
By Paul Prinsloo (University of South Africa) &
Sharon Slade (Open University, UK)
Image credit:
https://www.flickr.com/photos/lollyman/4941417146
[(habitus) (capital)] + field = practice/agency
(Bourdieu 1984, p. 101)
Bourdieu, P. (1984). Distinction: a social critique of the judgement of taste. Richard Nice (Trans), Cambridge: Harvard University Press.
What are the implications for our understanding of
student (non)persistence and success?
Image credit: https://pixabay.com/en/football-football-goal-2101738/
42. Subotzky, G., & Prinsloo, P. (2011). Turning the tide: a socio-critical model and framework for
improving student success in open distance learning at the University of South Africa. Distance
Education, 32(2): 177-19.
43. Processes
Inter & intra-
personal
domains
Modalities:
• Attribution
• Locus of control
• Self-efficacy
Processes
Modalities:
• Attribution
• Locus of
control
• Self-efficacy
Domains
Academic
Operational
Social
TRANSFORMED INSTITUTIONAL IDENTITY & ATTRIBUTES
THE STUDENT AS AGENT
IDENTITY, ATTRIBUTES, HABITUS
Success
THE INSTITUTION AS AGENT
IDENTITY, ATTRIBUTES, HABITUS
SHAPING CONDITIONS: (predictable as well as uncertain)
SHAPING CONDITIONS: (predictable as well as uncertain)
Choice,
Admission
Learning
activities
Course
success
Gradua-
tion
THE STUDENT WALK
Multiple, mutually constitutive
interactions between student,
institution & networks
F
I
T
FIT
F
I
T
FIT
Employ-
ment/
citizenship
TRANSFORMED STUDENT IDENTITY & ATTRIBUTES
F
I
T
F
I
T
F
I
T
F
I
T
F
I
T
F
I
T
F
I
T
F
I
T
Retention/Progression/Positive experience
44. Some pointers for consideration and
action
Image credit: https://pixabay.com/en/doors-choices-choose-open-decision-1587329/
47. An elephant in the
learning analtics room
–
the obligation to act
By Paul Prinsloo (University of South Africa) &
Sharon Slade (Open University, UK)
[(habitus) (capital)] + field = practice/agency
(Bourdieu 1984, p. 101)
Pointer 3: Understand what informs and
sustains student agency
Image credit: https://pixabay.com/en/football-football-goal-2101738/
49. Image credit: https://commons.wikimedia.org/wiki/File:I_Dont_Know_What_to_Call_This..._(8455760157).jpg
Processes
Inter & intra-
personal
domains
Modalities:
• Attribution
• Locus of control
• Self-efficacy
Processes
Modalities:
• Attribution
• Locus of
control
• Self-efficacy
Domains
Academic
Operational
Social
TRANSFORMED INSTITUTIONAL IDENTITY & ATTRIBUTES
THE STUDENT AS AGENT
IDENTITY, ATTRIBUTES, HABITUS
Success
THE INSTITUTION AS AGENT
IDENTITY, ATTRIBUTES, HABITUS
SHAPING CONDITIONS: (predictable as well as uncertain)
SHAPING CONDITIONS: (predictable as well as uncertain)
Choice,
Admission
Learning
activities
Course
success
Gradua-
tion
THE STUDENT WALK
Multiple, mutually constitutive
interactions between student,
institution & networks
F
I
T
FIT
F
I
T
FIT
Employ-
ment/
citizenship
TRANSFORMED STUDENT IDENTITY & ATTRIBUTES
F
I
T
F
I
T
F
I
T
F
I
T
F
I
T
F
I
T
F
I
T
F
I
T
Retention/Progression/Positive experience
Why focus only on learner’s data as if they are
the only actors?
50. Student Success
Fail
What data do we need to describe, understand, predict and
prescribe the learning journey?
What data do we already have, in which formats, for what
purposes, where are the data stored and governed by who?
What data don’t we have and that we need to describe,
understand, predict and prescribe the learning journey?
What are our assumptions about learning, and data-as-evidence?
What data do students need (also about us) to make better
informed choices and to take ownership of their learning
journey?
56. (1)
Humans
perform the
task
(2)
Task is
shared with
algorithms
(3)
Algorithms
perform task:
human
supervision
(4)
Algorithms
perform task:
no human
input
Seeing Yes or No? Yes or No? Yes or No? Yes or No?
Processing Yes or No? Yes or No? Yes or No? Yes or No?
Acting Yes or No? Yes or No? Yes or No? Yes or No?
Learning Yes or No? Yes or No? Yes or No? Yes or No?
Danaher, J. (2015). How might algorithms rule our lives? Mapping the logical space of algocracy. [Web log post]. Retrieved from
http://philosophicaldisquisitions.blogspot.com/2015/06/how-might-algorithms-rule-our-lives.html
Pointer 7: Artificial Intelligence
57. Paul Prinsloo (Prof)
Research Professor in Open Distance Learning (ODL)
College of Economic and Management Sciences, Office number 3-15, Club 1,
Hazelwood, P O Box 392
Unisa, 0003, Republic of South Africa
T: +27 (0) 12 433 4719 (office)
T: +27 (0) 82 3954 113 (mobile)
prinsp@unisa.ac.za
Skype: paul.prinsloo59
Personal blog: http://opendistanceteachingandlearning.wordpress.com
Twitter profile: @14prinsp
Thank you