34,466 research outputs found

    Framing Professional Learning Analytics as Reframing Oneself

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    Central to imagining the future of technology-enhanced professional learning is the question of how data are gathered, analyzed, and fed back to stakeholders. The field of learning analytics (LA) has emerged over the last decade at the intersection of data science, learning sciences, human-centered and instructional design, and organizational change, and so could in principle inform how data can be gathered and analyzed in ways that support professional learning. However, in contrast to formal education where most research in LA has been conducted, much work-integrated learning is experiential, social, situated, and practice-bound. Supporting such learning exposes a significant weakness in LA research, and to make sense of this gap, this article proposes an adaptation of the Knowledge-Agency Window framework. It draws attention to how different forms of professional learning locate on the dimensions of learner agency and knowledge creation. Specifically, we argue that the concept of “reframing oneself” holds particular relevance for informal, work-integrated learning. To illustrate how this insight translates into LA design for professionals, three examples are provided: first, analyzing personal and team skills profiles (skills analytics); second, making sense of challenging workplace experiences (reflective writing analytics); and third, reflecting on orientation to learning (dispositional analytics). We foreground professional agency as a key requirement for such techniques to be used effectively and ethically

    Learning and Work: Professional Learning Analytics

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    Learning for work takes various forms, from formal training to informal learning through work activities. In many work settings, professionals collaborate via networked environments leaving various forms of digital traces and “clickstream” data. These data can be exploited through learning analytics (LA) to make both formal and informal learning processes traceable and visible to support professionals with their learning. This chapter examines the state-of-the-art in professional learning analytics (PLA) by considering how professionals learn, putting forward a vision for PLA, and analyzing examples of analytics in action in professional settings. LA can address affective and motivational learning issues as well as technical and practical expertise; it can intelligently align individual learning activities with organizational learning goals. PLA is set to form a foundation for future learning and work

    Towards data exchange formats for learning experiences in manufacturing workplaces

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    Manufacturing industries are currently transforming, most notably through the introduction of advanced machinery and increasing degrees of au- tomation. This has caused a shift in skills required, calling for a skills gap to be filled. Learning technology needs to embrace this change and with this contri- bution, we propose a process model for learning by experience to understand and explain learning under these changed conditions. To put this process into practice, we propose two interchange formats for capturing, sharing, and re- enacting pervasive learning activities and for describing workplaces with in- volved things, persons, places, devices, apps, and their set-up

    Assessing collaborative learning: big data, analytics and university futures

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    Traditionally, assessment in higher education has focused on the performance of individual students. This focus has been a practical as well as an epistemic one: methods of assessment are constrained by the technology of the day, and in the past they required the completion by individuals under controlled conditions, of set-piece academic exercises. Recent advances in learning analytics, drawing upon vast sets of digitally-stored student activity data, open new practical and epistemic possibilities for assessment and carry the potential to transform higher education. It is becoming practicable to assess the individual and collective performance of team members working on complex projects that closely simulate the professional contexts that graduates will encounter. In addition to academic knowledge this authentic assessment can include a diverse range of personal qualities and dispositions that are key to the computer-supported cooperative working of professionals in the knowledge economy. This paper explores the implications of such opportunities for the purpose and practices of assessment in higher education, as universities adapt their institutional missions to address 21st Century needs. The paper concludes with a strong recommendation for university leaders to deploy analytics to support and evaluate the collaborative learning of students working in realistic contexts

    What are the New and Emerging Areas of HR and Talent Management Practices to Enhance the Productivity and the Business Outcome?

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    Question: What are the new and emerging areas of HR and talent management practices that we need to start paying attention to in order to enhance the productivity and the business outcome
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