How can product developers use data analytics to improve products, prove their effectiveness, and increase the fidelity of implementation? Learn more in the latest Nexus story by Rachel Schechter
The OLC Quality Scorecard - Benchmarking Tools, Checklists, & Rubrics for Evaluating the Quality and Effectiveness of Online Learning Programs & Courses
According to The Kirkpatrick Model, Level 3: Behavior is the degree to which participants apply what they learned during training when they are back on the job. The prevailing belief that a Level 3 plan for post-training support and accountability is difficult, expensive and out of training’s purview is untrue. Here are the deceptively simple steps to create learning experiences with true value.
The Experience API (xAPI for short) is far more than just an update to SCORM, the popular standard for tracking data from a learning management system. xAPI opens up a whole new world of possibilities for learning analytics. Examples of what real organizations are doing with it in real-life situations make it easier to grasp the scale of this advance and apply the learnings to your own situation.
There’s no question that the shift to remote and flexible learning has highlighted the importance of technology in education, but at the same time, this shift has also complicated some key aspects of a teacher’s job.
Jisc has been supporting seven research projects in learning analytics at UK universities over the past year. These have been in the areas of curriculum analytics, mental health and wellbeing and the evaluation of institutional learning analytics projects.Join us to hear the projects present their interesting findings.
It never bodes well to dive into the unknown without preparation. To define, design and enable learning analytics, it’s essential to have a clear strategy in place. Prep yourself with these evaluation questions before you dive into learning analytics.
Game Learning Analytics (GLA) is the process of applying Learning Analytics techniques to Serious Games in order to get insight about how the game is being used and improve the educational experience.
For about 10 years, from 2005 – 2015, much of the discussion about tracking eLearning revolved around the Shareable Content Object Reference Model (SCORM) and learning management systems (LMS).
As Massive Open Online Courses (MOOCs) generate a huge amount of learning activity data through its thousands of users, great potential is provided to use this data to understand and optimize the learning experience and outcome.
I'll start this article by making one simple statement: Feedback loops work. Why? That’s the way we human beings learn, as feedback provides us with a sense of where we stand and an evaluation of our progress.
An interesting question arose at a recent xAPI Camp hosted by The eLearning Guild: “What happened to objectives in xAPI?” We should be able to use xAPI to document successful completion of eLearning, but without statements of learning objectives in the content, this is not possible.
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