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Simon Buckingham Shum

http://www.solaresearch.org/flare/solar-flare-uk/

Formation Business Technologie

Welcome
to
SoLAR
#FlareUK!

www.SoLAResearch.org/ﬂare

Founding

Ins@tu@ons

White
Paper:

Open

Learning

Analy@cs

hFp://solaresearch.org/OpenLearningAnaly@cs.pdf

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What
game

are
we
in?

Same
outcomes,

but
higher
scores?

Learning
Analy@cs
as

Evolu&onary
Technology.

Same
training
+
educa@onal
paradigms

•
more
engaging

•
beFer
assessed

•
beFer
outcomes

•
deliverable
at
scale

7

Learning
dynamics
we

couldn’t
assess
before?

Learning
Analy@cs
as

Revolu&onary
Technology.

A
vehicle
for
paradigm
shiP?

•
interpersonal
learning
networks

•
quality
of
discourse
+
wri@ng

•
lifelong
learning
disposi@ons

•
problem
solving
strategies

•
lifewide
learning

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Keynote Address, International Conference of the Learning Sciences, London Festival of Learning Transitioning Education’s Knowledge Infrastructure: Shaping Design or Shouting from the Touchline? Abstract: Bit by bit, a data-intensive substrate for education is being designed, plumbed in and switched on, powered by digital data from an expanding sensor array, data science and artificial intelligence. The configurations of educational institutions, technologies, scientific practices, ethics policies and companies can be usefully framed as the emergence of a new “knowledge infrastructure” (Paul Edwards). The idea that we may be transitioning into significantly new ways of knowing – about learning and learners – is both exciting and daunting, because new knowledge infrastructures redefine roles and redistribute power, raising many important questions. For instance, assuming that we want to shape this infrastructure, how do we engage with the teams designing the platforms our schools and universities may be using next year? Who owns the data and algorithms, and in what senses can an analytics/AI-powered learning system be ‘accountable’? How do we empower all stakeholders to engage in the design process? Since digital infrastructure fades quickly into the background, how can researchers, educators and learners engage with it mindfully? If we want to work in “Pasteur’s Quadrant” (Donald Stokes), we must go beyond learning analytics that answer research questions, to deliver valued services to frontline educational users: but how are universities accelerating the analytics innovation to infrastructure transition? Wrestling with these questions, the learning analytics community has evolved since its first international conference in 2011, at the intersection of learning and data science, and an explicit concern with those human factors, at many scales, that make or break the design and adoption of new educational tools. We are forging open source platforms, links with commercial providers, and collaborations with the diverse disciplines that feed into educational data science. In the context of ICLS, our dialogue with the learning sciences must continue to deepen to ensure that together we influence this knowledge infrastructure to advance the interests of all stakeholders, including learners, educators, researchers and leaders. Speaking from the perspective of leading an institutional analytics innovation centre, I hope that our experiences designing code, competencies and culture for learning analytics sheds helpful light on these questions.

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Transitioning Education’s Knowledge Infrastructure ICLS 2018

Transitioning Education’s Knowledge Infrastructure ICLS 2018

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Grant Readiness 101 TechSoup and Remy Consulting

Grant Readiness 101 TechSoup and Remy Consulting

Grant Readiness 101 TechSoup and Remy Consulting

Mattingly "AI & Prompt Design: Structured Data, Assistants, & RAG"

Mattingly "AI & Prompt Design: Structured Data, Assistants, & RAG"

Mattingly "AI & Prompt Design: Structured Data, Assistants, & RAG"

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IGNOU MSCCFT and PGDCFT Exam Question Pattern: MCFT003 Counselling and Family...

IGNOU MSCCFT and PGDCFT Exam Question Pattern: MCFT003 Counselling and Family...

IGNOU MSCCFT and PGDCFT Exam Question Pattern: MCFT003 Counselling and Family...

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1029 - Danh muc Sach Giao Khoa 10 . pdf

1029 - Danh muc Sach Giao Khoa 10 . pdf

Z Score,T Score, Percential Rank and Box Plot Graph

Z Score,T Score, Percential Rank and Box Plot Graph

Z Score,T Score, Percential Rank and Box Plot Graph

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Class 11th Physics NEET formula sheet pdf

Class 11th Physics NEET formula sheet pdf

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INDIA QUIZ 2024 RLAC DELHI UNIVERSITY.pptx

INDIA QUIZ 2024 RLAC DELHI UNIVERSITY.pptx

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Interactive Powerpoint_How to Master effective communication

Interactive Powerpoint_How to Master effective communication

Interactive Powerpoint_How to Master effective communication

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Activity 01 - Artificial Culture (1).pdf

Activity 01 - Artificial Culture (1).pdf

The Most Excellent Way | 1 Corinthians 13

The Most Excellent Way | 1 Corinthians 13

The Most Excellent Way | 1 Corinthians 13

Introduction to Nonprofit Accounting: The Basics

Introduction to Nonprofit Accounting: The Basics

Introduction to Nonprofit Accounting: The Basics

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Advance Mobile Application Development class 07

Advance Mobile Application Development class 07

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Measures of Central Tendency: Mean, Median and Mode

Measures of Central Tendency: Mean, Median and Mode

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Accessible design: Minimum effort, maximum impact

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National Information Standards Organization (NISO)

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Paris 2024 Olympic Geographies - an activity

Paris 2024 Olympic Geographies - an activity

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Grant Readiness 101 TechSoup and Remy Consulting

Grant Readiness 101 TechSoup and Remy Consulting

Grant Readiness 101 TechSoup and Remy Consulting

Mattingly "AI & Prompt Design: Structured Data, Assistants, & RAG"

Mattingly "AI & Prompt Design: Structured Data, Assistants, & RAG"

Mattingly "AI & Prompt Design: Structured Data, Assistants, & RAG"

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IGNOU MSCCFT and PGDCFT Exam Question Pattern: MCFT003 Counselling and Family...

IGNOU MSCCFT and PGDCFT Exam Question Pattern: MCFT003 Counselling and Family...

1029 - Danh muc Sach Giao Khoa 10 . pdf

1029 - Danh muc Sach Giao Khoa 10 . pdf

1029 - Danh muc Sach Giao Khoa 10 . pdf

Z Score,T Score, Percential Rank and Box Plot Graph

Z Score,T Score, Percential Rank and Box Plot Graph

Z Score,T Score, Percential Rank and Box Plot Graph

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Class 11th Physics NEET formula sheet pdf

Class 11th Physics NEET formula sheet pdf

INDIA QUIZ 2024 RLAC DELHI UNIVERSITY.pptx

INDIA QUIZ 2024 RLAC DELHI UNIVERSITY.pptx

INDIA QUIZ 2024 RLAC DELHI UNIVERSITY.pptx

Interactive Powerpoint_How to Master effective communication

Interactive Powerpoint_How to Master effective communication

Interactive Powerpoint_How to Master effective communication

Activity 01 - Artificial Culture (1).pdf

Activity 01 - Artificial Culture (1).pdf

Activity 01 - Artificial Culture (1).pdf

The Most Excellent Way | 1 Corinthians 13

The Most Excellent Way | 1 Corinthians 13

The Most Excellent Way | 1 Corinthians 13

Introduction to Nonprofit Accounting: The Basics

Introduction to Nonprofit Accounting: The Basics

Introduction to Nonprofit Accounting: The Basics

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Advance Mobile Application Development class 07

Advance Mobile Application Development class 07

Measures of Central Tendency: Mean, Median and Mode

Measures of Central Tendency: Mean, Median and Mode

Measures of Central Tendency: Mean, Median and Mode

Accessible design: Minimum effort, maximum impact

Accessible design: Minimum effort, maximum impact

Accessible design: Minimum effort, maximum impact

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Key note speaker Neum_Admir Softic_ENG.pdf

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Mattingly "AI & Prompt Design: The Basics of Prompt Design"

Mattingly "AI & Prompt Design: The Basics of Prompt Design"

Mattingly "AI & Prompt Design: The Basics of Prompt Design"

Paris 2024 Olympic Geographies - an activity

Paris 2024 Olympic Geographies - an activity

Paris 2024 Olympic Geographies - an activity

SoLAR-flareuk-2012.11.19-welcome

1. Welcome to SoLAR #FlareUK! www.SoLAResearch.org/ﬂare

2.

3. Founding Ins@tu@ons

4. White Paper: Open Learning Analy@cs hFp://solaresearch.org/OpenLearningAnaly@cs.pdf

5. LAnoirblanc reactions to Learning Analytics in image and story LAnoirblanc.tumblr.com Choose an image and email it to the site with your story…

6. What game are we in?

7. Same outcomes, but higher scores? Learning Analy@cs as Evolu&onary Technology. Same training + educa@onal paradigms • more engaging • beFer assessed • beFer outcomes • deliverable at scale 7

8. Learning dynamics we couldn’t assess before? Learning Analy@cs as Revolu&onary Technology. A vehicle for paradigm shiP? • interpersonal learning networks • quality of discourse + wri@ng • lifelong learning disposi@ons • problem solving strategies • lifewide learning

Notes de l'éditeur

Analytics provoke strong positive and negative reactions, and sometimes facts and words are not enough – if you’re a visual/narrative person you have the chance to respond by sharing an image and comment or even a story, at the LAnoirblanc site.The resource page for this session explains how to contribute: http://www.educause.edu/sites/default/files/library/presentations/ELI124/GS13/LAnoirblanc.pdfSome of these concerns are from academics who are developing critiques of how we conduct research and evaluation through big data and analytics — critiques which expose how in principle big data and measurement can never be seen as neutral and objective. Here are some of the points which your faculty are likely to launch in your direction…