Higher ed wants to see data used to predict whether or not a particular intervention or engagement will be helpful and welcome to students; so how can it happen?
The 7 Things You Should Know About... series from the EDUCAUSE Learning Initiative (ELI) provides concise information on emerging learning technologies. Each brief focuses on a single technology and describes what it is, where it is going, and why it matters to teaching and learning.
Managers, instructional designers (IDs), and developers are constantly told that they can use data to improve learners’ engagement, results, or job performance, to personalize eLearning, or to make learning stick. Are these claims realistic? What data do managers or designers need, and how should they use it to achieve any or all of these goals?
This presentation explores shortcomings of learning analytics for the wide adoption in educational organisations. It is NOT about ethics and privacy rather than focuses on shortcomings of learning analytics for teachers and students in the classroom (micro-level).
Last week I had the privilege of invited to be the opening keynote at the University of Plymouth's annual learning and teaching event. The first day of the the two day celebration of learning and teaching was devoted to digital learning developments. The day had a strong focus on learning analytics and digital capabilities.
Want to know about the importance of Learning Analytics In Instructional Design? Check about the importance of Learning Analytics In Instructional Design.
I. Li, A. Dey, and J. Forlizzi. Proceedings of the 13th International Conference on Ubiquitous Computing, page 405--414. New York, NY, USA, ACM, (2011)
B. Kump, C. Seifert, G. Beham, S. Lindstaedt, and T. Ley. Proceedings of the 2Nd International Conference on Learning Analytics and Knowledge, page 153--157. New York, NY, USA, ACM, (2012)