Introduction to Learning Analytics. Slides for Tutorial 1 led by Rebecca Ferguson at the Learning Analytics Summer Institute (LASI), June 2022, hosted online by the Society for Learning Analytics Research (SoLAR) with the University of British Columbia.
This tutorial is designed for everyone with an interest in increasing the impact of their learning analytics research. It was given by Rebecca Ferguson on 22 June 2021 at the Learning Analytics Summer Institute 2021, hosted by the University of British Columbia and held virtually.
The document discusses key challenges in the field of learning analytics, including connecting analytics to pedagogy and learning science, developing ethical guidelines, focusing on learner perspectives, and addressing issues of consent, privacy, equality and data ownership. It presents ten reflection questions to prompt thinking on these challenges, such as how pedagogy links to analytics work, the problems analytics aim to solve for learners, important ethical decisions made, and potential changes in response to the challenges. Six core challenges are also summarized: building learning science connections, using diverse data sets, considering learner views, establishing ethics protocols, ensuring consent and safeguarding, and promoting equality and data control.
Keynote talk given at the Learning Analytics Summer Institute 2016 (LASI16) at the University of Deusto, Bilbao, Spain in June 2016 by Rebecca Ferguson.
What does the future hold for learning analytics? In terms of Europe’s priorities for learning and training, they will need to support relevant and high-quality knowledge, skills and competences developed throughout lifelong learning. More specifically, they should improve the quality and efficiency of education and training, enhance creativity and innovation, and focus on learning outcomes in areas such as employability, active-citizenship and well-being. This is a tall order and, in order to achieve it, we need to consider how our work fits into the larger picture. Drawing on the outcomes of two recent European studies, Rebecca will discuss how we can avoid potential pitfalls and develop an action plan that will drive the development of analytics that enhance both learning and teaching.
The document discusses requirements for learning analytics based on a lecture and workshop at East China Normal University. It begins with introductions and then outlines the day's plan to discuss definitions of analytics, actors in learning analytics, framework models, and requirements. It emphasizes starting with pedagogy and poses questions about what data is available and how to build trust. Ethical challenges are noted around data protection, privacy, transparency, and purpose. The goal is to use analytics to facilitate learning while avoiding instructivist approaches and stress for learners.
The document discusses visions for the future of learning analytics based on a presentation given by Rebecca Ferguson. It outlines several potential futures for learning analytics, including learners being monitored by their learning environments, learners' personal data being tracked, and learners controlling their own data. It also discusses various challenges regarding ethics, regulation, validity, and affect that will need to be addressed for learning analytics to achieve its potential while avoiding negative consequences. The overall message is that learning analytics show promise to improve education if developed and applied carefully and ethically with student well-being and consent as top priorities.
Learning Analytics for Holistic Improvement ALASI 2014Ruth Deakin Crick
Presentation on holistic improvement and learning analytics using hierarchical proess modellling at the Australian Learning Analytics Summer School 2014
This tutorial is designed for everyone with an interest in increasing the impact of their learning analytics research. It was given by Rebecca Ferguson on 22 June 2021 at the Learning Analytics Summer Institute 2021, hosted by the University of British Columbia and held virtually.
The document discusses key challenges in the field of learning analytics, including connecting analytics to pedagogy and learning science, developing ethical guidelines, focusing on learner perspectives, and addressing issues of consent, privacy, equality and data ownership. It presents ten reflection questions to prompt thinking on these challenges, such as how pedagogy links to analytics work, the problems analytics aim to solve for learners, important ethical decisions made, and potential changes in response to the challenges. Six core challenges are also summarized: building learning science connections, using diverse data sets, considering learner views, establishing ethics protocols, ensuring consent and safeguarding, and promoting equality and data control.
Keynote talk given at the Learning Analytics Summer Institute 2016 (LASI16) at the University of Deusto, Bilbao, Spain in June 2016 by Rebecca Ferguson.
What does the future hold for learning analytics? In terms of Europe’s priorities for learning and training, they will need to support relevant and high-quality knowledge, skills and competences developed throughout lifelong learning. More specifically, they should improve the quality and efficiency of education and training, enhance creativity and innovation, and focus on learning outcomes in areas such as employability, active-citizenship and well-being. This is a tall order and, in order to achieve it, we need to consider how our work fits into the larger picture. Drawing on the outcomes of two recent European studies, Rebecca will discuss how we can avoid potential pitfalls and develop an action plan that will drive the development of analytics that enhance both learning and teaching.
The document discusses requirements for learning analytics based on a lecture and workshop at East China Normal University. It begins with introductions and then outlines the day's plan to discuss definitions of analytics, actors in learning analytics, framework models, and requirements. It emphasizes starting with pedagogy and poses questions about what data is available and how to build trust. Ethical challenges are noted around data protection, privacy, transparency, and purpose. The goal is to use analytics to facilitate learning while avoiding instructivist approaches and stress for learners.
The document discusses visions for the future of learning analytics based on a presentation given by Rebecca Ferguson. It outlines several potential futures for learning analytics, including learners being monitored by their learning environments, learners' personal data being tracked, and learners controlling their own data. It also discusses various challenges regarding ethics, regulation, validity, and affect that will need to be addressed for learning analytics to achieve its potential while avoiding negative consequences. The overall message is that learning analytics show promise to improve education if developed and applied carefully and ethically with student well-being and consent as top priorities.
Learning Analytics for Holistic Improvement ALASI 2014Ruth Deakin Crick
Presentation on holistic improvement and learning analytics using hierarchical proess modellling at the Australian Learning Analytics Summer School 2014
Presentation given at SCONUL 2014, the summer conference of The Society of College, National and University Libraries, Glasgow, June 2014. The presentation focuses on frequently asked questions (FAQs) about learning analytics, with the emphasis on the role and perspective of libraries in this area.
The document discusses collective learning and how people make use of collective knowledge. It explores how people connect to networks and resources to both consume and contribute knowledge. It also examines the literacies and mindsets needed for people to effectively engage in collective learning, including being open to various perspectives and freely adapting knowledge as needed. Collective learning may signal a new paradigm that balances the individual and collective.
STEAM: Roadmap to a Successful Educational Technology ProgramHatch Early Learning
This document provides guidance on developing a successful educational technology program for early learners. It discusses starting with early learners and taking a STEAM approach. The document outlines four key ideas to bring together in a program: research findings, program philosophy, best practices, and local evaluation. It provides tips for finding reputable research, staying true to program philosophy, determining best practices, evaluating technology appropriately, and conducting local evaluation. The overall message is that educational technology needs to be implemented intentionally based on research and the needs of the specific program and learners.
Instructional Design in Higher Education. A report on the role, workflow, and...eraser Juan José Calderón
Instructional Design in Higher Education. APRIL 2016
A report on the role, workflow, and experience of instructional designers.
Introducción
Learning — to some it is the sound of chalk on blackboards,
the search through stacks of scribbled notes, and backpacks
full of heavy textbooks. For others with a less traditional
lens, learning is the summoning of professors with a click
of a mouse, assignments no longer living on paper, but in a
cloud, and the ‘classroom’ being everywhere. Education has
changed considerably in recent years and we don’t expect it
to slow down anytime soon.
Because of the advancement of technology, institutions
are able to reach more students than ever with the help of
quality and accessible online courses. ‘eLearning’, ‘distance
education’, ‘blended learning’, ‘online campuses,’ and other
related programs have grown more prominent in higher
education institutions. According to NCES data, there were
5.5 million students enrolled in distance education courses at
degree-granting postsecondary institutions in fall of 2013.
Presentation on learning analytics given by Rebecca Ferguson at the Nordic Learning Analytics Summer Institute (Nordic LASI), organised by the SLATE Centre, in Bergen Norway, 29 September 2017.
Echo presentation hierarhical process modelling case studyRuth Deakin Crick
A case study of the application of HPM and Perimeta to school leadership in three English Academies...<a><img src="http://i.creativecommons.org/l/by-nc-sa/4.0/88x31.png" /></a><br />This work is licensed under a <a>Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License</a>.
This document discusses strategies for transforming schools into learning organizations. It distinguishes between reform, which works within an existing system, and transformation, which alters the underlying culture and structure to enable new innovations. The document advocates for a transformational approach to change in schools. It argues schools should shift their focus from teaching to co-learning, empowering students as knowledge producers. Connected learning through online networks and tools is presented as a way to support this transformation by connecting students to global knowledge and communities of learners.
This document discusses building coherence in education systems through focusing on high leverage skills for students in a digital age. It emphasizes aligning goals, practices, and measures across three domains: student goals and learning, professional practices, and organizational systems. Specifically, it recommends:
1) Focusing on critical skills like problem solving, communication, and digital literacy as high leverage goals for student learning.
2) Aligning assessments and measures to evaluate progress on these priority goals.
3) Connecting instructional practices and strategies to teaching and developing the focused skills.
4) Ensuring professional goals, evaluation, and support are also aligned to student learning priorities.
5) Having organizational plans and resource allocation reflect
This document summarizes a session on how publishers and authors influence English language teaching materials. Presenters discussed how publishers conduct research to identify market needs and academic trends to develop materials. Publishers described balancing research-backed approaches with business realities. The discussion then addressed assumptions embedded within materials and how teachers adapt textbooks to meet student needs. Teachers noted making significant modifications like rearranging content or finding supplemental materials. The session concluded by emphasizing the importance of understanding classroom contexts and student needs when developing or selecting instructional materials.
Innnovations in online teaching and learning: CHatGPT and other artificial as...Rebecca Ferguson
Talk given by Agnes Kukulska-Hulme and Rebecca Ferguson to SciLab (a centre for pedagogical research and innovation in business and law) at The Open University, Milton Keynes, UK on Wednesday 3 May 2023.
Learning analytics futures: a teaching perspectiveRebecca Ferguson
Talk given by Rebecca Ferguson on 22 November 2018 int Universita Ca'Foscario Venezia at the event Nuovi orizzonti della ricerca pedagogica: evidence-based learning e learning analytics
21st Century Skills: What do Adult Learners and Teachers Need to Know?Marian Thacher
This document summarizes a presentation about 21st century skills. It discusses how technology is changing the way people live, work and learn. It addresses key skills like creativity, communication, research, critical thinking and digital citizenship. It also covers topics like how reading habits have changed, the rise of eBooks and digital textbooks, and increasing access to broadband internet and smartphones. The document provides examples of using tools like blogs, VoiceThread and mobile learning to enhance teaching and learning.
This document discusses the transformation of education for the 21st century. It argues that schools need to transform, not just reform, by changing the underlying culture and structure, not just procedures. This involves shifting beliefs, values and the social structure to support innovation. The document advocates preparing students for their future world by developing skills like critical thinking, collaboration, adaptability and accessing/analyzing information. New literacies and emerging media have a place in transforming education and the role of educators.
E-LEArn2017
PrE-confErEncEsymPosium
“moocsandopenEducationintheDevelopingWorld”
n
What do the World Bank, UNESCO, the Commonwealth of Learning (COL), the Inter-American Development Bank, and numerous
other organizations and institutions around the globe have in common? They are all engaged in fascinating experiments to
take advantage of advances in digital technologies and e-learning design to provide education, training, and professional development
opportunities to people in developing countries who previously could not partake of these opportunities. One such delivery
mechanism has been the massive open online course (MOOC) as well as various MOOC-like derivatives. Another is the use of
open educational resources (OER). These efforts are already benefitting millions of people, but much potential for expansion and improvement remains.
This document provides an overview of trends shaping the future of learning and personalized education. It introduces the Future of Learning framework developed by 2Revolutions (2Rev), an education design lab. 2Rev works to design and launch new learning models and catalyze conditions for them to thrive. The document discusses trends fueling a shift toward personalized learning, including growth in technology, policy changes, cognitive science advances, and economic pressures. It provides examples of innovative models incorporating personalization, such as School of One, Summit Public Schools, and New Tech Network. Adaptive and game-based learning tools are also profiled. The future envisions an integrated ecosystem supporting lifelong learning across various settings.
This document summarizes a presentation on learning analytics given at the ALT-C 2014 conference in Warwick, UK. It discusses the Learning Analytics Community Exchange (LACE) project, which is a 24 month EU support project with 9 partners focusing on implementing learning analytics in schools, higher education, and industry. The presentation defines learning analytics as the measurement, collection, analysis and reporting of learner data to understand and optimize learning. It also discusses cultural and technical challenges around topics such as data privacy, change management, and making insights actionable. Examples of learning analytics tools described include SNAPP for social networks and LOCO-Analyst.
This document discusses the potential for learning analytics to provide insights into student learning. It notes that while basic analytics on outcomes and trends are currently used, learning analytics could offer more nuanced insights at the individual student level by analyzing digital traces of their interactions. However, it cautions that analytics need to be developed with an understanding of what types of learning and learners are being cultivated. A framework is presented for assessing "learning dispositions" like curiosity, creativity and collaboration through student surveys or behavioral analytics. The document advocates for analytics that align with cultivating lifelong, self-directed learners and sees opportunities to provide rapid feedback to students, teachers and instructional designers.
The document summarizes key points from a discussion on reimagining authentic curriculum and assessment in the age of generative AI. It includes:
1. Three major challenges are contract cheating, impersonation, and generative AI which can produce written work.
2. There are opportunities to use AI to enhance student learning and productivity if designed appropriately. Students could become creators by using AI to aid understanding or produce new learning resources.
3. Authentic assessment needs to move beyond essays and emphasize real-world skills through activities like presentations that cannot be produced by AI as well as balancing written work with other assessments.
Podcasts as pedagogy: integrating podcasts in teaching and learningRebecca Ferguson
‘Podcasts as pedagogy: integrating podcasts in teaching and learning’ – a Scilab workshop held online at The Open University on 29 April 2024. Presenters: Agnes Kukulska-Hulme, Rebecca Ferguson and Mike Collins. Podcasting is experiencing a resurgence, with many educators critically engaging with this medium to ask questions about meaningful integration in teaching and learning. The use of podcasts in education, or ‘podcasts as pedagogy’, has provided a means to explore diverse types of audio content and to exploit their communicative potential for both producers and listeners. In this session we will present podcasting approaches and content types in the context of open pedagogies, centred around a workshop experience led by Mike Collins, Senior Learning Designer and host of the exciting “pedagogic podcast with the pop culture core”, http://pedagodzilla.com
Slides from the learning at scale special interest group of the open technology-enhanced learning research group at The Open University in the UK (OpenTEL L@S SIG) on 15 April 2024. This online event brought together lightning talks (around five minutes each) about the OpenLearn Create platform and the many projects that have been developed on the site over the past 18 years. These include: Active teaching and learning for Africa – ZEST, Carbon Literacy project, CGIAR Genebank, Climate Compatible Growth, Digital learning in forcibly displaced communities, FIFA Guardians Safeguarding in Football Diploma, Fit for Law, Foundations for Peace, Learning languages with senior learners , Learning Resources for Global Educators, Online Counselling CPD Courses, Open Networking Lab, Open STEM Africa, OpenCreate datalog analysis, Safeguarding in the International Aid sector., School of Physical Sciences Outreach , Scots Language and Culture, Skills for Prosperity Kenya, Supporting Adolescent Girls’ Education (SAGE), Tackling antimicrobial resistance, Teacher Education in Sub-Saharan Africa (TESSA), Teacher Professional Development at Scale (TPD@Scale), and Transformation by Innovation in Distance Education (TIDE)
Contenu connexe
Similaire à Introduction to learning analytics (T1).pptx
Presentation given at SCONUL 2014, the summer conference of The Society of College, National and University Libraries, Glasgow, June 2014. The presentation focuses on frequently asked questions (FAQs) about learning analytics, with the emphasis on the role and perspective of libraries in this area.
The document discusses collective learning and how people make use of collective knowledge. It explores how people connect to networks and resources to both consume and contribute knowledge. It also examines the literacies and mindsets needed for people to effectively engage in collective learning, including being open to various perspectives and freely adapting knowledge as needed. Collective learning may signal a new paradigm that balances the individual and collective.
STEAM: Roadmap to a Successful Educational Technology ProgramHatch Early Learning
This document provides guidance on developing a successful educational technology program for early learners. It discusses starting with early learners and taking a STEAM approach. The document outlines four key ideas to bring together in a program: research findings, program philosophy, best practices, and local evaluation. It provides tips for finding reputable research, staying true to program philosophy, determining best practices, evaluating technology appropriately, and conducting local evaluation. The overall message is that educational technology needs to be implemented intentionally based on research and the needs of the specific program and learners.
Instructional Design in Higher Education. A report on the role, workflow, and...eraser Juan José Calderón
Instructional Design in Higher Education. APRIL 2016
A report on the role, workflow, and experience of instructional designers.
Introducción
Learning — to some it is the sound of chalk on blackboards,
the search through stacks of scribbled notes, and backpacks
full of heavy textbooks. For others with a less traditional
lens, learning is the summoning of professors with a click
of a mouse, assignments no longer living on paper, but in a
cloud, and the ‘classroom’ being everywhere. Education has
changed considerably in recent years and we don’t expect it
to slow down anytime soon.
Because of the advancement of technology, institutions
are able to reach more students than ever with the help of
quality and accessible online courses. ‘eLearning’, ‘distance
education’, ‘blended learning’, ‘online campuses,’ and other
related programs have grown more prominent in higher
education institutions. According to NCES data, there were
5.5 million students enrolled in distance education courses at
degree-granting postsecondary institutions in fall of 2013.
Presentation on learning analytics given by Rebecca Ferguson at the Nordic Learning Analytics Summer Institute (Nordic LASI), organised by the SLATE Centre, in Bergen Norway, 29 September 2017.
Echo presentation hierarhical process modelling case studyRuth Deakin Crick
A case study of the application of HPM and Perimeta to school leadership in three English Academies...<a><img src="http://i.creativecommons.org/l/by-nc-sa/4.0/88x31.png" /></a><br />This work is licensed under a <a>Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License</a>.
This document discusses strategies for transforming schools into learning organizations. It distinguishes between reform, which works within an existing system, and transformation, which alters the underlying culture and structure to enable new innovations. The document advocates for a transformational approach to change in schools. It argues schools should shift their focus from teaching to co-learning, empowering students as knowledge producers. Connected learning through online networks and tools is presented as a way to support this transformation by connecting students to global knowledge and communities of learners.
This document discusses building coherence in education systems through focusing on high leverage skills for students in a digital age. It emphasizes aligning goals, practices, and measures across three domains: student goals and learning, professional practices, and organizational systems. Specifically, it recommends:
1) Focusing on critical skills like problem solving, communication, and digital literacy as high leverage goals for student learning.
2) Aligning assessments and measures to evaluate progress on these priority goals.
3) Connecting instructional practices and strategies to teaching and developing the focused skills.
4) Ensuring professional goals, evaluation, and support are also aligned to student learning priorities.
5) Having organizational plans and resource allocation reflect
This document summarizes a session on how publishers and authors influence English language teaching materials. Presenters discussed how publishers conduct research to identify market needs and academic trends to develop materials. Publishers described balancing research-backed approaches with business realities. The discussion then addressed assumptions embedded within materials and how teachers adapt textbooks to meet student needs. Teachers noted making significant modifications like rearranging content or finding supplemental materials. The session concluded by emphasizing the importance of understanding classroom contexts and student needs when developing or selecting instructional materials.
Innnovations in online teaching and learning: CHatGPT and other artificial as...Rebecca Ferguson
Talk given by Agnes Kukulska-Hulme and Rebecca Ferguson to SciLab (a centre for pedagogical research and innovation in business and law) at The Open University, Milton Keynes, UK on Wednesday 3 May 2023.
Learning analytics futures: a teaching perspectiveRebecca Ferguson
Talk given by Rebecca Ferguson on 22 November 2018 int Universita Ca'Foscario Venezia at the event Nuovi orizzonti della ricerca pedagogica: evidence-based learning e learning analytics
21st Century Skills: What do Adult Learners and Teachers Need to Know?Marian Thacher
This document summarizes a presentation about 21st century skills. It discusses how technology is changing the way people live, work and learn. It addresses key skills like creativity, communication, research, critical thinking and digital citizenship. It also covers topics like how reading habits have changed, the rise of eBooks and digital textbooks, and increasing access to broadband internet and smartphones. The document provides examples of using tools like blogs, VoiceThread and mobile learning to enhance teaching and learning.
This document discusses the transformation of education for the 21st century. It argues that schools need to transform, not just reform, by changing the underlying culture and structure, not just procedures. This involves shifting beliefs, values and the social structure to support innovation. The document advocates preparing students for their future world by developing skills like critical thinking, collaboration, adaptability and accessing/analyzing information. New literacies and emerging media have a place in transforming education and the role of educators.
E-LEArn2017
PrE-confErEncEsymPosium
“moocsandopenEducationintheDevelopingWorld”
n
What do the World Bank, UNESCO, the Commonwealth of Learning (COL), the Inter-American Development Bank, and numerous
other organizations and institutions around the globe have in common? They are all engaged in fascinating experiments to
take advantage of advances in digital technologies and e-learning design to provide education, training, and professional development
opportunities to people in developing countries who previously could not partake of these opportunities. One such delivery
mechanism has been the massive open online course (MOOC) as well as various MOOC-like derivatives. Another is the use of
open educational resources (OER). These efforts are already benefitting millions of people, but much potential for expansion and improvement remains.
This document provides an overview of trends shaping the future of learning and personalized education. It introduces the Future of Learning framework developed by 2Revolutions (2Rev), an education design lab. 2Rev works to design and launch new learning models and catalyze conditions for them to thrive. The document discusses trends fueling a shift toward personalized learning, including growth in technology, policy changes, cognitive science advances, and economic pressures. It provides examples of innovative models incorporating personalization, such as School of One, Summit Public Schools, and New Tech Network. Adaptive and game-based learning tools are also profiled. The future envisions an integrated ecosystem supporting lifelong learning across various settings.
This document summarizes a presentation on learning analytics given at the ALT-C 2014 conference in Warwick, UK. It discusses the Learning Analytics Community Exchange (LACE) project, which is a 24 month EU support project with 9 partners focusing on implementing learning analytics in schools, higher education, and industry. The presentation defines learning analytics as the measurement, collection, analysis and reporting of learner data to understand and optimize learning. It also discusses cultural and technical challenges around topics such as data privacy, change management, and making insights actionable. Examples of learning analytics tools described include SNAPP for social networks and LOCO-Analyst.
This document discusses the potential for learning analytics to provide insights into student learning. It notes that while basic analytics on outcomes and trends are currently used, learning analytics could offer more nuanced insights at the individual student level by analyzing digital traces of their interactions. However, it cautions that analytics need to be developed with an understanding of what types of learning and learners are being cultivated. A framework is presented for assessing "learning dispositions" like curiosity, creativity and collaboration through student surveys or behavioral analytics. The document advocates for analytics that align with cultivating lifelong, self-directed learners and sees opportunities to provide rapid feedback to students, teachers and instructional designers.
The document summarizes key points from a discussion on reimagining authentic curriculum and assessment in the age of generative AI. It includes:
1. Three major challenges are contract cheating, impersonation, and generative AI which can produce written work.
2. There are opportunities to use AI to enhance student learning and productivity if designed appropriately. Students could become creators by using AI to aid understanding or produce new learning resources.
3. Authentic assessment needs to move beyond essays and emphasize real-world skills through activities like presentations that cannot be produced by AI as well as balancing written work with other assessments.
Similaire à Introduction to learning analytics (T1).pptx (20)
Podcasts as pedagogy: integrating podcasts in teaching and learningRebecca Ferguson
‘Podcasts as pedagogy: integrating podcasts in teaching and learning’ – a Scilab workshop held online at The Open University on 29 April 2024. Presenters: Agnes Kukulska-Hulme, Rebecca Ferguson and Mike Collins. Podcasting is experiencing a resurgence, with many educators critically engaging with this medium to ask questions about meaningful integration in teaching and learning. The use of podcasts in education, or ‘podcasts as pedagogy’, has provided a means to explore diverse types of audio content and to exploit their communicative potential for both producers and listeners. In this session we will present podcasting approaches and content types in the context of open pedagogies, centred around a workshop experience led by Mike Collins, Senior Learning Designer and host of the exciting “pedagogic podcast with the pop culture core”, http://pedagodzilla.com
Slides from the learning at scale special interest group of the open technology-enhanced learning research group at The Open University in the UK (OpenTEL L@S SIG) on 15 April 2024. This online event brought together lightning talks (around five minutes each) about the OpenLearn Create platform and the many projects that have been developed on the site over the past 18 years. These include: Active teaching and learning for Africa – ZEST, Carbon Literacy project, CGIAR Genebank, Climate Compatible Growth, Digital learning in forcibly displaced communities, FIFA Guardians Safeguarding in Football Diploma, Fit for Law, Foundations for Peace, Learning languages with senior learners , Learning Resources for Global Educators, Online Counselling CPD Courses, Open Networking Lab, Open STEM Africa, OpenCreate datalog analysis, Safeguarding in the International Aid sector., School of Physical Sciences Outreach , Scots Language and Culture, Skills for Prosperity Kenya, Supporting Adolescent Girls’ Education (SAGE), Tackling antimicrobial resistance, Teacher Education in Sub-Saharan Africa (TESSA), Teacher Professional Development at Scale (TPD@Scale), and Transformation by Innovation in Distance Education (TIDE)
Short talk on responsive and sustainable education futures given by Rebecca Ferguson of The Open University in the UK at ECTEL 2023 on 8 September 2023 as part of a keynote panel.
Keynote given by Rebecca Ferguson on 21 June 2023 at 'Blurring boundaries and making connections: learning with
and from one another', an
Associate Lecturer Professional Development Online Event organised by The Open University and held online.
Learning analytics - what can we achieve together.pptxRebecca Ferguson
Keynote given on 7 June 2023 by Rebecca Ferguson of The Open University in the UK at the Learning Analytics Summer Institute (LASI) organised by the Society for Learning Analytics Research (SoLAR) in Singapore.
Slides presented (virtually) by Professor Rebecca Ferguson of The Open University at the Teach4Edu4 multiplier event held in Birmingham, UK, in January 2023. This presentation formed part of a larger workshop with multiple speakers from The Open University.
Keynote on 'Pedagogies for Today' given by Professor Rebecca Ferguson of The Open University at the International Conference on Computers in Education (ICCE 2022), a hybrid conference based in Kuala Lumpur, Malaysia.
Presentation given online by Professor Rebecca Ferguson at the 4th Annual International Conference on Research and Innovation In Education held at the University of Nairobi, Kenya, on 26 October 2022.
This document discusses innovations in pedagogy and education. It begins by proposing new educational terms, theories, and practices, and selects ten that could drive major shifts. These new pedagogies are then described in ten sketches. The document discusses how innovations are not just technologies looking for applications, but new ways of teaching, learning, and assessing. It examines challenges like future careers that require new skills and how education must change. Throughout, it provides examples of how technologies can enhance learning through connectivity, extension, inquiry, personalization, publication, and scale. The goal is to maximize flexibility and opportunities in hybrid models of education.
Short presentation given at the 'Building Open Science and Scholarship in SoLAR' workshop at LAK22, in March 2022. It touches on aspects of open scholarship including open access, open peer review, open thinking, open research teams, open research methods and an open research environment.
Short panel presentation given by Rebecca Ferguson at the Community of Practice on Trinity Micro-credentials First Annual Event (Continuing Education with Micro-credentials), 24 November 2021, organised online by Trinity College Dublin.
A short presentation given at the Accessible Learning, Accessible Analytics VIrtual Evidence Café at the Learning Analytics and Knowledge conference (LAK21) in April 2021
'I went to a marvellous party': a manifesto for online meetingsRebecca Ferguson
Slides presented at the Computers and Learning research group (CALRG) at The Open University, UK, in March 2021. A series of provocations about how online meetings could develop, drawing on the work of Raph Koster.
Presentation given at VIII Semana de Formação de Professores STHEM Brasil – Módulo 1, a virtual workshop run on 25 May 2021 by faculty from the Institute of Educational Technology at The Open University, UK.
Presentation by Rebecca Ferguson to Open University PGCE Students in Wales about ‘Teaching at a Distance’. Adobe Connect webinar on 11 November 2020. Translation from English by OU Wales.
Universal design for learning: the importance of offline options for online ...Rebecca Ferguson
This document summarizes research into the benefits of offering downloadable versions of online study materials and supporting offline study. The research found that some students needed offline or printed materials because they had limited or unreliable internet access in certain locations. Students also preferred offline materials for other reasons like reading long texts or taking breaks from screens. The research concluded that different formats afford different ways of learning and meeting student needs, so a universal design approach supporting multiple formats is important.
'Creating a Framework of Fun and Learning: Using Balloons to Build Consensus', paper presented by Rebecca Ferguson of the Rumpus Research Group at the European Conference on Games-Based Learning held virtually at the University of Brighton, UK, on 25 September 2020. With thanks to the Playful Learning Conference 2019 for their fabulous photographs.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
7. Networks in learning analytics
LA for primary and secondary schools
Collaboration analytics
Learning design & learning analytics
Assessment of 21st-century skills
Human-centred learning analytics
Methodological choices
Temporal analyses
Shape of educational data
Journal of Learning Analytics
8. Who are you, what time is it, and how are you feeling about LASI?
10. ACADEMIC
ANALYTICS
How can we
substantially improve
learning
opportunities and
educational results
[at national or
international levels]?
Information for
• administrators
• funders
• marketing
• education
authorities
• governments
A political challenge
11. EDUCATIONAL
DATA MINING
How can we extract
value from these big
sets of learning-
related data?
an emerging
discipline,
concerned with
developing
methods for
exploring the
unique types of
data that come
from educational
settings, and using
those methods to
better understand
students, and the
settings in which
they learn.
A technical challenge
13. LEARNING
ANALYTICS
How can we optimise
opportunities for
[online and blended]
learning?
Information for
• learners
• educators
An educational challenge
16. Learning analytics help us
to identify and make sense
of patterns in the data
to improve our teaching,
our learning and
our learning environments.
17.
18.
19.
20. Focus on learning
outcomes for
employability,
innovation, active
citizenship and well-
being and inclusive
education, equality,
equity, non-
discrimination and the
promotion of civic
competences.
(SOME) EU
PRIORITY
AREAS FOR
EDUCATION
21. …transforms the lives of students, advances the frontiers of
knowledge and strengthens the workforce of the future…
provides an outstanding education and exceptional support
for students from all backgrounds… readies students for
professional pursuits, educates future leaders, and prepares
citizens for lifelong learning.
The University of Hong Kong will endeavour
to… develop a collegial, flexible, pluralistic
and supportive intellectual environment that
inspires and attracts, retains and nurtures
scholars, students and staff of the highest
calibre in a culture that fosters creativity,
learning and freedom of thought, enquiry
and expression.
22.
23. H
Make a note of the
questions before you go.
Switch cameras on if you
can (and you are
comfortable doing this).
Try to involve everyone
in the group.
Add thoughts in Slack
24. H
Breakout discussion
Which aspects of
teaching and learning
are you currently trying
to optimize?
Which aspects of
teaching and learning
would you like to
optimize?
Add thoughts in Slack
28. EP4LA workshops
LACE provocations
JLA special issue 3:1 2016
Neil Selwyn keynote LAK 2019
JLA
special
issue 6:3
2019
DEVELOPING THE
SIX CHALLENGES
Intro to fairness,
absence of bias
and equity in LA
2022
29. Use data and
analytics
whenever they
can contribute to
learner success,
ensuring that the
analytics take into
account all that is
known about
learning and
teaching.
If you could have any
superpowers you
wanted, to help you do
your job, what would
they be?
Challenge one: duty to act
learning-analytics.info/index.php/JLA/issue/view/463
30. Equip learners
and educators
with data literacy
skills, so they are
sufficiently
informed to give
or withhold
consent to the
use of data and
analytics.
Challenge two: informed consent
[Amazon] is in a position to
collect huge amounts of data –
through its shopping platform,
but also through its Ring
cameras, Alexa voice
assistants, web services,
delivery services, streaming
services, and its many other
business streams.
Sara Nelson, Privacy International
www.wired.co.uk/article/amazon-history-data
31. H
What are data literacy
skills?
What do people need
to know to:
• read data
• work with data
• analyse data
• argue with data
• give informed consent?
Breakout discussion
Add thoughts in Slack
32. Take a proactive
approach to
safeguarding in
an increasingly
data-driven
society,
identifying
potential risks,
and taking action
to limit them.
Challenge three: safeguarding
Data may be:
• inaccurate
• mislabelled
• mistyped
• misused
• incomplete
• poorly chosen
• biased sample
• out of date
• poorly protected
• subject to attack
• ignored
33. Work towards
increased equality
and justice,
expanding
awareness of
ways in which
analytics have the
potential to
increase or
decrease these.
Challenge four: equality and justice
Facebook screenshot by Lauren F Klein
35. H
Which data are Zoom
and Slack collecting
about you?
Who can access that
data?
How would you feel
about it being used to
support your learning?
Breakout discussion
used
sold
Add thoughts in Slack
37. 1. Use data and analytics whenever they can contribute to learner success,
ensuring that the analytics take into account all that is known about
learning and teaching
2. Equip learners and educators with data literacy skills, so they are
sufficiently informed to give or withhold consent to the use of data and
analytics.
3. Take a proactive approach to safeguarding in an increasingly data-driven
society, identifying potential risks, and taking action to limit them.
4. Work towards increased equality and justice, expanding awareness of
ways in which analytics have the potential to increase or decrease
these.
5. Increase understanding of the value, ownership, and control of data.
6. Increase the agency of learners and educators in relation to the use and
understanding of educational data
The six challenges
Title slide
Introduction to learning analytics
Rebecca Ferguson, The Open University, UK
Reminder of Slack channel
Divider slide, introducing the question ‘Who?’ and asking ‘Who is in the learning analytics community?’
Picture taken at LASI 2019, held at the University of British Columbia.
Used to introcduce the Learning Analytics Summer Institutes and also LASI locals that take place around the world
Two pictures taken at Learning Analytics and Knowledge 2019 (LAK19) in Arizona. The first is of an audience waiting for a keynote. The second was taken on International Women’s Day and brings together the women in the community who were attending the conference.
An overview of the current executive of the Society for Learning Analytics Research (SoLAR) with the current President, Maren Scheffel, at the top left.
An overview of the current executive of the Society for Learning Analytics Research (SoLAR) with the current President, Maren Scheffel, at the top left. Labels indicate whi h of ther Executive attended the LAK Doctoral Consortium
The Journal of Learning Ananlytics Research with a list of recent special sections of the journal
Participants in the last LASI, which took place in Vancouver in 2019. Workshop participants are asked to introduce themselves, to say which time zone they are in, and to use emojis to represent how they feel about LASI
A divider slide introducing the question ‘What?’ and asking ‘What are learning analytics?’
Introducing academic analytics. These provide information for administrators, funders, marketing departments, education authoritieis and governments. They address the political challenge, ‘How can we substantially improve learning opportunities and educational results [at national or international levels]? ‘
Introducing educational data mining, which describes itself as ‘an emerging discipline, concerned with developing methods for exploring the unique types of data that come from educational settings, and using those methods to better understand students, and the settings in which they learn.. It addresses a technical challenge: How can we extract value from these big sets of learning-related data?
Enforcement (such as proctoring and TurnItIn) also makes use of data in an educational setting and the criticisms of enforcement are often extended to learning analytics. It deals with the question ‘How can we make sure our students turn up, engage, and don’t cheat?’. The two images relate to ways in which learners are forced to become data, rather than the data they generate during their activities being used to support them.
Learning analytics produces information for educators and learners. It addresses an educational challenge: How can we optimise opportunities for [online and blended] learning?
The SoLAR definition of learning analytics ‘The measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs.’
Divider introducing the question ‘why?’ and asking ‘Why learning analytics?’
A rephrasing of the definition of learning analytics: ‘Learning analytics help us to identify and make sense of patterns in the data to improve our teaching, our learning and our learning environments.’
A definition of education taken from Twitter, where it was shared by Dr Kevin Smith: ‘the true purpose of education is to make minds, not careers’.
Another definition of education, provided by Ofsted, the UK’s Office for Standards in Education, Children's Services and Skills, and shared on Twitter by Paul Hopkins. It states that ‘The aim of education is to deliver a high-quality curriculum so that pupils know more and remember more.’. Paul draws attention to gaps in this definition, such as love of learning and application of learning.
A third definition of education from Twittter, this time from Dylan William. He identifies four broad puroses for education: personal empowerment, transmission of culture, preparation for democratic citizenship, and preparation for work.
Some of the Eureopean Union’s priority areas for education (taken from a document some years ago). Focus on learning outcomes for employability, innovation, active citizenship and well-being and inclusive education, equality, equity, non-discrimination and the promotion of civic competences.
Part of the educational vision of the University of Michigan, taken from its website. ‘We will strive to develop highly knowledgeable, well-skilled, flexible and globally-engaged students through the provision of excellent and relevant learning and teaching. This will be characterised by discovery, creativity and opportunity, and enabled by outstanding educators and the best in technology and learning spaces.'
Part of the educational vision of the University of British Columbia, taken from its website. It refers to the university’s values: excellence, integrity, and respect.
Guidance for the discussion activity that follows. Make a note of the questions before you go. Switch cameras on if you can (and you are comfortable doing this). Try to involve everyone in the group. Add thoughts in Slack.
Instructions for the breakout discussion. Which aspects of teaching and learning are you currently trying to optimize? Which aspects of teaching and learning would you like to optimize?
Divider slide introducing the question ‘Where?’ and asking ‘Where does my work fit in?’
The Learning Analytics Cycle, introduced by Doug Clow in a paper at LAK12. The cycle links learners, data, metrics and interventions. A URL gives a link to the paper.
Divider slide introducing the question ‘How” and asking ‘How do we move forward?’
An explanation of how the six challenges on the following slides were developed. Ideas were gathered from a series of workshops on Ethics and Privacy in Learning Ananlytics (EP4LA), which were held in many countries from 2014 onwards. Other ideas came from a piece of research carried out by the Learning Analytics Community Exchange (LACE) which used a set of ten provations to present participants with views of how learning analytics might develop in the coming decade, and asked for thoughts on the feasibility and desirability of these various outcomes. These ideas were brought together in an issue of the Journal of Learning Analytics in 2016, which identified a set of challenges for the field that related to ethical issues. A keynote by Neil Selwyn at LAK 2019 introduced new ideas, which were incorporated within a revised set of challenges published in the Journal of Learning Analaytics in 2019/
Challenge on is the duty to act. ‘Use data and analytics whenever they can contribute to learner success, ensuring that the analytics take into account all that is known about learning and teaching.’. This is associated with user-centred design, and with an approach to this that was published in the Journal of Learning Analytics. Researchers asked educators ‘If you could have any superpowers you wanted, to help you do your job, what would they be?. A URL is provided for the paper.
Challenge 2 is informed consent. Equip learners and educators with data literacy skills, so they are sufficiently informed to give or withhold consent to the use of data and analytics. A link is made to a recent quote from Sara Nelson, published in Wired magazine: ‘[Amazon] is in a position to collect huge amounts of data – through its shopping platform, but also through its Ring cameras, Alexa voice assistants, web services, delivery services, streaming services, and its many other business streams.’ A link is provided to the article.
Instructions for a breakout discussion. What are data literacy skills? What do people need to know to read data, work with data, analyse data, argue with data, and give informed consent? Participants are asked to add thoughts in Slack.
Challenge three: safeguarding. Take a proactive approach to safeguarding in an increasingly data-driven society, identifying potential risks, and taking action to limit them. Links are made here to two aspects of safeguarding. One is a Tweet from a university in Austin tellin student and staff to close their computers immediately due to a ransomware attack.. The other is a tweet by Karen Triquet which refers to biased algorithms, biased data, and the human bias that underpins these. A list of potential problems with data notes it may be inaccurate, mislabelled, mistyped, misused, incomplete, porrly chosen biased sample, out of date, poorly protected, subject to attack, or ignored.
Challenge four: equality and justice, Work towards increased equality and justice, expanding awareness of ways in which analytics have the potential to increase or decrease these. The image here is from a screenshot of FaceBook taken by Lauren F Klein. It shows a series of options for the category ‘gender’ including Gender Fluid, Gender Variant, Genderqueer, Gender Questioning, Gender Nonconforming, Agender, Bigender, Cisgender, Cisgender Female, and Cisgender Male.
Challenge five: data ownership. Increase understanding of the value, ownership, and control of data. The image is taken from a cominc-book representation of Apples’ terms and conditions for iTunes. There is a link to the book.
Instricutsions for a breakout discussion. Which data are Zoom and Slack collecting about you? Who can access that data? How would you feel about it being used (or sold) to support your learning? Add thoughts in Slack.
Challenge six: integrity of self. Increase the agency of learners and educators in relation to the use and understanding of educational data. This is related to a CBS news story shared on Twitter by John Wilander, referring to a lawuite that alleges Google secretly monitors millions of school children.
All six challenges are given in full.
Use data and analytics whenever they can contribute to learner success, ensuring that the analytics take into account all that is known about learning and teaching
Equip learners and educators with data literacy skills, so they are sufficiently informed to give or withhold consent to the use of data and analytics.
Take a proactive approach to safeguarding in an increasingly data-driven society, identifying potential risks, and taking action to limit them.
Work towards increased equality and justice, expanding awareness of ways in which analytics have the potential to increase or decrease these.
Increase understanding of the value, ownership, and control of data.
Increase the agency of learners and educators in relation to the use and understanding of educational data
Contact details for Rebecca Ferguson, including Slideshare, Twitter and her blog.