we-Learning

So how do we drive engagement in eLearning and mLearning? Interactivities can help, but only if we design those interactivities effectively. Learners also need engaging content, an engaging (or at least not frustrating) interface, engaging media and visual design, and maybe a game here and there. In this eBook, experts provide 68 tips for making sure your learners are fully engaged

A joint study by the Pew Research Center and the Berkman Center for Internet Society, titled Teens, Social media and Privacy, has found that teens are sharing more information about themselves on social media sites than they have in the past; are cognisant of their online reputations and are taking steps to better manage their privacy and information they share, and there is a change is social media preferences as new technologies are gaining popularity.

A recent thought provoking and very useful article Ethics, Big Data, and Analytics: A Model for Application addresses questions of responsibilities associated with the data mining of student information. ‘Systems now exist that link students’ demographic data with data on past and current performance, engagement with online courses materials or in-class participation levels to predict, with startling accuracy, specific outcomes such as final grades within a course’ (p. 1). However, using learning analytics based on big data means that issues such as ‘what it means to “know” with predictive analytics’ (p. 1) become critical to ensure educational integrity. For example, ‘What is the obligation to act on information?’ In an educational context, relations between students, lecturers and institution administrators have a learning focus that values academic success and so acting on information using learning analytics becomes sensitive for all parties involved in learning.