Learning analytics is a nascent field of research that aspires to "turn educational data into actionable knowledge, in order to optimize learning and the environments in which it occurs." This course aims to provide a general, non-technical survey of learning analytics, as well as its application in various educational contexts. In particular, we will discuss foundations of the field, explore new forms of assessment, become acquainted with popular data mining techniques, review learning analytical tools and cases, and design/develop new analytic tools by ourselves--all with emphasis on emergent competencies in the knowledge age. Additional supports will be provided for students interested in pursuing specific issues in any of these areas. Overall, this will be a great course for getting a broad overview of the field of learning analytics.
In all the discussion about learning management systems, open educational resources (OERs(link is external)), massive open online courses (MOOCs(link is external)), and the benefits and challenges of online learning, perhaps the most important issues concern how technology is changing the way we teach and - more importantly - the way students learn. For want of a better term, we call this “pedagogy.”
What is clear is that major changes in the way we teach post-secondary students are being triggered by online learning and the new technologies that increase flexibility in, and access to, post-secondary education.
In looking at what these pedagogical changes are and their implications for students, faculty, staff, and institutions, we consider:
Some key developments in online learning and how they impact our understanding of pedagogy;Applications of these developments through highlighting innovations in Ontario colleges and universities from thePockets of Innovations Series on the Ontario Online Learning Portal for Faculty & Instructors; andSome questions about changes in pedagogy and in student learning.
Stephen Downes responds to my previous post: “I said, “the absence of a background in the field is glaring and obvious.” In this I refer not only to specific arguments advanced in the study, which to me seem empty and obvious, but also the focus and methodology, which seem to me to be hopelessly naïve.”
Stephen makes the following points: 1. George has recanted his previous work and is now playing the academic game 2. Research as is done in the academy today is poor 3. Our paper is bad.
Firstly, before I respond to three points, I want to foreground an interesting aspect of Stephen’s dialogue in this post. I’m going to call it “academic pick-up artist” strategy (i.e. tactics to distract from the real point of engagement or to bring your target into some type of state of emotional response). I first encountered this approach by the talented Catherine Fitzpatrick (Prokofy Neva) during CCK08. Here’s how it works: employ strategies that are intended to elicit an emotional response but don’t quite cross over into ad hominen attacks. The language is at times dismissive, humorous, and aggressive. In Stephen’s case, he uses terms such as: hopelessly naïve, recant his previous work, a load of crap, a shell game, a con game, trivial, muddled mess, nonsense. These flamboyant terms have an emotional impact that is not about the research and don’t advance the conversation toward resolution or even shared understanding. I’ll try to avoid responding in a similar spirit, but I’ll admit that it is not an easy temptation to resist.
Stephen Downes article: I wrote the other day that the study released by George Siemens and others on the history and current state of distance, blended, and online learning was a bad study. I said, "the absence of a background in the field is glaring and obvious." In this I refer not only to specific arguments advanced in the study, which to me seem empty and obvious, but also the focus and methodology, which seem to me to be hopelessly naive.
La educación invertida es un enfoque pedagógico en el que la instrucción directa se realiza fuera del aula y el tiempo presencial se utiliza para desarrollar actividades de aprendizaje significativo y personalizado. En la mayoría de las aulas de las...
The various levels of Bloom’s (Revised) Taxonomy are pretty well known to most teachers at this point. The gradated levels of critical thinking allow teachers to build lesson plans and identify learning outcomes that are appropriate for the level of exploration of material for the students at that time.
A useful way of understanding how to put Bloom’s into action in your classroom (and ensuring that you’re using the right level of the taxonomy while doing it) is through the use of action verbs. Expanding on the basic verbs used in the taxonomy (Creating, Analyzing, Remembering, etc), you can add other verbs that fall into each category to help you delineate different types of activities that address the specific level of Bloom’s Taxonomy you’re looking for. Mia MacMeekin has created the below graphic with a huge variety of different verbs that can apply for each category. What other verbs would you add? Weigh in by leaving a comment below, mentioning @Edudemic on Twitter or leaving your thoughts on our Facebook page.
El aprendizaje basado en el Reto (CBL) es una iniciativa introducida por Apple originalmente para su uso en la educación K-12, pero ahora se utiliza en la educación superior también. Se trata de un modelo estructurado del curso que tiene una base en las estrategias metodológicas inductivas. En vez de presentar a los estudiantes un problema para resolver, el CBL ofrece conceptos generales de los que los estudiantes obtienen los retos que tendrán que abordar. Además, el CBL fomenta el uso de las tecnologías web y móviles, tales como herramientas y wikis colaborativos, que están disponibles para los estudiantes, pero que no se utilizan a menudo en los cursos. Este modelo es, con frecuencia, interdisciplinar en su enfoque, y alienta proyectos que involucran a la comunidad en general. La combinación de lo que permite a los estudiantes elegir su desafío y la vinculación de estos desafíos a la interacción de la comunidad aumenta la inversión de los estudiantes en un resultado productivo.
Due to Khan Academy's popularity, the idea of the flipped classroom has gained press and credibility within education circles. Briefly, the Flipped Classroom as described by Jonathan Martin is: Flip your instruction so that students watch and listen to your lectures… for homework, and then use your precious class-time for what previously, often, was done…
The book examines the underlying principles that guide effective teaching in an age when everyone,and in particular the students we are teaching, are using technology. A framework for making decisions about your teaching is provided, while understanding that every subject is different, and every instructor has something unique and special to bring to their teaching.The book enables teachers and instructors to help students develop the knowledge and skills they will need in a digital age: not so much the IT skills, but the thinking and attitudes to learning that will bring them success. Book release date (final version): 1 April 2015. Latest update (minor edits + one podcast): 19 April 2015[Scroll down for list of contents]
Tony Bates. Social media are still in a very volatile state of development, and many faculty worry about the negative aspects of students who are continually ‘on’ or obsessed with social media. At the same time, there are exciting developments and future possibilities for the intelligent use of social media in education, which are explored in this post.
Educational theory and practice have begun to appear more frequently in the popular press. Terms such as collaborative learning, project-based learning, metacognition, inquiry-based learning, and so on, might be new to some audiences, but they have a relatively long and well-documented history for many educators. The most widely-known and promising pedagogical approach is constructivism grounded on the work of Piaget, Vygotsky, and Bruner. Given how it has transformed my own understanding of pedagogy, teaching, and learning, constructionism seems ripe for a similar resurgence — like a phoenix rising from the ashes of Taylorization and standardized testing. Constructionism brings creativity, tinkering, exploring, building, and presentation to the forefront of the learning process.
El aprendizaje significativo de D. P. Ausubel descrito por J.D. Novak en el que se basa la teoría constructivista se ha llevado a la práctica en el aula mediante la investigación de A. Ballester. Su aplicación práctica en diferentes áreas y niveles educativos se ha realizado a partir del seminario de aprendizaje significativo del Institut de Ciències de l’Educació de la Universitat de les Illes Balears con un grupo de profesores colaboradores que ponen a disposición de todas las personas interesadas en la mejora del aprendizaje ésta página web.
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