Search Results for: shum

National bushfires. A global pandemic. Global social unrest. The disruption of higher education. And 2020 hasn't even reached half-time. When the only constant is change, we need a distinctive set of personal qualities to adapt and thrive. But how do we talk about those qualities? Can we meaningfully assess them? And what does it look like when leadership values these qualities? A long-standing stream of research has studied the dispositions, or 'habits of mind', that equip us with an openness t...
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Research is fuelled by academics connecting through high quality, peer reviewed conferences — all of which had to shift online this year due to the pandemic. CIC was out in force, albeit into the small hours on some occasions!... For CIC, the International Conference on Learning Analytics is a primary venue — and notably, No.6 and the only conference in Google Scholar's impact rankings for Educational Technology. As usual, CIC had a strong presence with our academics and students contributing pa...
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We're delighted to announce that Vanessa Echeverria has graduated from our Learning Analytics Doctoral Program! She submitted a thesis that required just a few typographical fixes, earning the praise of her international examiners. Co-supervised by Roberto Martinez-Maldonado and Simon Buckingham Shum, and working closely with UTS Faculty of Health academics, her research broke new ground with the development of multimodal analytics to provide visual feedback to teams of nurses in the simulation ...
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Learning Analytics and AI: Politics, Pedagogy and Practices This was the editorial by CIC's Director Simon Buckingham Shum and UCL Knowledge Lab Professor Rose Luckin, to the final issue of the 50th Anniversary of the British Journal of Educational Technology. We've just heard that of all papers 2018-19, this is one of the top 10% downloaded articles in the year following online publication. Buckingham Shum, S. & Luckin, R. (2019), Learning Analytics and AI: Politics, Pedagogy and Practice...
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Sharing honest written reflections can make the writer vulnerable, as they reflect on their uncertainties, failings, and how they are changing as a learner. CIC is bringing together the leaders in Reflective Writing Analytics, providing instant feedback on such writing. Reflective writing is quite different from the more widely used forms of academic writing (e.g.  a literature review, persuasive essay, or research paper). However, this form of writing is growing in importance as we seek to plac...
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Have you made a serious investment in developing an analytics tool, but nobody's actually using it? And if they are, it's painful? Human-Centred Design makes the key difference. As anyone in the field of human factors knows, this goes way beyond nice screen layouts and colours. The usability and utility of a tool goes all the way back to what tasks (somebody) thought you need to do, and how you should do them — and who gets to define that? All too often, the key stakeholders — the staff who are ...
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The modern conceptualisation of employment is rapidly shifting. While our parents planned to work for the same company for life, our children can expect to change career many times. Rather than completing a set amount of schooling early in life to achieve a qualification, the 4th Industrial Revolution means that people will increasingly need to return to the education sector: (i) for further training to enhance a skill base (ii) to gain new skills as their field is disrupted by technology, or (i...
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CIC’s work with the Health Faculty has hit a new milestone. As nurses work in teams in an experimental version of the simulation ward, they are now generating data streams from sensors detecting their position, patient treatment actions and arousal levels. A student observer watching the team also logs more complex actions on an iPad that cannot be automatically sensed. This generates a rich dataset of the team’s performance, and in an earlier story we reported the validation of a first prototyp...
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In response to the changing demands on citizens and the workforce, educational institutions are starting to shift their teaching and learning towards equipping students with knowledge, skills and dispositions that prepare them for lifelong learning. These have been termed 21st Century skills/competencies, Core/Soft Skills, General Capabilities, Graduate Attributes, etc. There is now a lot of activity in the school and higher education sectors tackling the challenge of tracking and assessing thes...
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