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Rescooped by Peter Mellow from Learning with MOOCs
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Pushing the MOOC envelope with Learning Analytics

How can Learning Analytics be used to bring about the true revolution traditionally assumed for MOOCs? With audiences in the thousands of users, the key is mass
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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.


Via Kim Flintoff
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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.....
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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Rescooped by Peter Mellow from Learning with MOOCs
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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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How Can Educational Data Mining and Learning Analytics Enhance Education Infographic

How Can Educational Data Mining and Learning Analytics Enhance Education Infographic | Learning Analytics in Higher Education | Scoop.it
How Can Data Mining and Analytics Enhance Education Infographic answers how can educational data mining & learning analytics improve and personalize education.
Kim Flintoff's insight:

via Sara de Freitas

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How Learning Analytics Are Changing The Teacher's Role - Edudemic

How Learning Analytics Are Changing The Teacher's Role - Edudemic | Learning Analytics in Higher Education | Scoop.it
Educators, have you ever wondered if your students are really learning when you teach? Soon you’ll have to wonder no more.

Via Susan Bainbridge
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Higher Education's Big (Data) Bang: Part Two - eCampus News

Higher Education's Big (Data) Bang: Part Two - eCampus News | Learning Analytics in Higher Education | Scoop.it

This second part in an eCampus News series about the power and pitfalls of Big Data examines the criticism and skepticism surrounding the buzz words.

 

A university recently crunched all of the “Big Data” it had gathered on a course and made a surprising discovery.

 

Out of the two professors who taught the course, one had significantly lower performing students. But this was a professor who had won several teaching awards and was well-respected by campus leaders.

What was going on here, the researchers wondered as they sifted through all of the data points at their disposal.

They could only draw one conclusion based on the data at hand: the poorer student performance was because the professor was not the level of teacher everyone believed him to be.

 

The conclusion, it turns out, was wrong.

Kim Flintoff's insight:

How do we make meaning out of massive quantities of data?  Numbers don't tell the whole story.  Only the right num,bers in the right context.  How do educators determine what goes where?

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Designing for Learning's curator insight, December 16, 2013 4:49 PM

A universal truth is that to find the right answer, you must be asking the right question.

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Data Mining Reveals the Secret to Getting Good Answers - MIT Technology Review

Data Mining Reveals the Secret to Getting Good Answers - MIT Technology Review | Learning Analytics in Higher Education | Scoop.it
Data Mining Reveals the Secret to Getting Good Answers
MIT Technology Review
According to Alexa, the site is the 3rd most popular Q&A site in the world and 79th most popular website overall.

Via Howard Rheingold
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Howard Rheingold's curator insight, December 4, 2013 10:46 AM

I can't imagine what coding was like before Stack Overflow. These days, problem-solving in coding involves knowing the right question to ask in order to find an answer. It's not just coding. Knowing how to get good answers to questions has become a primary infotention skill now that search engines are so much more intelligent and Q&A sites like Stack Overflow and Quora have become popular and useful.

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The Promise of Learning Analytics: Using Data to Drive Student Outcomes -- THE Journal

The Promise of Learning Analytics: Using Data to Drive Student Outcomes -- THE Journal | Learning Analytics in Higher Education | Scoop.it
American schools are in crisis. Thirty years after the scathing education report "A Nation at Risk: The Imperative for Educational Reform" they continue to lag behind in reading, science, math and high school graduation rates.
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The Power of Predictive Analytics -- Campus Technology

The Power of Predictive Analytics -- Campus Technology | Learning Analytics in Higher Education | Scoop.it
Smart universities are turning to new data sources to identify those students who need a nudge toward success.
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Rescooped by Kim Flintoff from Content Curation World
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Curate, Organize and Visualize Large Data Collections with TreeMap

Curate, Organize and Visualize Large Data Collections with TreeMap | Learning Analytics in Higher Education | Scoop.it

 

 


Via Robin Good
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ghbrett's curator insight, July 18, 2013 6:08 AM

This is another post where I recommend that you scroll down to have a look at Robin Good's great commentary. I can not beat his for details. His Scoop.it site is: http://curation.masternewmedia.org/  Thanks Robin!

Jenifer Rettler's curator insight, July 18, 2013 7:15 AM

If you are looking for additional visualization tools for displaying data, TreeMap v. 3.0 offers a classic tree map layout as well as others, like squarified variant, circular, tag cloud and voronoi.

malek's curator insight, July 18, 2013 1:54 PM

Interesting tool, give it a try

Rescooped by Peter Mellow from Networked Learning - MOOCs and more
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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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Rescooped by Kim Flintoff from Digital Delights - Digital Tribes
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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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Rescooped by Kim Flintoff from Data Visualization, Information Design & Infographics
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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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Rescooped by Kim Flintoff from Learning Technology News
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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.


Via Nik Peachey
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Alfredo Corell's curator insight, February 3, 3:36 AM

Nice selection of papers aproaching main subjects in education and technology.


In my reading list

Download Report as .pdf OR Read Report via issuu 

Les Howard's curator insight, February 3, 6:15 AM

Interesting paper looking at the future of education and some of the implications.

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.

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Tackling the Challenges of Big Data - MIT Professional Education

Tackling the Challenges of Big Data - MIT Professional Education | Learning Analytics in Higher Education | Scoop.it

"Register now for Tackling the Challenges of Big Data, an online MIT course for engineering and business professionals offered by MIT Professional Education and CSAIL. 

This Online X course will survey state-of-the-art topics in Big Data, looking at data collection (smartphones, sensors, the Web), data storage and processing (scalable relational databases, Hadoop, Spark, etc.), extracting structured data from unstructured data, systems issues (exploiting multicore, security), analytics (machine learning, data compression, efficient algorithms), visualization, and a range of applications.

Each module will introduce broad concepts as well as provide the most recent developments in research."


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Higher Education's Big (Data) Bang: Part One - eCampus News

Higher Education's Big (Data) Bang: Part One - eCampus News | Learning Analytics in Higher Education | Scoop.it
At a conference devoted to exploring Big Data in higher education, the event’s keynote speaker had a surprisingly contrarian take on the subject.

 

“Big Data is bull—,” Harper Reed, the chief technology officer of President Obama’s 2012 campaign, said to an audience that included many campus IT officials hoping to learn more about Big Data’s benefits.

 

Reed, who used the power of data to help Obama secure reelection, said the term is just a marketing tool meant to drive college and university IT officials toward expensive technologies for storing and analyzing data.

Kim Flintoff's insight:

Is Big Data just too big to distil into meaningful decisions?

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Personalized Learning: How Technology Can Help | eSchool News | eSchool News

Personalized Learning: How Technology Can Help | eSchool News | eSchool News | Learning Analytics in Higher Education | Scoop.it
No two students are the same; each brings their own interests, learning modalities, strengths, and prior knowledge of the topic at hand. Addressing students’ individual learning needs in the classroom has always been a key challenge for educators—but new instructional technologies can help.

With student polling software, for instance, teachers can get an accurate, immediate view of each learner’s progress—a concept known as “feedback for learning”—and can tailor their instruction to meet students’ individual needs in real time. And putting mobile technology in the hands of every child allows students to explore their own interests and opens a whole world of self-guided instruction.

With the generous support of Promethean, we’ve assembled this collection of stories to help you use technology to personalize learning for students in your own schools.

Kim Flintoff's insight:

Personalisation is one of the big hopes for the "big data:" movement ion Higher Education.

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Is Big Data too 'messy' for higher education? - eCampus News

Is Big Data too 'messy' for higher education? - eCampus News | Learning Analytics in Higher Education | Scoop.it
The collection of data in higher education will never produce a single formula for success, no matter how much students clamor for such a miracle algorithm.

 

That, along with other harsh realities of data collection and analysis on college campuses, was discussed during the “Allure of Big Data” session at the EDUCAUSE 2013 conference in Anaheim, Calif., where campus technologists from across the world gathered to discuss trends in educational technology.

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The Ins and Outs of Analytics (EDUCAUSE Review) | EDUCAUSE.edu

The Ins and Outs of Analytics (EDUCAUSE Review) | EDUCAUSE.edu | Learning Analytics in Higher Education | Scoop.it
EDUCAUSE Review Online
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Q&A with Knewton’s David Kuntz: ‘Better and faster’ learning than a traditional class? | Hechinger Report

Q&A with Knewton’s David Kuntz: ‘Better and faster’ learning than a traditional class? | Hechinger Report | Learning Analytics in Higher Education | Scoop.it

When education investors talk about so-called adaptive learning, in which a computer tailors instructional software personally for each student, the name Knewton invariably surfaces. The ed-tech start up began five years ago as an online test prep service. But it transformed the personalization technology it uses for test prep classes into a “recommendations” engine that any software publisher or educational institution can use. Today the New York City company boasts it can teach you almost any subject better and faster than a traditional class can. At the end of 2012, 500,000 students were using its platform. By the end of this year, the company estimates it will be more than 5 million. By next year, 15 million students. Most users will be unaware that Knewton’s big data machine is the hidden engine inside the online courses provided by Pearson or Houghton Mifflin Harcourt or directly by a school, such as Arizona State University and University of Alabama.


The Hechinger Report talked with David Kuntz, Knewton’s vice president of research, to understand how the company’s adaptive learning system works. Kuntz hails from the testing industry. He previously worked at Education Testing Service (ETS), which makes the GRE and administers the SAT for The College Board. Before that Kuntz worked for the company that makes the LSAT law school exam.

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Big Data in Education {MOOC} | Coursera

Big Data in Education {MOOC} | Coursera | Learning Analytics in Higher Education | Scoop.it

"Education is increasingly occurring online or in educational software, resulting in an explosion of data that can be used to improve educational effectiveness and support basic research on learning. In this course, you will learn how and when to use key methods for educational data mining and learning analytics on this data."

 

Workload: 6-8 hours/week
Starts 9/5/2013 (10 weeks long)

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Via Jim Lerman
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