Analytics and complexity: learning and leading for the future

There is growing interest in the application of learning analytics to manage, inform and improve learning and teaching within higher education. In particular, learning analytics is seen as enabling data-driven decision making as universities are seeking to respond a range of significant challenges that are reshaping the higher education landscape. Experience over four years with a project exploring the use of learning analytics to improve learning and teaching at a particular university has, however, revealed a much more complex reality that potentially limits the value of some analytics-based strategies. This paper uses this experience with over 80,000 students across three learning management systems, combined with literature from complex adaptive systems and learning analytics to identify the source and nature of these limitations along with a suggested path forward

Digital communities: context for leading learning into the future?

In 2011, a robust, on-campus, three-element Community of Practice model consisting of growing community, sharing of practice and building domain knowledge was piloted in a digital learning environment. An interim evaluation of the pilot study revealed that the three-element framework, when used in a digital environment, required a fourth element. This element, which appears to happen incidentally in the face-to-face context, is that of reflecting, reporting and revising. This paper outlines the extension of the pilot study to the national tertiary education context in order to explore the implications for the design, leadership roles, and selection of appropriate technologies to support and sustain digital communities using the four-element model

National research on the postgraduate student experience:Case presentation on postgraduate student diversity (Volume 2 of 3)

This is volume two of a set of three case studies that explore the postgraduate student experience. The theme of this case study is postgraduate student diversity and is based on experiences derived from student engagement breakfasts, interviews, and focus groups with 366 people across the stakeholder groups of postgraduate students, educators, and university executives from 26 institutions. The case studies constitute part of the output from the project, Engaging postgraduate students and supporting higher education to enhance the 21st century student experience

Teaching and learning in virtual worlds: is it worth the effort?

Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isn’t without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to support learning activities (Campbell, 2009; Cheal, 2007; Kluge & Riley, 2008). This symposium will explore the affordances and issues associated with teaching and learning in virtual worlds, all the time considering the question: is it worth the effort

The Community of Inquiry Framework Ten Years Later: Introduction to the Special Issue

This article introduces the special issue on the Community of Inquiry (CoI) framework which is being published ten years after the model was first introduced. Since that time the CoI framework has been used to guide and inform both research and practice worldwide. We are very honored to have articles by the original three authors of the CoI model in this special issue. The special issue also contains articles by leading CoI researchers as well as some scholars who are just beginning to use the framework

Transforming pre-service teacher curriculum: observation through a TPACK lens

This paper will discuss an international online collaborative learning experience through the lens of the Technological Pedagogical Content Knowledge (TPACK) framework. The teacher knowledge required to effectively provide transformative learning experiences for 21st century learners in a digital world is complex, situated and changing. The discussion looks beyond the opportunity for knowledge development of content, pedagogy and technology as components of TPACK towards the interaction between those three components. Implications for practice are also discussed. In today’s technology infused classrooms it is within the realms of teacher educators, practising teaching and pre-service teachers explore and address effective practices using technology to enhance learning

Age differences in the use of serving size information on food labels: numeracy or attention?

ObjectiveThe ability to use serving size information on food labels is important for managing age-related chronic conditions such as diabetes, obesity and cancer. Past research suggests that older adults are at risk for failing to accurately use this portion of the food label due to numeracy skills. However, the extent to which older adults pay attention to serving size information on packages is unclear. We compared the effects of numeracy and attention on age differences in accurate use of serving size information while individuals evaluated product healthfulness.DesignAccuracy and attention were assessed across two tasks in which participants compared nutrition labels of two products to determine which was more healthful if they were to consume the entire package. Participants' eye movements were monitored as a measure of attention while they compared two products presented side-by-side on a computer screen. Numeracy as well as food label habits and nutrition knowledge were assessed using questionnaires.SettingSacramento area, California, USA, 2013-2014.SubjectsStratified sample of 358 adults, aged 20-78 years.ResultsAccuracy declined with age among those older adults who paid less attention to serving size information. Although numeracy, nutrition knowledge and self-reported food label use supported accuracy, these factors did not influence age differences in accuracy.ConclusionsThe data suggest that older adults are less accurate than younger adults in their use of serving size information. Age differences appear to be more related to lack of attention to serving size information than to numeracy skills

Positioning librarians as essential to the new virtual learning environments

This paper discusses the explosion in the use of electronic resources by students and the development of e-books. The existing high usage will intensify as virtual learning environments (VLEs) become the primary means of interaction between students and universities. A brief outline of university library procurement in the UK is given, followed by an analysis of a recent ground-breaking tender for e-books for higher education libraries in the UK. The continuing development of a bespoke subject collection of e-books for nursing students is explored in some detail, as is the demand for non-traditional resources for the VLE. The paper closes by discussing the information architecture necessary to streamline and unify access to resources in the hybrid library, and to lay the foundation for an architecture appropriate to the electronic library