The emergence of learning analytics afforded for the analysis of digital traces of user interaction with technology. This analysis offers many opportunities to advance understanding and enhance learning and the environments in which learning occurs.
Now that the “the only constant is change” in society, our capacity to engage with novel challenges is of first order importance. What are the personal dispositions that authentic learning needs to cultivate, and can we make these assessable and visible to learners and educators?
SWARM is a cloud platform aimed at improving analytical reasoning in intelligence work. SWARM tries to improve analytical reasoning by improving collaboration within groups of analysts rather than by trying to structure their thinking in any particular way.
During last few years, possibilities to exploit learning analytics have gained attention in Finnish educational institutions. National development of learning analytics functionalities has emerged, but internationally focused conversation around the topic would enrich the national work.
UserVoice integrates easy-to-use feedback, helpdesk, and knowledge base management tools in one platform that empowers users to speak and companies to understand.
Helpful article about process writing and structured scaffolding where each student has a specific role in group work. Many editing stages with student-student and teacher-student feedback.
This video looks at improving assessments so they don’t just measure learning but help create learning. It had some great examples of where folks go wrong and focuses on higher education where I preside. I enjoyed how it outlined better steps to lead to learning. Thinking about incorporating peer feedback as well as the need for good rubrics played in well to the greater themes.
O. Agertz, A. Kravtsov, S. Leitner, and N. Gnedin. (2012)cite arxiv:1210.4957Comment: ApJ submitted. For a high-resolution version of the paper, see http://kicp.uchicago.edu/~agertz/.
G. Altay, T. Theuns, J. Schaye, C. Booth, and C. Vecchia. (2013)cite arxiv:1307.6879Comment: 21 pages, 16 figures, submitted to MNRAS. The data used to produce all figures along with code to read it can be found here https://bitbucket.org/galtay/hi-cddf-owls-1.
S. Ambrose, M. Bridges, M. DiPietro, M. Lovett, and M. Norman. John Wiley & Sons, (2010)Learning results from what the student does and thinks and only from what the student does and thinks. The teacher can advance learning only by influencing what the student does to learn. Herbert Simon.