Zachary D Smith (Brigham Young University, J. Reuben Clark Law School, Students) has posted United They Hold, Divided They Might Fail: A Corpus Linguistics Analysis of the U.S. Supreme Court's Recent Ordinary Meaning Cases on SSRN.
How do you tear down all of your school’s classroom walls and tell all of a school’s teachers to quit the lecture-style classroom teaching they’ve always done and turn them into on-the-spot tutors for computer-assisted learners without sparking a teacher’s strike? Show them the data. (We’ll tell you the full story in a bit. Patience!). This is about doing a lot more than “tweaking” a classroom. Learning analytics combined with online learning can revolutionize how students learn, literally smashing down the walls that hold students back.
Time for Change? “Learning analytics” is a big buzzword in the education space these days. It’s about using data to help students learn and teachers, well… teach – though not the way we’ve been doing it since the first modern educator put chalk to blackboard in a class full of eager young minds some centuries ago. Learning Analytics is Really Old In-class assignments. Quizzes. Tests. Term papers. Report cards. These are the traditional tools we’ve always used in our school systems to gauge whether the student is actually learning and what kind of progress they’ve made. Sally got an A+ and Timmy got an C-, so we’ve got a fair idea of how they did on that test, that subject, that school year, or that university entrance exam. Wait a second… this seems pretty crude, doesn’t it? Are these tests really measuring how well learners understood their material, or how well a teacher teaches them to take a test? Is Sally one third smarter than Timmy, or did he just freak out on the day of the final exam (despite knowing everything that Sally knew). And these metrics tell us absolutely nothing about how well the teacher is doing their job, or whether a different, student centered methodology might do the job a lot better. Learning Analytics is Super-New We use Google Analytics to track the behavior of website visitors and adjust the design, content and functionality of our websites. Why not use Learning Analytics in conjunction with online learning to track the behavior of learners – and adjust the design, content and functionality of what they do in (or out of) the classroom? With mountains of data at our disposal and an easy way to visualize it, we can make big changes to an education system that still turns out large numbers of folks who will not get in to college or have the opportunities they deserve out of life. (That story we mentioned at the beginning? Here we go…). Summit Public Schools. A Case Study in Implementing Learning Analytics In a recent seminar at the Lean Startup conference, Running Short Experiments During a Long Product Cycle, Founder and CEO of Summit Public Schools (SPS) Diane Tavenner talked about how her flagship school is turning traditional teaching upside down – thanks to learning analytics. The national average of high school students getting into 4-year colleges was around 50 percent ten years ago. Tavenner’s Summit Preparatory Charter High School aimed for 100 percent. They didn’t quite make it, but a 98 percent acceptance rate into college for their graduates convinced big media outlets and big sponsors that their methods were on to something. And that was before learning analytics and online learning came into it. The initial numbers were good, but the school had a problem that it took 8 years to understand – less than half of the students who had come from their school were graduating. Overall, they were still getting a better result than the public schools, but they knew they had to do better. Their school partnered with Khan Academy and used new technology to go on to even more success, but they realized they were still having difficulty connecting inputs to outcomes. Were their better scores coming from Khan Academy, doing assessments four times a year or was it something else? “And we knew we needed faster metrics,” Tavenner said. “We’re dealing with kids’ lives.” That’s when the walls came tumbling down. “We had to remove all processes that did not contribute directly to the learning you seek so we started removing walls between classrooms,” said Tavenner, discussing her conclusion from adopting the Lean Startup model. They started testing a new model of learning with a small batch of students, who would use an online learning management system for one third of the day in one subject (math). Students determined their own personal goals and pace of learning. As they learned, there was a simple way for them to measure progress and sections completed, with a color-coded system for courses completed, ready to be tested or outside their current lessons. Students had the choice of learning online or attending once-a-week lectures by teachers. School administrators assumed that students who missed the lectures would have poorer outcomes; in fact, there was no difference in results. Student attendance at the lectures dwindled from almost-full classes to two or three students. When administrators told the teachers the lectures were done and from then on, they were going to essentially work as tutors to help students who were directing their own learning, they showed them the data – and the teachers were all on board with the move. “This cuts to the core of what the teacher is,” Tavenner said. “It would have been impossible to make changes without the data to back it up. Learning Analytics for Moodle There are already a wide range of Moodle plugins that extend the basic learning management system to enable learning analytics -- including, appropriately enough, one called Learning Analytics Enriched Rubric. The Learning Analytics Enriched Rubric (LA e-Rubric) is an advanced grading method used for criteria-based assessment. As a rubric, it consists of a set of criteria. For each criterion, several descriptive levels are provided. A numerical grade is assigned to each of these levels. An enriched rubric contains some criteria and related grading levels that are associated to data from the analysis of learners’ interaction and learning behavior in a Moodle course, such as number of post messages, times of accessing learning material, assignments grades and so on. Using learning analytics from log data that concern collaborative interactions, past grading performance and inquiries of course resources, the LA e-Rubric can automatically calculate the score of the various levels per criterion. The total rubric score is calculated as a sum of the scores per each criterion. We’re just at the beginning of figuring out how schools, universities and private companies can implement learning analytics to achieve better outcomes – but with the right data, we can revolutionize the learning model.
The investor has released her annual batch of analysis and predictions, and says ‘always listening’ devices like Amazon’s Echo are set to boom In the future, you probably won’t use your keyboard to get to this website.
decision fatigue noun a decreased ability to make decisions as a result of having too many decisions to make Our brains have a finite number of decisions they can make before they get depleted and become less discerning – so this is called decision...
KONVENS 2016 http://www.linguistics.rub.de/konvens16/ The Conference on Natural Language Processing (“Konferenz zur Verarbeitung natürlicher Sprache”, KONVENS) aims at offering a broad perspective on current research and developments within the interdisciplinary field of natural language processing. It allows researchers from all disciplines relevant to this field of research to present their work. The conference will take place CONTINUE READIN
Do you know the answer to the next simple question? "What do you know about web 2.0 technology?" What's so interesting about this video, is the simple fact that none of these so called digital natives are familiar with the term web 2.0. Although they never had a life without technology, they just don't know…
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