Eight visions of the future of learning analytics, created as a way of exploring possible futures by the LACE (Learning Analytics Community Exchange) Project, and presented at Bett 2016, London, 20 January 2016
How can universities scale up learning analytics beyond small-scale pilots to seriously use data to improve student learning? This interactive workshop was designed to help you think this through for your institution.
Universities are hard to change. Having good data and analytics is a good start, but is only one part of success. This session will provide tools and frameworks to help you analyse what else is needed, building on experiences of successful large-scale learning analytics activity at the Open University and the University of Technology, Sydney, and from the pan-European Learning Analytics Community Exchange project.
Slides for a talk at Bett, London, 20 January 2016.
LAEP Visions of the Future of Learning AnalyticsDoug Clow
Presentation on the LACE project's Visions of the Future of Learning Analytics work from the LAEP project's expert workshop in Amsterdam, 15-16 March 2016.
Creating an action plan for learning analyticsDoug Clow
Slides for a talk at Bett 2015, London, on Friday 23 January at Excel.
Learning analytics has great potential. By using data more effectively, we can understand and improve learning and the learning environment. Trail-blazing projects, exciting demonstrations and earnest strategy papers set out a compelling vision for data in HE.
That vision can sometimes seem far from institutional reality. How can we get some of those benefits for our learners?
This interactive workshop will help participants assess their institution’s current capability for making use of learning analytics, and help them plan for action. The facilitators will draw on a wide range of practical experience, including from the pan-European Learning Analytics Community Exchange project.
The new field of Learning Design provides ways to describe innovative teaching strategies, and methods for their online implementation. Last Monday Professor James Dalziel, Director, Macquarie E-Learning Centre Of Excellence (MELCOE), Macquarie University ran a workshop at INSPIRE on this topic. James was in Canberra as part of his Australian Learning and Teaching Council National Teaching Fellowship. The first half of this workshop covered Learning Design concepts and implementation, examples from the "LAMS" Learning Design system, and a discussion of recent development and future prospects for the field. The second half of the workshop was opened up for discussion, questions and exploration of examples, including consideration of the connections between Learning Design and Curriculum Design. Keith Lyons has blogged about the workshop here and the James's powerpoint slides are here.
'Digital bloom' is an abstract collection of digital stories which capture/reveal individual meanings of digital literacy. Users can see other people's stories and they can also add to them. During the demonstration, the participants could explore the installation, learn more about the project and would be able to add their own stories and understandings of digital literacy and create their own 'meadow'.
Jisc conference 2012
Making a difference with technology-enhanced learning - Chris Thomson, Esam B...Jisc
Led by Chris Thomson, subject specialist for online learning and the digital student experience, Jisc.
With contributions from Esam Baboukhan, advanced practitioner, City of Westminster College.
There will be a focus how technology can support learning and teaching for a better student experience.
Local providers will be sharing how their technology-based approaches have made a difference for learners and teachers.
Connect more in London, 28 June 2016
Emerging models of connected professional development with chrissi nerantziSue Beckingham
Learning happens everywhere and all the time. It always did. It was and still is free-range and open. It is owned by the individual. Is education, particularly higher education, now moving into this direction too?
Spotting and seizing opportunities around us to learn, feeds our curiosity and gives our minds wings to explore, engage and experiment, create and grow. Today 'around us' has perhaps a different meaning for those who have access to the Internet and the distributed digital technologies. The affordances of digital tools and social media, transform us into connected active participants and imaginative creators. 'Around us' has gained a pan-geographical dimension and stretches across the globe, across societies and communities, across cultures. This new state of distributed togetherness creates new, exciting and often transformative learning and development opportunities we never had before.
https://showtime.gre.ac.uk/index.php/ecentre/apt2015/paper/viewPaper/758
How can universities scale up learning analytics beyond small-scale pilots to seriously use data to improve student learning? This interactive workshop was designed to help you think this through for your institution.
Universities are hard to change. Having good data and analytics is a good start, but is only one part of success. This session will provide tools and frameworks to help you analyse what else is needed, building on experiences of successful large-scale learning analytics activity at the Open University and the University of Technology, Sydney, and from the pan-European Learning Analytics Community Exchange project.
Slides for a talk at Bett, London, 20 January 2016.
LAEP Visions of the Future of Learning AnalyticsDoug Clow
Presentation on the LACE project's Visions of the Future of Learning Analytics work from the LAEP project's expert workshop in Amsterdam, 15-16 March 2016.
Creating an action plan for learning analyticsDoug Clow
Slides for a talk at Bett 2015, London, on Friday 23 January at Excel.
Learning analytics has great potential. By using data more effectively, we can understand and improve learning and the learning environment. Trail-blazing projects, exciting demonstrations and earnest strategy papers set out a compelling vision for data in HE.
That vision can sometimes seem far from institutional reality. How can we get some of those benefits for our learners?
This interactive workshop will help participants assess their institution’s current capability for making use of learning analytics, and help them plan for action. The facilitators will draw on a wide range of practical experience, including from the pan-European Learning Analytics Community Exchange project.
The new field of Learning Design provides ways to describe innovative teaching strategies, and methods for their online implementation. Last Monday Professor James Dalziel, Director, Macquarie E-Learning Centre Of Excellence (MELCOE), Macquarie University ran a workshop at INSPIRE on this topic. James was in Canberra as part of his Australian Learning and Teaching Council National Teaching Fellowship. The first half of this workshop covered Learning Design concepts and implementation, examples from the "LAMS" Learning Design system, and a discussion of recent development and future prospects for the field. The second half of the workshop was opened up for discussion, questions and exploration of examples, including consideration of the connections between Learning Design and Curriculum Design. Keith Lyons has blogged about the workshop here and the James's powerpoint slides are here.
'Digital bloom' is an abstract collection of digital stories which capture/reveal individual meanings of digital literacy. Users can see other people's stories and they can also add to them. During the demonstration, the participants could explore the installation, learn more about the project and would be able to add their own stories and understandings of digital literacy and create their own 'meadow'.
Jisc conference 2012
Making a difference with technology-enhanced learning - Chris Thomson, Esam B...Jisc
Led by Chris Thomson, subject specialist for online learning and the digital student experience, Jisc.
With contributions from Esam Baboukhan, advanced practitioner, City of Westminster College.
There will be a focus how technology can support learning and teaching for a better student experience.
Local providers will be sharing how their technology-based approaches have made a difference for learners and teachers.
Connect more in London, 28 June 2016
Emerging models of connected professional development with chrissi nerantziSue Beckingham
Learning happens everywhere and all the time. It always did. It was and still is free-range and open. It is owned by the individual. Is education, particularly higher education, now moving into this direction too?
Spotting and seizing opportunities around us to learn, feeds our curiosity and gives our minds wings to explore, engage and experiment, create and grow. Today 'around us' has perhaps a different meaning for those who have access to the Internet and the distributed digital technologies. The affordances of digital tools and social media, transform us into connected active participants and imaginative creators. 'Around us' has gained a pan-geographical dimension and stretches across the globe, across societies and communities, across cultures. This new state of distributed togetherness creates new, exciting and often transformative learning and development opportunities we never had before.
https://showtime.gre.ac.uk/index.php/ecentre/apt2015/paper/viewPaper/758
The university as a hackerspace - Joss Winn - Jisc Digital Festival 2014Jisc
The University of Lincoln has explored opportunities as diverse as the potential of open data, developed a research data infrastructure, nurtured student developers and developed a research-led approach to teaching known as the student as producer, to name a few. However, these projects and initiatives have not been throw away experiments. Rather, they have helped inform the University’s new Digital Education Strategy aimed at meeting the needs and improving the experience of its students and researchers at a time when the idea and purpose of the university is being challenged.
This provides an overview of some of the innovative projects and initiatives the University of Lincoln has undertaken in the past few years and how universities can explore approaches to teaching and research support, while helping inform the institutional mission and strategy. It will also provide an opportunity for managers, learning technologists and teachers to discuss the potential for such an approach at their institution and to share relevant experiences and ideas.
Jonathan Owen, Audi Visual Service at the University of Warwick describes the way that the university has improved the range of of the service it offers and greatly improved uptake, use and user satisfaction
What the learners say: FE learners' expectations and experiences of technolog...Jisc
Is your college meeting your learners’ needs and expectations in relation to technology? This workshop shares current practice from providers who are engaging learners as active participants in the development of digital practices and strategies and will help equip you to develop best practice in your own college.
How you can enhance the efficiency and effectiveness of teaching and learning...Jisc
Led by Paul McKean, head of further education and skills, Jisc.
With contribution from Lina Petrakieva, academic development tutor, Glasgow Caledonian University.
Jisc Connect more in Scotland, 16 June 2016
Twitter is widely used by undergraduate students, and this presentation offers a case study of its adoption to support students on three undergraduate modules. It considers the use of Twitter in-class to facilitate discussion, feedback and collaboration, particularly in large-group teaching, where discussion can be difficult to initiate and make inclusive. It also shows how Twitter provides great opportunities to extend traditional classroom boundaries, considering two ways in which this is so. First, it offers a replacement to email communication that promotes more collaborative, dialogue-based interaction, closer to that which occurs within the face-to-face classroom environment. Second, in so doing, it provides enhanced opportunities for continuous student feedback and intervention-based support. In short, we will see how Twitter encourages student engagement within and between classes, promoting students’ self-led, peer-supported learning.
Predicting and Preparing For Emerging Learning Technologieslisbk
Slides for talk on "Predicting and Preparing For Emerging Learning Technologies" given by Brian Kelly, UK Web Focus at the CILIP West Midlands Annual Members Day in Birmingham on 10 Feb 2017.
See http://ukwebfocus.com/events/cilip-west-midlands-2017/
Developing literacies of open: across an institution and beyondStuart Nicol
ALT-C presentation, 8th September 2016 by Stuart Nicol
This presentation discusses a number of related initiatives at the University of Edinburgh in the context of supporting communities within the institution to acclimatise to the changing 'semiotic landscape' and shifting 'materiality of literacy' brought about by the technologies and policies of open education.
https://altc.alt.ac.uk/2016/sessions/developing-literacies-of-open-across-an-institution-and-beyond-1424/
Desperately seeking students Plymouth College of ArtJisc
How do learners find the courses they need? A look at the outcomes from the JISC coursedata programme. Covering FE, undergrad, postgrad online and CPD.
Jisc conference 2012
Leveraging change through digital capability - Scott Hibberson, Saf Arfan and...Jisc
Led by Scott Hibberson, subject specialist - online learning and the digital student experience, Jisc.
With contributions from
Saf Arfan, vice-principal for development and innovation at Salford City College
Dr Liz Bennett, director of learning and teaching at the University of Huddersfield
Connect more in Liverpool, 21 June 2016
Open Educational Resources: Gathering the evidence for Impact Patrick McAndrew
Presentation on the OLnet evidence hub and approaches to finding and sharing evidence of the impact of OER. This version first presented at the ICDE 24th conference in Bali 4 October 2011.
Related links:
Cloudworks: http://cloudworks.ac.uk/cloud/view/5800
YouTube: http://www.youtube.com/watch?v=Oo3xPyoiwYg
Conference: http://www.ut.ac.id/icde2011/
CC-BY
The university as a hackerspace - Joss Winn - Jisc Digital Festival 2014Jisc
The University of Lincoln has explored opportunities as diverse as the potential of open data, developed a research data infrastructure, nurtured student developers and developed a research-led approach to teaching known as the student as producer, to name a few. However, these projects and initiatives have not been throw away experiments. Rather, they have helped inform the University’s new Digital Education Strategy aimed at meeting the needs and improving the experience of its students and researchers at a time when the idea and purpose of the university is being challenged.
This provides an overview of some of the innovative projects and initiatives the University of Lincoln has undertaken in the past few years and how universities can explore approaches to teaching and research support, while helping inform the institutional mission and strategy. It will also provide an opportunity for managers, learning technologists and teachers to discuss the potential for such an approach at their institution and to share relevant experiences and ideas.
Jonathan Owen, Audi Visual Service at the University of Warwick describes the way that the university has improved the range of of the service it offers and greatly improved uptake, use and user satisfaction
What the learners say: FE learners' expectations and experiences of technolog...Jisc
Is your college meeting your learners’ needs and expectations in relation to technology? This workshop shares current practice from providers who are engaging learners as active participants in the development of digital practices and strategies and will help equip you to develop best practice in your own college.
How you can enhance the efficiency and effectiveness of teaching and learning...Jisc
Led by Paul McKean, head of further education and skills, Jisc.
With contribution from Lina Petrakieva, academic development tutor, Glasgow Caledonian University.
Jisc Connect more in Scotland, 16 June 2016
Twitter is widely used by undergraduate students, and this presentation offers a case study of its adoption to support students on three undergraduate modules. It considers the use of Twitter in-class to facilitate discussion, feedback and collaboration, particularly in large-group teaching, where discussion can be difficult to initiate and make inclusive. It also shows how Twitter provides great opportunities to extend traditional classroom boundaries, considering two ways in which this is so. First, it offers a replacement to email communication that promotes more collaborative, dialogue-based interaction, closer to that which occurs within the face-to-face classroom environment. Second, in so doing, it provides enhanced opportunities for continuous student feedback and intervention-based support. In short, we will see how Twitter encourages student engagement within and between classes, promoting students’ self-led, peer-supported learning.
Predicting and Preparing For Emerging Learning Technologieslisbk
Slides for talk on "Predicting and Preparing For Emerging Learning Technologies" given by Brian Kelly, UK Web Focus at the CILIP West Midlands Annual Members Day in Birmingham on 10 Feb 2017.
See http://ukwebfocus.com/events/cilip-west-midlands-2017/
Developing literacies of open: across an institution and beyondStuart Nicol
ALT-C presentation, 8th September 2016 by Stuart Nicol
This presentation discusses a number of related initiatives at the University of Edinburgh in the context of supporting communities within the institution to acclimatise to the changing 'semiotic landscape' and shifting 'materiality of literacy' brought about by the technologies and policies of open education.
https://altc.alt.ac.uk/2016/sessions/developing-literacies-of-open-across-an-institution-and-beyond-1424/
Desperately seeking students Plymouth College of ArtJisc
How do learners find the courses they need? A look at the outcomes from the JISC coursedata programme. Covering FE, undergrad, postgrad online and CPD.
Jisc conference 2012
Leveraging change through digital capability - Scott Hibberson, Saf Arfan and...Jisc
Led by Scott Hibberson, subject specialist - online learning and the digital student experience, Jisc.
With contributions from
Saf Arfan, vice-principal for development and innovation at Salford City College
Dr Liz Bennett, director of learning and teaching at the University of Huddersfield
Connect more in Liverpool, 21 June 2016
Open Educational Resources: Gathering the evidence for Impact Patrick McAndrew
Presentation on the OLnet evidence hub and approaches to finding and sharing evidence of the impact of OER. This version first presented at the ICDE 24th conference in Bali 4 October 2011.
Related links:
Cloudworks: http://cloudworks.ac.uk/cloud/view/5800
YouTube: http://www.youtube.com/watch?v=Oo3xPyoiwYg
Conference: http://www.ut.ac.id/icde2011/
CC-BY
Opening/Framing Comments: John Behrens, Vice President, Center for Digital Data, Analytics, & Adaptive Learning Pearson
Discussion of how the field of educational measurement is changing; how long held assumptions may no longer be taken for granted and that new terminology and language are coming into the.
Panel 1: Beyond the Construct: New Forms of Measurement
This panel presents new views of what assessment can be and new species of big data that push our understanding for what can be used in evidentiary arguments.
Marcia Linn, Lydia Liu from UC Berkeley and ETS discuss continuous assessment of science and new kinds of constructs that relate to collaboration and student reasoning.
John Byrnes from SRI International discusses text and other semi-structured data sources and different methods of analysis.
Kristin Dicerbo from Pearson discusses hidden assessments and the different student interactions and events that can be used in inferential processes.
Panel 2: The Test is Just the Beginning: Assessments Meet Systems Context
This panel looks at how assessments are not the end game, but often the first step in larger big-data practices at districts/state/national levels.
Gerald Tindal from the University of Oregon discusses State data systems and special education, including curriculum-based measurement across geographic settings.
Jack Buckley Commissioner of the National Center for Educational Statistics discussing national datasets where tests and other data connect.
Lindsay Page, Will Marinell from the Strategic Data Project at Harvard discussing state and district datasets used for evaluating teachers, colleges of education, and student progress.
Panel 3: Connecting the Dots: Research Agendas to Integrate Different Worlds
This panel will look at how research organizations are viewing the connections between the perspectives presented in Panels 1 and 2; what is known, what is still yet to be discovered in order to achieve the promised of big connected data in education.
Andrea Conklin Bueschel Program Director at the Spencer Foundation
Ed Dieterle Senior Program Officer at the Bill and Melinda Gates Foundation
Edith Gummer Program Manager at National Science Foundation
Presentation from the Release of the NMC/CoSN Horizon Report > 2016 K-12 Edit...New Media Consortium
Download the free report at http://go.nmc.org/2016-k12. This publication charts the five-year horizon for the impact of emerging technologies in school communities across the globe. What is on the five-year horizon for K-12 schools worldwide? Which trends and technologies will drive educational change? What are the challenges that we consider as solvable or difficult to overcome, and how can we strategize effective solutions? These questions and similar inquiries regarding technology adoption and transforming teaching and learning steered the collaborative research and discussions of a body of 55 experts to produce the NMC/CoSN Horizon Report: 2016 K-12 Edition, made possible by Share Fair Nation under a grant from the Morgridge Family Foundation.
Advances in Learning Analytics and Educational Data Mining MehrnooshV
This presentation is about the state-of-the-art of Learning Analytics and Edicational Data Mining. It is presented by Mehrnoosh Vahdat as the introductory tutorial of Special Session 'Advances in Learning Analytics and Educational Data Mining' at ESANN 2015 conference.
Many believe Big Data is a brand new phenomenon. It isn't, it is part of an evolution that reaches far back history. Here are some of the key milestones in this development.
This presentation, by big data guru Bernard Marr, outlines in simple terms what Big Data is and how it is used today. It covers the 5 V's of Big Data as well as a number of high value use cases.
Youngsup Kim, board member of the OCW Consortium and Igor Lesko, membership services coordinator present on the future of OCW at the Asia OCW Meeting in Taipei.
The Future of OCW discussed in a presentation at the Asia OCW Meeting in Taipei. Youngsup Kim, board member of the OCWC and Igor Lesko, membership services coordinator co-present
An introduction to open science, why it's important and how to do it. This presentation was given at the European Medical Students Association (EMSA) event, 'Open Access in Action' in Berlin on 14th-15th September 2015
How you and your gateway can benefit from the services of the Science Gateway...Katherine Lawrence
January 2017 webinar of the Science Gateways Community Institute. Recording and additional details available at http://sciencegateways.org/upcoming-events/webinars/#previous
Supporting open research - how to help your researchers - Vitae15Kevin Ashley
A talk given at a Vitae event in Leeds, 2015-12-01, on how universities and other research organisations can help their researchers practice open research, with a special focus on the training resources provided by FOSTER.
Notes from attending FORCE2019 conference in Edinburgh (October 15-18), covering a range of topics around Research Communications, e-Scholarship, Open Science and Open Access. Links on last slide for full conference programme and presented materials available online.
Qatar University Technology Enabled Learning and OpennessPaul_Stacey
Presentation given to Qatar University Technology Enabled Learning Implementation Committee and Curriculum Stakeholders (Programs Coordinators, Curriculum Committee Members, etc.). Doha October 29, 2014.
Positioning the values and practices of open education at the core of Univers...Lorna Campbell
By Stuart Nicol, Anne-Mare Scott and Lorna M. Campbell, University of Edinburgh. Workshop delivered at OER19 Recentering Open Conference, NUI Galway, April 2019
Presented at Concordia University in Montreal, Canada - An Introduction to Educational Computing with Steven Shaw (PhD supervisor) on November 11, 2013.
Presentation to Quebec VPAs at BCI (Montreal) May 4 2018eCampusOntario
Presentation about the eCampusOntario structure and activities for Vice-Presidents Academic from Quebec universities, at BCI in Montreal on May 4, 2018.
CCCOER Panel Discussion: Increasing OER Adoptions in a Community of PracticeUna Daly
A key component in many community college adoption campaigns has been participating in communities of practice. Leaders of college OER campaigns from across the US will share will share their successful strategies and tactics for creating a community of practice by participating in and leveraging Community College Consortium for OER (CCCOER) activities.
Etienne Wenger defines communities of practice as “groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly.” With over 250 member colleges in 21 states and provinces, CCCOER encourages collaboration between members and invites OER project presentations at monthly advisory meetings. Experienced members advise those who are just getting started and best practices are shared. Access to a community of college OER experts through the CCCOER listserve makes it easier for new members to find and adopt the highest quality OER available in their disciplines.
Monthly webinars featuring OER leaders at community colleges, universities, and educational organizations around the world keep the community informed of new research findings, OER projects, and open policies. Meet-ups at regional and national conferences provide an opportunity to share and promote the OER adoption successes of our members with colleagues throughout higher education.
Panelists will describe how these activities have informed and strengthened their local OER projects, as well as how they are serving as guides to newcomers to the OER field.
Una Daly : Open Education Consortium, CCCOER
Preston Davis: Northern Virginia Community College
Christie Fierro: Tacoma Community College, WA
James Glapa-Grossklag: College of the Canyons, CA
Quill West: Pierce College, WA
Open Research comprises open access to the broad range of research outputs, from journal articles and the underlying data to protocols, results (including negative results), software and tools. Open Research increases inclusivity and collaboration, improves transparency and reproducibility of research and underpins research integrity.
This workshop focuses on the benefits of practicing open research for you as a researcher, to improve discoverability and maximise access to your work and to raise your professional profile.
By the end of the session you will:
• Have an understanding of the principles of Open Research
• Understand open licences and how they apply to publications, data and software
• Be able to apply key tools and techniques to increase the visibility of yourself and your research, including repositories, ORCID, social media and altmetrics
• Describe the different ways of making research and data available open access
Open knowledge in the Curriculum: Building competencies, attributes and liter...Lorna Campbell
Joint paper by Lorna M. Campbell, Kay Douglas, Stephanie (Charlie) Farley and Ewan McAndrew presented at the University of Edinburgh Learning and Teaching Conference, June 2020.
What Actually Is Artificial Intelligence?Doug Clow
Talk for MK Geek Night, 23 Sep 2021
AI means more hype, more technology, more future - and more money! But what actually is it? In this talk, Doug will explain what people mean by artificial intelligence and machine learning, what sort of problems they can solve, and how they do it. We'll see a range of examples where they're being used, and look at how it goes well and how it goes wrong, from entertaining AI weirdness to serious algorithmic bias. You won't end up being able to implement techniques like Support Vector Machines or Generative Adversarial Networks (unless you already could) but you should end up with a better idea of what the people who can are up to.
How to get to Runter End: Generating English placenames with a neural networkDoug Clow
These are slides for a talk at MK Geek Night, Thu 7 March 2019. Doug trained a neural network on the official database of placenames in England, then got it to generate its own suggestions. Some were convincing, some were funny, and some even turned out to be real places. Doug will give a bit of an explanation of how he did it, and show some of the best results.
A partial history of Educational Technology at the Open UniversityDoug Clow
This is a talk given at the OU's Computers and Learning Research Group, on 17 Jan 2019. In it I give a very partial history of educational technology at the Open University, since its founding in 1969 to the present day. It’ll be partial in multiple senses. A full history would take far longer than a single session. If I gave a comprehensively synoptic account, it’d be too broad-brush to be interesting. So I’ll be selecting elements to focus on, and I’ll be unashamedly partial in picking the ones that appeal particularly to me. We’ve always been pioneers in using technology to help our students learn. What that means has changed profoundly in some ways, and is much the same in others. As Santayana said, “Those who cannot remember the past are condemned to repeat it.” Come along to hear the digital equivalent of “I remember when all this was fields”!
Where is the evidence? A call to action for learning analyticsDoug Clow
Keynote presentation at LASI-Rocky Mountains online conference, 12 June 2017, based on a similar talk at LAK17, Learning Analytics and Knowledge Conference 2017, Vancouver. An analysis of the nature of evidence, the state of the evidence in the field of learning analytics, and some suggestions for ways to improve, based on work from the LACE project's Evidence Hub.
Trains and Balloons: An Introduction to Learning AnalyticsDoug Clow
Slides for a talk given at the Institute of Physics Higher Education Group meeting on Concept Inventories and Learning Analytics, Tue 4 April 2017, Open University, UK
A Whistestop Tour of Theories for TEL ResearchDoug Clow
Presentation to postgraduate students at the Institute of Educational Technology, The Open University, UK, 28 Feb 2017. A very brief overview of some of the theories that are often referenced in TEL research.
Moving through MOOCs: Pedagogy, Learning and Patterns of Engagement.
Presentation at EC-TEL 2015, September, 2015, Toledo, Spain.
[This is the shorter, more visual version. The detailed version is available at http://www.slideshare.net/R3beccaF/moving-through-moocs-pedagogy-learning-and-patterns-of-engagement.]
Massive open online courses (MOOCs) are part of the lifelong learning experience of people worldwide. Many of these learners participate fully. However, the high levels of dropout on most of these courses are a cause for concern. Previous studies have suggested that there are patterns of engagement within MOOCs that vary according to the pedagogy employed. The current paper builds on this work and examines MOOCs from different providers that have been offered on the FutureLearn platform. A cluster analysis of these MOOCs shows that engagement patterns are related to pedagogy and course duration. Learners did not work through a three-week MOOC in the same ways that learners work through the first three weeks of an eight-week MOOC.
Learning Analytics: Making learning better?Doug Clow
Learning Analytics: Making learning better?
Slides for a talk at Bett 2015, London, Fri 23 January, as part of the LACE project (www.laceproject.eu)
This panel discussion starts with a short introduction to learning analytics and educational data mining, highlighting how European schools are using different types of data to help support, manage and predict learning outcomes. It includes viewpoints from national school networks in the Nordic countries and the Netherlands, a research input from the European Commission supported LACE project highlighting research on the use of learning analytics and an expert input on ethical and privacy issues in the application of learning analytics. Participants will be encouraged to share their views and where interested to join the growing LACE Community
Learning Analytics Examples from the UK, Australia and North AmericaDoug Clow
Examples of Learning Analytics from the UK, Australia and North America, aimed at schools level. Slides from a talk at a pre-conference seminar on learning analytics at the EMINENT conference, European Schoolnet, Pädagogishe Hochschule Zürich, 12 November 2014.
What is Learning Analytics? Slides from a talk at a pre-conference seminar on learning analytics at the EMINENT conference, European Schoolnet, Pädagogishe Hochschule Zürich, 12 November 2014.
Learning Analytics: A General Introduction and Perspectives from the UKDoug Clow
A presentation at a seminar on learning analytics for schools held at Skolverket, the Swedish National Agency for Schools, in Stockholm, Sweden, in collaboration with the Norwegian Centre for ICT in Education, on 9 October 2014. Part of the LACE project #laceproject www.laceproject.eu
http://lanyrd.com/2014/seminar-on-learning-analytics-for-schools-in-sto-2/
International trends in learning analytics (SAHELA conference)Doug Clow
Slides for a keynote presentation on international trends in learning analytics, given by Doug Clow (online) at the SAHELA (South Africa Higher Education Learning Analytics) conference, 15 Sep 2014.
LACE: Learning Analytics Community Exchange (for LASI 2014)Doug Clow
Presentation about the LACE project (Learning Analytics Community Exchange) at LASI2014, the Learning Analytics Summer Institute held at Harvard, on 30 June 2014.
Social media for academic purposes (MCT ST event)Doug Clow
Slides from a talk on social media for academic purposes, held at an Open University event for MCT staff tutors on 25 June 2014 at Walton Hall, Milton Keynes.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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!
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
1. Visions of the Future
of learning analytics
Dr Doug Clow
Institute of Educational Technology, The Open University, UK
@dougclow
dougclow.org
doug.clow@open.ac.uk
#laceproject
2. 2
2
CC-BY – You are free to:
copy, share, adapt, or re-mix;
photograph, film, or broadcast;
blog, live-blog, or post video of
this presentation provided that:
You attribute the work to its author and respect the rights and
licences associated with its components.
#laceproject
3. The LACE project
3
K12 Workplace
HEI Community-building through events &
communication channels/social media
(cross-disciplinary HEI, K12, Workplace)
Technology transfer & best practice
Organized 22 events, and contributed to 33
(tutorials, workshops, conferences, etc.
Bett, 20 January 2016
European support action aimed at integrating communities working on LA from schools,
workplace and universities
4. 4
LACE Reception & Annual Meeting
5.30–6.30pm
Sundown bar
Sign up for an invitation!
11. 1: Monitored by the physical environment
11
Photo CC BY-ND SMI Eye Tracking https://flic.kr/p/droxkC
• Tools fitted with sensors
• Cameras (face, movement)
• Alerts for boredom,
confusion, off-task
• Social monitoring
12. 2: Personal data tracking supports learning
• Sensors for posture,
attention, rest, stress,
blood sugar, metabolic
rate, …
• Swimming, driving, and
passing examinations
• Optimise for ages and
courses
• Self-monitoring
13. 3: Analytics are rarely used
13
Photo CC BY-SA Andrew3000 https://flic.kr/p/Sc5VK
• Automated = inferior
• Gaming the system
• Leaks and misuse of data
• Permission from learner
and inspectorates
• Move away from analytics
14. 4. Learners control their own data
Photo CC BY-ND Stuart Conner https://flic.kr/p/7jR8xf
• Learners control
data sharing
• Can limit access
• No permission =
no data
• Awareness
campaigns about
risks and benefits
15. 5. Open systems widely adopted
Photo CC BY connectors distribution box https://flic.kr/p/ddkbR3
• Open Learning
Analytics
• Joined-up approach
• Agreed set of
standards
• Interoperability
• Work with many
providers
16. 6: Analytics are essential tools
16
• Lots of data about learner behaviour
• Good predictions of study success
• Recommendations
• Live, reliable, personalised
• Rapid funding changes
Photo CC BY-SA Beau Considine https://flic.kr/p/m6Vqih
17. Photo (CC)-BY-SA Lauren Macdonald https://www.flickr.com/photos/42386632@N00/8528725328
7: Analytics help learners make the right choice
• Enormous datasets
• Reliable evidence-based
recommendations about
most successful routes
• Better than the best humans
18. 8: Teaching delegated to computers
18
Photo CC BY-SA Iriss Photo Collection https://flic.kr/p/a4Qv3e
• No curricula
• Learners decide learning goals
• Group collaboration, mentors
• Individualised formative assessment
• Engaged, autonomous
19. 19
LACE Reception & Annual Meeting
5.30–6.30pm
Sundown bar
Sign up for an invitation!
20. Thanks to:
People:
• LACE at the OU: Rebecca Ferguson, Andrew Brasher,
Bart Rientes, Simon Cross, Linda Norwood Michelle
Bailey, Rebecca Wilson, Evaghn De Souza, Natalie
Eggleston, Oliver Millard, Gary Elliot-Citigottis.
• LACE project partners: CETIS (Bolton), OUNL,
Skolverket, HIOA, Kennisnet, ITS, ATiT.
• The learning analytics community, including SoLAR,
IEDMS, those I’ve met at LAK and LASI
• Bett and venue staff
Funders:
• LACE: European Commission 619424-FP7-ICT-2013-11
21. “Visions of the Future of Learning Analyics” by Doug Clow,
Institute of Educational Technology, The Open University,
was presented at Bett, London, on 20 January 2016.
@dougclow
dougclow.org
doug.clow@open.ac.uk
This work was undertaken as part of the LACE Project, supported by the European Commission Seventh
Framework Programme, grant 619424.
These slides are provided under the Creative Commons Attribution Licence:
http://creativecommons.org/licenses/by/4.0/. Some images used may have different licence terms.
www.laceproject.eu
@laceproject
21
22. cc licensed ( BY ) flickr photo by David Goehring: http://flickr.com/photos/carbonnyc/33413040/
Editor's Notes
Vanity photo for Slideshare online. Slides are on Slideshare, will Tweet!
This is the LACE project’s Annual Meeting.
Please copy, adapt, photograph, video. Tell your friends!
So much going on there’s not enough time to tell you
Educause
Better than Horizon Report or your money back.
Educause are smart and launch theirs in Feb, vs Dec.
Not predicting
Exploring possibilities
Informing policy and practice
Developed iteratively
We are not saying this will happen
We are not saying these are good
In 2015, learning analytics were mainly used to support online learning. By 2025, they can be used to support most teaching and learning activities, wherever these take place. Furniture, pens, writing pads – almost any tool used during learning – can be fitted with sensors. These can record many sorts of information, including tilt, force and position. Video cameras using facial recognition are able to track individuals as they learn. These cameras monitor movements, and record exactly how learners work with and manipulate objects. All this information is used to monitor learners’ progress. Individuals are supported in learning a wide range of physical skills. Teachers are alerted to signs of individual learner’s boredom, confusion, and deviation from task. Teachers and managers are able to monitor social interactions, and to identify where they should nurture socialisation and cooperative behaviour.
In 2015, people were beginning to wear devices such as heart-rate monitors and run-trackers as they went about their daily lives. By 2025, sophisticated sensors can gather personal information about factors such as posture, attention, rest, stress, blood sugar, and metabolic rate. People collect this information about their activities, and feed it into programmes of their choice which provide recommendations on how to act in ways that improve their learning. Learners can download the statistics and data that are associated with successful learning in a certain area. Aligning personal data with these ‘ideal’ sets is claimed to help people to master skills as diverse as swimming, driving, carrying out surgery and passing examinations. Academic stars sell programmes using this data to optimise learning for different ages and courses. Business gurus market similar programmes for topics such as presentation skills and workload management. Some learners create and share their own data analysis programmes, which provide recommendations that often include the consumption of high energy foods and stimulants. The majority of high school and university students follow self-monitoring programmes, and avidly discuss the merits of these on social media.
In 2015, many people hoped that analytics would be able to improve teaching and learning and the environments where these take place. However, in 2025, it is clear that there are many problems. Courses that are automated by analytics are seen as inferior, and learners have realised that they can game the system. There have been major leaks of sensitive personal data, and it is clear that, even where this has not happened, many companies have misused the data generated by their analytics. Many governments have ruled that individuals are the sole owners of the data they generate. All use of data for educational purposes now has to be approved not only by the learner but also by new inspectorates. In practice this has meant that use of analytics is restricted to summative assessment carried out by government agencies. A consensus has emerged in educational policy that the move away from learning analytics is not only ethically desirable, it is also educationally effective.
In 2015, it was not clear who owned educational data, and it was often used without learners' knowledge. By 2025, most people are aware of the importance and value of their data. Learners control the type and quantity of personal data that they share, and with whom they share it. This includes information about progress, attendance and exam results, as well as data collected by cameras and sensors. Learners can choose to limit the time for which access is allowed, or they can restrict access to specific organisations and individuals. The tools for making these choices are clearly laid out and easy to use. In the case of children, data decisions are made in consultation with parents or carers. If they do not engage with these tools, then no data is shared and no benefits gained. Most educational institutions recognise this as a potential problem, and run campaigns to raise awareness of the both the risks of thoughtless exposure of data, and the benefits to learners of informed sharing of selected educational data.
In 2015, companies produced a range of learning analytics tools, using different approaches and standards. The algorithms and models which companies use are often protected as intellectual property. By 2025, the ‘open learning analytics’ established by the Open Learning Analytics Foundation has made a more joined-up approach possible. Educational organisations see learning analytics as a central element of their IT provision. They demand control over these tools, how they run and what they are used for. The tools they select, although they come from different providers, use open algorithms and share data according to an agreed set of standards which facilitate transparency and independent validation. A set of well-tested, accessible and standardised visualisation methods is commonly used, so that learners and teachers can confidently use a range of tools. Institutions can easily work with a range of providers to design learning analytics systems which support their strategic vision.
In 2015, companies were beginning to develop systems to recommend resources and to predict outcomes. By 2025, these systems are highly developed. A wide range of data about learner behaviour is used to generate good quality, real-time predictions about likely success. Learners, teachers, managers and policymakers all have access to live and accurate information about how well a learner is likely to do. Learners and teachers plan their work on the basis of reliable tools that can produce detailed and personalised recommendations about what should be done to achieve the best learning outcomes. A growing industry offers services to institutions and individuals, advising on how to respond to predictions generated by analytics, and how to take appropriate action in the light of recommendations. Accurate predictive information enables managers and policymakers to expand or contract learning provision before success or failure is evident: you don’t have to wait to see if a course is booming or failing, with funding changes happening quickly.
In 2015, people were beginning to assemble datasets that could represent learner’s activities. By 2025, these are used on a large scale in teaching, and this has led to the development of enormous datasets containing information about hundreds of thousands of learners. Analysing in detail the progress of such a wide variety of learners has made it possible to provide reliable evidence-based recommendations about the most successful routes to learning, as well as identifying the learning materials and approaches that are most suitable for each individual at each point in their progress. These recommendations are better informed and more reliable than those that can be produced by even the best-trained humans. Learners now spend most of their time working with analytics-driven systems, and the role of teachers has been reduced. Education policy is driven by the evidence generated by the use of these systems.
In 2015, learners in educational institutions and in businesses had to follow a curriculum developed by others. In 2025, they create groups that work together to decide their learning goals and how to achieve these. A ‘Learning Trajectory System’ uses analytics to support information exchange and group collaborations, and learners receive support from mentors, rather than teachers. Activity towards a learning goal is monitored, and analytics provide individuals with feedback on their learning process. This includes suggestions, including peer learners to contact, experts to approach, relevant content, and ways of developing and demonstrating new skills. Formative assessment is used to guide future progress, taking into account individuals’ characteristics, experience and context, replacing exams that show only what students have achieved. Texts and other learning materials are adapted to suit the cultural characteristics of learners, revealed by analysis of their interactions As a result, learners are personally engaged with their topics, and are motivated by their highly autonomous learning. The competences that they develop are valuable in a society in which collection and analysis of data are the norm. There is also convergence between the learning activities of the education system and the methods used by employees to develop their knowledge and skills.