Substantial progress has been made in understanding how teachers design for learning. However, there remains a paucity of evidence of the actual students’ response towards leaning designs.
Learning occurs as the result of interaction between learners and their environment. When the learning has a planned outcome, it becomes a purposeful activity that requires the artistry and skill of a learning designer.
To ensure every stakeholder involved in the design and development of autonomous and intelligent systems is educated, trained, and empowered to prioritize ethical considerations so that these technologies are advanced for the benefit of humanity.
Learning Analytics has been buzzing around in the L&D circles for a few years now. What exactly does it entail? What value does it hold for your organization?
Learning and performance powered by data and analytics: a practical case study Trish Uhl, Senior Consultant, Data Science and Advanced Analytics, Owl’s Ledge LLC
Presentation from Marko Teräs at the 28th ICDE World Conference on Online Learning of a national-level learning analytics research and development project funded by the Finnish Ministry of Education and Culture. Student and teacher needs analysis results for LA pilot development and for policy recommendations.
The following post is an attempt to develop a regular writing routine after some extended leave and was catalysed by some recent readings and thinking.
F. Decortis, A. Rizzo, and B. Saudelli. Interacting with Computers, 15 (6):
801 - 830(2003)From Computer Artefact to Instrument for Mediated Activity .Part 2 Learning Environments.