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Learning Analytics: Guidelines for ethical use - Google Documents

Learning Analytics: Guidelines for ethical use http://t.co/2LQZ3g21 #learninganalytics...
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Learning Analytics in Higher Education
Making sense of results and student activity
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Rescooped by Kim Flintoff from eLearning and Blended Learning in Higher Education
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Curtin Teaching and Learning - eLearning: eLearning advisors

Curtin Teaching and Learning - eLearning: eLearning advisors | Learning Analytics in Higher Education | Scoop.it
The diverse team of eLearning advisors provide elearning workshops, send out periodic newsletter, provide customised consultation, support the eScholar program and more.

 

Use the 'Filter' pull-down menu above to search for topics by keywords.


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Craig Patterson's comment, June 12, 2013 10:52 PM
Is this link working?
Kim Flintoff's comment, June 12, 2013 11:12 PM
The website was redesigned and we disappeared ... This scoop is simply a flag about who's curating... We didn't expect anyone wold ever want to visit us.....
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▶ Learning Analytics to inform teaching practice - YouTube

Dr Abelardo Pardo from the School of Electrical and Information Engineering at The University of Sydney, gives an overview of learning analytics and how to u...
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How to Read Education Data Without Jumping to Conclusions

How to Read Education Data Without Jumping to Conclusions | Learning Analytics in Higher Education | Scoop.it
With research findings widely available on websites and Twitter feeds, it's easier than ever to oversimplify the results—and risk bringing half-formed ideas into America's classrooms. 
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Student Learning and Analytics at Michigan (SLAM) | CRLT

Student Learning and Analytics at Michigan (SLAM) | CRLT | Learning Analytics in Higher Education | Scoop.it

Sponsored by the Provost's Task Force on Learning Analytics, Student Learning and Analytics at Michigan (SLAM) is a speaker series. Presenters will focus on the analysis and use of data about students, courses and academic programs-- for the purposes of improving teaching and learning.

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Ethical Discourse: Guiding the Future of Learning Analytics (EDUCAUSE Review) | EDUCAUSE.edu

Ethical Discourse: Guiding the Future of Learning Analytics (EDUCAUSE Review) | EDUCAUSE.edu | Learning Analytics in Higher Education | Scoop.it

Learning analytics holds increasing potential for student agency and autonomy, highlighting a need for ethical discourse at all levels of higher education institutions. Topics central to this dialogue include student awareness of analytics, the future of algorithms and learning analytics, and the redefinition of failure.

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University data can be a force for good

University data can be a force for good | Learning Analytics in Higher Education | Scoop.it
Data analytics shouldn't be seen as a dark art but a tool to aid student retention and enhance experience, says Ruth Drysdale
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Learning analytics don't just measure students' progress – they can shape it

Learning analytics don't just measure students' progress – they can shape it | Learning Analytics in Higher Education | Scoop.it
From online forum debates to predictive essay writing software, data showing how students learn can help universities adapt their teaching
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Turning Learning Measurement Issues into Successful Analytics

Turning Learning Measurement Issues into Successful Analytics | Learning Analytics in Higher Education | Scoop.it
Did you know that 86% of organizations are focused on reporting, but only 15% of HR functions have strong analytics capabilities? This leads to a disconnect between Learning and Development (L&D) and Corporate within organizations.

Via Vladimir Kukharenko, Luciana Viter
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Rescooped by Kim Flintoff from Learning Technology News
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Why Data Is the Key to Successful Course Redesign - Edudemic

Why Data Is the Key to Successful Course Redesign - Edudemic | Learning Analytics in Higher Education | Scoop.it

Course redesign can be a major undertaking, but utilizing the data derived from your existing course can inform your decisions on what areas need to be targeted. When you combine the four factors I mentioned and use them to form a holistic, summative picture of your course redesign project; you can be certain that what is currently working in your course remains, and what is not working is revised.


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Nik Peachey's curator insight, April 15, 1:56 AM

Interesting article on using data to help redesign courses.

Enrico De Angelis's curator insight, April 15, 2:27 AM

Some basic tips and references for a systematic redesign of courses.

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There's a Big Data skills gap in higher education - eCampus News

There's a Big Data skills gap in higher education - eCampus News | Learning Analytics in Higher Education | Scoop.it
Higher education is overflowing with data to be parsed and analyzed but a data-related skills gap could stand in the way of analytics' potential.
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Analytics at Scale -- Campus Technology

Analytics at Scale -- Campus Technology | Learning Analytics in Higher Education | Scoop.it
MOOCs should be the Holy Grail of student data, but they aren't there yet.

 

One of the great promises of massive open online courses, besides making education more accessible for more students, is the treasure trove of student data collected on a grand scale.

 

Large amounts of data are exactly what higher education needs to stay relevant in this era of disruptive change, as Arizona State University's Adrian Sannier pointed out in his keynote at last year's Campus Technology annual conference. The only way to make sure colleges and universities are continually boosting student success, he said, is evidence-based pedagogy. And that requires scale: "You can't take evidence one class at a time, one person at a time — it takes too long, you don't get a broad enough sample…. I'm not sure you can do it at a university, at a single institution. You may not have enough scale, you may not have enough size."

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The "One iPad" Classroom

The "One iPad" Classroom | Learning Analytics in Higher Education | Scoop.it
If you have been allocated just one iPad for your classroom then you have very different issues to 1-to-1 classrooms as the iPad is not designed as a shared device. But don't despair! There are app...

Via JP Hale
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Jim Harmon's curator insight, March 3, 5:55 PM

Always a concern, especially for the under-served school districts.

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Engagement: The Key Metric for the Future

Engagement: The Key Metric for the Future | Learning Analytics in Higher Education | Scoop.it

Via Eric_Determined / Eric Silverstein
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Raquel Oliveira's curator insight, January 27, 7:22 AM

a humanidade clama por ser envolvida nas decisoes, projetos e aprendizagem. Sim, eu sinto esse movimento em diversos setores. Em relação a aprendizagem de adultos, é irreversível !

Scott Davidson's curator insight, January 29, 7:01 AM

Do you measure engagement?

Michael Allenberg's curator insight, January 31, 5:11 AM

It's all about engagement folks!

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What 6.9 million clicks tell us about how to fix online education

What 6.9 million clicks tell us about how to fix online education | Learning Analytics in Higher Education | Scoop.it

In a paper published this spring, the CSAIL team outlined some key findings on what online learners want from videos. These include:


Brevity (viewers generally tune out after six minutes)


Informality, with professors seated at a desk, not standing behind a podium


Lively visuals rather than static PowerPoint slides


Fast talkers (professors seen as the most engaging spoke at 254 words per minute)


More pauses, so viewers can soak in complex diagrams


Web-friendly lessons (existing videos broken into shorter chunks are less effective than ones crafted for online audiences)

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Stephen Bright's curator insight, Today, 3:06 PM

Analysis from MIT about the features of online videos used in MOOCs that online learners prefer. Interesting analysis for MOOCs but these features could be applied to videos used in any implementation of blended learning.

 

Also shows that the slick, production theatre videos with a highly professional look may not be the ones that students prefer to watch.

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Snooping professor or friendly don? The ethics of university learning analytics

Snooping professor or friendly don? The ethics of university learning analytics | Learning Analytics in Higher Education | Scoop.it
Universities have been recording data digitally about their students for decades. No one would seriously question the necessity of collecting facts for administrative purposes, such as a student’s name…
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Big Data Comes To College

Big Data Comes To College | Learning Analytics in Higher Education | Scoop.it
When students at Purdue University are reading their homework assignments, sometimes the assignments are reading them too. A software program called
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12 Essentials of Prescriptive Analytics for Student Success -- Campus Technology

12 Essentials of Prescriptive Analytics for Student Success -- Campus Technology | Learning Analytics in Higher Education | Scoop.it
The University of Wisconsin-Green Bay's CIO is pursuing a track that marries institutional data, predictions and business rules to create prescriptions for student and campus success. Here are his 12 best practices for prescriptive analytics.
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Collecting data on students: is it useful to know which books they've read?

Collecting data on students: is it useful to know which books they've read? | Learning Analytics in Higher Education | Scoop.it
Universities can gain valuable information by tracking students' behaviour online, but they must be careful not to misuse it
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Designing for Learning's curator insight, June 17, 11:16 PM

Student analytics is here to stay!


According to this article, analytics can be used effectively to identify top resources, improve the student experience and underpin success at university.

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Big data can transform learning – as long as lecturers take control

Big data can transform learning – as long as lecturers take control | Learning Analytics in Higher Education | Scoop.it
The collection of data on a large scale has already revolutionised our experience of online shopping. Imagine what it can do for online learning
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After grappling with data, MOOC Research Initiative participants release results @insidehighered

After grappling with data, MOOC Research Initiative participants release results @insidehighered | Learning Analytics in Higher Education | Scoop.it

Massive open online course providers are collecting troves of data about their students, but what good is it if researchers can't use the information?


The MOOC Research Initiative formally released its results on Monday, six months after researchers met in Arlington, Texas, to brief one another on initial findings. The body of research -- 22 projects examining everything from how social networks form in MOOCs to how the courses can be used for remedial education -- can perhaps best be described as the first chapter of MOOC research, confirming some widely held beliefs about the medium while casting doubt on others.

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Who Does What in a Massive Open Online Course? | Seaton et al. , Comm. of the ACM

Who Does What in a Massive Open Online Course? | Seaton et al. , Comm. of the ACM | Learning Analytics in Higher Education | Scoop.it

Massive Open Online Courses (MOOCs) collect valuable data on student learning behavior; essentially complete records of al student interactions in a self-contained learning environment, with the benefit of large sample sizes. […] 

• […] 76% of all participants were browsers who collectively accounted for only 8% of time spent in the course, whereas, the 7% certificate-earning participants averaged 100 hours each and collectively accounted for 60% of total time. 

• Students spent the most time per week interacting with lecture videos and homework, followed by discussion forums and online laboratories;


Via Peter B. Sloep
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Peter B. Sloep's curator insight, April 21, 12:46 PM

The article analyses the behaviour of some 150,000 registrants for the inaugural edX course — 6.002x: Circuits and Electronics, which was offered in the spring of 2012. The analysis is based on the log files for the course, constituting an exemplary case of the application of learning analytics in action (although the authors don’t use that term at all). It consists of two parts. First, the authors take the data of all registrants into account, later to focus on those relatively few (about 10,000) who managed to earn a course certificate. 

 

Overall, this is an interesting and useful study. I have two minor qualms with it. First, the analysis focuses on those registrants who passed the exam and earned a certificate. Although the 10,000 students who managed to do this is a sizable number, it pales with the 150,000 who registred in the first place. Second, and as far as I am concerned more importantly, no attempts is made to frame the discussion in the context of a particular learning theory. However, these qualms do not detract from the value of this study, it deserves to be widely read, particularly by people who are engaged in learning analytics (who might miss it as that term is not used). @pbsloep

(see for a more extensive discussion of the article my blog post at http://pbsloep.blogspot.nl/2014/04/who-does-what-in-massive-open-online.html

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6 ways Big Data is changing higher education - eCampus News

6 ways Big Data is changing higher education - eCampus News | Learning Analytics in Higher Education | Scoop.it
Big Data is being used in colleges and universities to help student's perform better. But not everybody agrees with this controversial practice.
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Understanding big data leads to insights, efficiencies, and saved lives

Understanding big data leads to insights, efficiencies, and saved lives | Learning Analytics in Higher Education | Scoop.it
Information science promises to change the world.

Via Ana Cristina Pratas
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Ana Cristina Pratas's curator insight, March 19, 11:05 PM

"DATA NOW STREAM from daily life: from phones and credit cards and televisions and computers; from the infrastructure of cities; from sensor-equipped buildings, trains, buses, planes, bridges, and factories. The data flow so fast that the total accumulation of the past two years—a zettabyte—dwarfs the prior record of human civilization. “There is a big data revolution,” saysWeatherhead University Professor Gary King. But it is not the quantity of data that is revolutionary. “The big data revolution is that now we can do something with the data.” "

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Big Data: Are you ready for blast-off?

Big Data: Are you ready for blast-off? | Learning Analytics in Higher Education | Scoop.it

As Laurie Miles, head of analytics for big data specialist SAS, says: "The term big data has been around for decades, and we've been doing analytics all this time. It's not big, it's just bigger."

 

But it's the velocity, variety and volume of data that has merited the new term.

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Data Visualization For Learning

Data Visualization For Learning | Learning Analytics in Higher Education | Scoop.it

While written and oral language dominate instruction, the explosion of visual information has created new opportunities to represent complexity, reveal themes, explore data, and communicate information in powerful ways. Here is an overview of some of my favorite examples of visual data representation for education.


Via Kathrin Jäger
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The Future of E-Ducation Report

The Future of E-Ducation Report | Learning Analytics in Higher Education | Scoop.it

We invite you to read our latest SVC2UK White Paper, “The Future of E-ducation“, written in collaboration with Gold Mercury International, the Corporate Vision® Strategy Think Tank. The Paper draws on many of the case studies from SVC2UK 2013 and explores what the future is likely to look like for teachers and students.


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Designing for Learning's curator insight, February 4, 7:57 PM

One to add to your reading list. The report covers the main players in education and technology, providing case studies that explore the future of learning and teaching.

Laura Rosillo's curator insight, June 14, 4:17 AM

Buena selección de artículos sobre el futuro de la educación

A/Prof Jon Willis's curator insight, June 16, 3:28 PM

Where is technology taking us in Higher Ed? Here's one vision, from the UK