Analytics and data - trying to understand the conversation
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Bits and pieces to research this growing area in training and education . Your students and your staff .
Curated by
Jess Chalmers
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Daniel McCallum’s 1854 organizational design for the New York and Erie Railroad resembles a tree rather than a pyramid. It empowered frontline managers by clarifying data flows. A McKinsey Quarterly Organization article. 
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![Sergey Brin talks about Google Glass at TED 2013 [VIDEO] | Analytics and data - trying to understand the conversation | Scoop.it](https://img.scoop.it/l6njsMcXhkSl1-QIxgj3bjl72eJkfbmt4t8yenImKBVvK0kTmF0xjctABnaLJIm9)
While many of us -- even those who pre-ordered at Google I/O or are waiting on the Early Explorers program -- are still waiting on Google Glass to come to
Jess Chalmers's insight:
What analytics will google glass enable ? WOW
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This is the last post in a series of post about my experience at SXSW.
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To understand your social impact, you need to measure the right things.
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Last Tuesday, I had the pleasure and privilege to do an afternoon session on learning analytics with a group of teachers at the Alberdingk Thijm College, Hilversum. One of the reasons why I liked t...
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[THIS post is a slightly edited version of an internship proposal I submitted...I'll try to update as I hear about that) Introduction With an increasing interest in ‘big data’ and business intellig...
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Stephen's Web, the home page of Stephen Downes, with news and information on e-learning, new media, instructional technology, educational design, and related subjects
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From
list
Listly List - Social Media Is About Engagement With A Purpose - Resources: How to Use Google Analytics to Improve Your Social Media Marketing | Social Media Examiner, Resource: How to Make a Landing Page That C.O.N.V.E.R.T.S.
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The best data tools let you to see something you weren't expecting, and allow you to act on it.
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This post discusses epistemology - first the sorts of questions we might ask when applying epistemology to education, and then a general taster of the areas epistemology covers (which is by no mean...
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Abstract As mobile access and massive open online courses (MOOCs) become a global reality, the realm of potential distance learners is expanding rapidly. Mobile learning (mLearning) as well as MOOCs are based on similar characteristics as shown in the literature review of this study. They both enhance a community feeling, increasing networking and collaboration; they strengthen lifelong and informal learning, they use social media to a large extend and they are ideal for setting up communicative dialogues. The focus on learner interactions is of interest, as research has shown that dialogue is an important element for learning and knowledge enhancement, and mobile access increases the opportunities to enter into such interactions. This thesis study used a sequential explanatory mixed methods approach to investigate the impact of mobile accessibility on learner interaction in a MOOC. The study showed that opening up a MOOC for mobile access has immediate impact on learner interactions, as participants with mobile devices tend to interact more with their fellow learners in comparison to their non-mobile colleagues. This was deduced from the mixed methods approach looking at web-based statistics, an online survey, an analysis using the Community of Inquiry framework and one-on-one interviews with volunteers. The study formulated a set of 20 strategies and possible consequences deriving from the analysis of the impact of mobile accessibility in a MOOC and more specifically how this affects learner interactions. These strategies might optimize the impact of mobile access on learner interactions in an informal, open, online course. Future research needs to support the findings, embracing a larger learner population from a more varied background. Overall, this research hopes to add to the body of knowledge strengthening the field of distance education. Via k3hamilton
Robert Schuwer's curator insight,
March 17, 2013 2:17 AM
For me, the kernel of the research is on pages 87-90. The author presents 20 strategies that stimulate user interactions in a MOOC using mobile devices. The MOOC she studied was MobiMOOC. This is a cMOOC about mobile learning. This is a question remaining for me: are these results transferable to an xMOOC with another subject (not at all related to e-learning)?
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Yes. Would the current thinking that a professor MUST be a content expert transmitting content be limiting to some extent? The reasons why Sebastian Thrun, Daphne Koller, Andrew Ng, and Agnant Agar...
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