Learning analytics is the use of intelligent data, learner-produced data, and analysis models to discover information and social connections, and to predict and advise on learning. (Siemens, 2010) An analytics system includes the information repository itself, as well as a means for data optimization, predictive modeling, forecasting, and statistical analysis.
According to Ferguson (2012), there are 3 factors driving the development of learning analytics in higher education. They are:
1) Big Data
2) Online Learning
3) Political Concerns
When implemeting learning analytics, the following should be considered:
- Methods for visualizing data that are easy to use and understand
- Personalized dashboards
- Standards for the structure of data
- Ethics, privacy, and ownership of data
Data warehouses and the cloud make it possible to collect, manage, and maintain massive amounts of information, and technology platforms can now help us turn a mass of numbers into meaningful patterns. "Data mining uses descriptive and inferential statistics (e.g., moving averages, correlations, and regressions) and complex functions (e.g., graph analysis, market basket analysis, and tokenization) to look inside those patterns for actionable information. Predictive techniques (e.g., neural networks and decision trees) help anticipate behavior and events."(Wagner & Ice, 2012)
Learning Analytics is here to stay. Information gleaned from transactions and interactions in our online lives that can then be summarized in reports in order to provide us with intelligence for making decisions in a shift toward more desirable behavior is extremely valuable!
Resources:
Ferguson, R. (2012). The State Of Learning Analytics in 2012: A Review and Future Challenges. Technical Report KMI-12-01, Knowledge Media Institute, The Open University, UK. http://kmi.open.ac.uk/publications/techreport/kmi-12-01
Siemens, G. (2010). What are learning analytics?. Retrieved from: http://www.elearnspace.org/blog/2010/08/25/what-are-learning-analytics/
Wagner, E., & Ice, P. (2012). Data changes everything: delivering on the promise of learning analytics in higher education. EDUCAUSE Review, July/August. Retrieved from http://www.educause.edu/ero/article/data-changes-everything-delivering-promise-learning-analytics-higher-education.
Showing posts with label distance learning. Show all posts
Showing posts with label distance learning. Show all posts
Thursday, April 19, 2012
Saturday, October 22, 2011
Learning Research: MOOCs
MOOCs (Massive Open Online Courses) are emerging as innovative educational solutions for the lifelong learner.
If you are unfamiliar with MOOCs, I encourage you to view a great introductory video found here prior to watching the below video.
This video outlines some of the key ideas surrounding MOOCs as well as some of the advantages and disadvantages of this new learning frontier using CCK08 as a basis for discussion.
If you are interested in participating in a MOOC, you can register for the Change MOOC here, or you can register for the 2011 installment of the CCK (Connectivism and Connective Knowledge) MOOC here. In addition, the MOOC entry on Wikipedia is often updated when a new MOOC is being formed.
Resources:
de Waard, I. (2008). Explore a New Learning Frontier: MOOCs. Learning Solutions Magazine. Retrieved from: http://www.learningsolutionsmag.com/articles/721/explore-a-new-learning-frontier-moocs
Mackness, J., Mak, S.F.J. & Williams, R. (2009). The Ideals and Reality of Participating in a MOOC. Networked Learning Conference 2010, Denmark.
This video outlines some of the key ideas surrounding MOOCs as well as some of the advantages and disadvantages of this new learning frontier using CCK08 as a basis for discussion.
If you are interested in participating in a MOOC, you can register for the Change MOOC here, or you can register for the 2011 installment of the CCK (Connectivism and Connective Knowledge) MOOC here. In addition, the MOOC entry on Wikipedia is often updated when a new MOOC is being formed.
Resources:
de Waard, I. (2008). Explore a New Learning Frontier: MOOCs. Learning Solutions Magazine. Retrieved from: http://www.learningsolutionsmag.com/articles/721/explore-a-new-learning-frontier-moocs
Mackness, J., Mak, S.F.J. & Williams, R. (2009). The Ideals and Reality of Participating in a MOOC. Networked Learning Conference 2010, Denmark.
Friday, March 4, 2011
Learning Management: Resources and Support
Online support and resources are required to foster a meaningful distance learning environment; it imperative in an eLearning situation that learners have access to instructional, counseling, and technical support.
Depending on the pedagogy of the learning framework in which the eLearning is designed, and in combination with the fact that not all students will need and/or want support services, it is difficult to determine the exact levels of learner support needed at various stages of the program. However, Fritsch recommends that following general phases of learner support be available and implemented as necessary:
Information Phase - Decision/ Sales
Guidance Phase - Admissions/ Long-term plans
Registration Phase - Financial/ Administration
Integration Phase - Orientation/ Pedagogy
Help Desk - Technical Troubleshooting
Learning Phase - Social/ Instructional/ Resources
Final Results Phase - Assessments/ Career Counseling
Fritsch gives us a range of areas in which learners may require support, and strengthens the notion that "learner support is defined as all those elements capable of responding to a known learner (...) before, during, or after the learning process."(Thorpe, 2002)
For additional resources, check out: Christopher Pappas, eFront: Refreshing Learning Tools blog, "e-Learning Programs' Support Services to Learners" post.
References:
Fritsch, H. (2003) The role of student support services in e-learning (Hagen, FernUniversitat ZIFF Papiere 121).
Thorpe, M. (2002). Rethinking Learner Support: the challenge of collaborative online learning. The Open University, Institute of Educational Technology, UK. Vol. 17, No. 2.
Depending on the pedagogy of the learning framework in which the eLearning is designed, and in combination with the fact that not all students will need and/or want support services, it is difficult to determine the exact levels of learner support needed at various stages of the program. However, Fritsch recommends that following general phases of learner support be available and implemented as necessary:
Information Phase - Decision/ Sales
Guidance Phase - Admissions/ Long-term plans
Registration Phase - Financial/ Administration
Integration Phase - Orientation/ Pedagogy
Help Desk - Technical Troubleshooting
Learning Phase - Social/ Instructional/ Resources
Final Results Phase - Assessments/ Career Counseling
Fritsch gives us a range of areas in which learners may require support, and strengthens the notion that "learner support is defined as all those elements capable of responding to a known learner (...) before, during, or after the learning process."(Thorpe, 2002)
For additional resources, check out: Christopher Pappas, eFront: Refreshing Learning Tools blog, "e-Learning Programs' Support Services to Learners" post.
References:
Fritsch, H. (2003) The role of student support services in e-learning (Hagen, FernUniversitat ZIFF Papiere 121).
Thorpe, M. (2002). Rethinking Learner Support: the challenge of collaborative online learning. The Open University, Institute of Educational Technology, UK. Vol. 17, No. 2.
Wednesday, November 17, 2010
Learning Design: Culture
“E-Learning courses are cultural artifacts, embedded within the cultural values, preferences, characteristics, and nuances of the culture that designed them”, and they “inherently create challenges for learners from other cultures” (Uzuner). Culture can be defined as the acquired behaviors, perspectives, and value characteristics of a particular group or community. In that, instructors/trainers often teach using the dominant cultural attitudes and values of the group, neglecting those of the minority. So, what are the some of the effects of culture in asynchronous/ synchronous learning environments?
First lets compare the learner differences between Western (United States) and non-Western cultures. Western learners tend to honor individual interests and are extremely independent. Western education also tends to reproduce the ideologies of its society through educational credentials that maintain individual privileges of class, perhaps neglecting the surrounding community. In contrast, non-Western, indigenous cultures feel that learning is collective, in which the Self is interdependent on the community, society, and the universe. The purpose of learning is not self advancement, but empowerment to be active in the community, and be in balance and harmony with one’s surroundings.
Instructional considerations toward being sensitive to culture in eLearning environments include:**Providing a safe environment so users have a high comfort level for participation and use of personal opinion and emotion in online discussion. **Have set rules, expectations, and requirements for personal involvement, and forewarn learners of the cultural impact of material. **Encourage learners to expand their social presence, and depend on both teacher and peers for learning.
References
Uzuner, S. (2009). Questions of Culture in Distance Learning: A Research Review. International Review of Research in Open and Distance Learning, 10:3, 1-19.
First lets compare the learner differences between Western (United States) and non-Western cultures. Western learners tend to honor individual interests and are extremely independent. Western education also tends to reproduce the ideologies of its society through educational credentials that maintain individual privileges of class, perhaps neglecting the surrounding community. In contrast, non-Western, indigenous cultures feel that learning is collective, in which the Self is interdependent on the community, society, and the universe. The purpose of learning is not self advancement, but empowerment to be active in the community, and be in balance and harmony with one’s surroundings.
Instructional considerations toward being sensitive to culture in eLearning environments include:**Providing a safe environment so users have a high comfort level for participation and use of personal opinion and emotion in online discussion. **Have set rules, expectations, and requirements for personal involvement, and forewarn learners of the cultural impact of material. **Encourage learners to expand their social presence, and depend on both teacher and peers for learning.
References
Uzuner, S. (2009). Questions of Culture in Distance Learning: A Research Review. International Review of Research in Open and Distance Learning, 10:3, 1-19.
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