Home / Articles posted byCIC-Editor (Page 3)

Author: CIC-Editor

Declara social learning pilot kickoff

Posted on by CIC-Editor
We've just spent a stimulating two days with James Stanbridge from Declara, exploring the opportunities for UTS to support different kinds of learning community with social curation tools, as well as next generation learning analytics research possibilities. Here I am with James and CIC's Theresa Anderson, recording this moment for posterity!   Declara provides many of the tools common in social networking and bookmarking, with a recommendation engine that seeks to personalise the user experie...
Read More

Reflecting on reflective writing analytics

Posted on by CIC-Editor
Tweet Computational “assessment” of writing elicits strong reactions from many educators. For sceptics, handing over to a machine the task of feeding back or even grading writing crosses a boundary line marking the limits of AI. It also raises the same fears that any disruptive technology brings, around redefining roles and identities in a profession. Effective writing is not only central to education and the workplace, but a lifelong citizenship competency for engaging in society. Many academ...
Read More

CfP: Learning Analytics for C21 Competencies

Posted on by CIC-Editor
CfP: Learning Analytics for 21st Century Competencies Special Issue Editors: Simon Buckingham Shum & Ruth Crick (University of Technology Sydney) Full call for Special Issue submissions: http://bit.ly/jlac21 A strategic educational response to a world of constant change is to focus explicitly on nurturing the skills and dispositions which equip learners to cope with novel, complex situations, assessed under authentic conditions. Thus, even if we do not know what the future holds, we can be ...
Read More

Writing analytics and the LAK15 “State of the Field” panel

Posted on by CIC-Editor
Tweet We just concluded an outstandingly run LAK15 conference hosted expertly by Marist College, Poughkeepsie NY. In the closing panel, a few of us shared thoughts on the state of the field. International LA expert panel with @sbuckshum rep Australia @dgasevic UK @hthwaite Canada @stephteasley US pic.twitter.com/lyAHciNjnu — Shane Dawson (@shaned07) March 20, 2015 The replay will join all the other LAK talks on the SoLAR YouTube channel eventually. Meantime, here’re my extended notes+links, a...
Read More

Analytics for learning outside the LMS

Posted on by CIC-Editor
Tweet Just kicking off, a project funded by Australian OLT which I’ve long been dreaming about under the heading of Social Learning Analytics [1-2], and now brought to life by Kirsty Kitto and her team at QUT, in collaboration with Mandy Lupton who is developing the concept of teaching+learning in the wild. The point of departure is their Connected Learning Analytics (CLA) Toolkit: “The CLA toolkit helps students and teachers to harvest data about their activities in standard social media envi...
Read More

New Book: Knowledge Art

Posted on by CIC-Editor
A new book has just been published, as part of the Human-Centred Informatics series (Morgan Claypool), edited by Jack Carroll. Constructing Knowledge Art  An Experiential Perspective on Crafting Participatory Representations This book is about how people (we refer to them as practitioners) can help guide participants in creating representations of issues or ideas, such as collaborative diagrams, especially in the context of Participatory Design (PD). At its best, such representations can rea...
Read More

Learning analytics and educational research – what’s new?

Posted on by CIC-Editor
Tweet A brief note that I thought I’d post to see what people think. [1] A research team conducts an investigation into some aspect of the effectiveness of teaching and learning. It’s really not important what the details are. They analyse their data, using some techniques whose details don’t matter, find some patterns they consider to be significant, which they are able to report to fellow researchers.  Is this a “learning analytics system”? If so, why? If not, why not? OK, try this: [2] The...
Read More
Top