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Good source for an overview of the topic, pros and cons, as well as questions we should be asking.
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Daphne Koller is enticing top universities to put their most intriguing courses online for free -- not just as a service, but as a way to research how people learn.
Toward the end of her talk, Koller discusses the fact that they are gathering large amounts of data in every course, which enables instructors to easily see problem clusters and react accordingly.
More of our activities involve computers and the Internet, whether it's for work, for school, or for personal purposes. Thus, our interactions and transactions can be tracked. As we click, we leave behind a trail of data–something ...
As George Siemens has written in edu-cause, learning analytics, though still a young term, already suffers from "term sprawl." Nevertheless, he offers this definition: “learning analytics is the ...
Asks whether the collection of large amounts of learner data should be mostly for institutional/organizational use, or, rather, “situated closer to the learning experience, in the hands of teachers and students”.
The Problem Space
When students are using different learning tools, a teacher does not have a good way to get a view of how the student is doing across tools. Often, they have to login in to each tool’s reporting to find out how that student is performing in that one particular silo.
Now: Mrs. Stevens can see her iPad continually update as students work in Math Bingo and Quick Touch Math. She can also collect manually tracked activities and qualitative data along with the automated data flowing in from the math applications. When she determines Suzy has achieved the Common Core Standard for subtraction at her level, Mrs. Stevens can send that data straight to the schools InBloom warehouse. Now, even the principal can see in real time how the students are progressing towards these achievements.
It would be interesting to get reaction from teachers who have used this. How are they following up?
EDUCAUSE Review Online
Attention needs to be paid to what's important (using "this powerful technology... so that it will support the kinds of learning we value"). Also, not everything is easily measured.
Can we update our learning-assessment systems?
Author suggests measuring student behavior, via clicks, is too narrow a gauge for the complexity of desired behavior, which should include, say, level of curiosity. A student self-assessment is suggested (example included), as a way to round out understanding.