Educational Leadership and Technology
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13 Challenges For Big Data In Education

13 Challenges For Big Data In Education | Educational Leadership and Technology | Scoop.it
13 Challenges For Big Data In Education

Via Tom D'Amico (@TDOttawa) , Suvi Salo
Ivon Prefontaine's insight:

If my understanding of 'big data' is somewhat accurate, I am not sure what big data does for education. Education is relational. It is personally relational and people relate to learning. As a classroom teacher, I was aware what worked and what did not.

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Social Media Strategy: Why Insight and Evidence is So Important

Social Media Strategy: Why Insight and Evidence is So Important | Educational Leadership and Technology | Scoop.it

Via janlgordon, Robin Martin
Ivon Prefontaine's insight:

"It’s been said that 85% of the people who work in social media have been in the industry for less than two years. I think it was LinkedIn who first suggested this, but it often explains why there is so much bad advice floating around, so many poorly devised strategic plans and so much money wasted on failed campaigns." We have serious problems because many are self-appointed leaders.

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Daniel Maina's comment, June 4, 2014 7:36 AM
Thanks for sharing:)
Daniel Maina's comment, June 4, 2014 7:36 AM
Thanks for sharing:)+
Daniel Maina's comment, June 4, 2014 7:37 AM
Thanks for sharing:)
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Moocs data offers promise of perfect teaching

Moocs data offers promise of perfect teaching | Educational Leadership and Technology | Scoop.it
When students learn online, every mouse click is tracked. Harness this wealth of data and we can create the ultimate in personalised lessons.

Via Sharrock
Ivon Prefontaine's insight:

I think there will be a balance struck at some point where we figure out the human touch is essential to good learning and begin to work on what role different tools can play in enhancing leanring when used well.

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Sharrock's curator insight, November 8, 2013 11:12 AM

from the article: "f this trend continues, then, students could soon be receiving the ultimate in personalised teaching, with unique lessons targeted exactly to their needs, motivations and learning style."


I wonder: could MOOCs offered for free, make money and barter knowledge, using the data they gather from participating students? Could universities that are offering MOOCs feed data and research into their education and cognitve science departments? Other digital-instruction platforms might provide similar value--free interactive learning sites, free games, simulation-sites might gather data, analyze it, share it, and apply it in ways to improve instruction and entertainment (engagement and attention).