34,295 research outputs found

    Intelligent student engagement management : applying business intelligence in higher education

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    Advances in emerging ICT have enabled organisations to develop innovative ways to intelligently collect data that may not be possible before. However, this leads to the explosion of data and unprecedented challenges in making strategic and effective use of available data. This research-in-progress paper presents an action research focusing on applying business intelligence (BI) in a UK higher education institution that has developed a student engagement tracking system (SES) for student engagement management. The current system serves merely as a data collection and processing system, which needs significant enhancement for better decision support. This action research aims to enhance the current SETS with BI solutions and explore its strategic use. The research attempts to follow socio-technical approach in its effort to make the BI application a success. Progress and experience so far has revealed interesting findings on advancing our understanding and research in organisation-wide BI for better decision-making

    ALT-C 2010 - Conference Introduction and Abstracts

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    A Resilient Power Capital Scan: How Foundations Could Use Grants and Investments to Advance Solar and Storage in Low-Income Communities

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    This report, one in a series of reports by Clean Energy Group and Meridian Institute on advancing resilient power in low-income communities, seeks to address how foundations can best develop a portfolio of capital interventions—from grants to impact investments—that together would successfully scale up the solar+storage/resilient power market to benefit low-income populations and to advance their missions. It provides a capital scan of foundation opportunities and actions to guide foundation financial support for this market

    Technology, open education and a resilient higher education

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    The place of technology in the development of coherent educational responses to environmental and socio-economic= disruption is here placed under scrutiny. One emerging area of interest is the role of technology in addressing more complex learning futures, and more especially in facilitating individual and social resilience, or the ability to manage and overcome disruption. However, the extent to which higher education practitioners can utilise technology to this end is framed by their approaches to the curriculum, and the socio-cultural practices within which they are located. This paper discusses how open education might enable learners to engage with uncertainty through social action within a form of higher education that is more resilient to economic, environmental and energy-related disruption. It asks whether open higher education can be (re)claimed by users and communities within specific contexts and curricula, in order to engage with an uncertain world

    The relationships between technology and open education in the development of a resilient higher education

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    The place of technology in the development of coherent educational responses to environmental and socio-economic disruption is here placed under scrutiny. One emerging area of interest is the role of technology in addressing more complex learning futures, and more especially in facilitating individual and social resilience, or the ability to manage and overcome disruption. However, the extent to which higher education practitioners can utilise technology to this end is framed by their approaches to the curriculum, and the socio-cultural practices within which they are located. This paper discusses how open education might enable learners to engage with uncertainty through social action within a form of higher education that is more resilient to economic, environmental and energy-related disruption. It asks whether open higher education can be (re)claimed by users and communities within specific contexts and curricula, in order to engage with an uncertain world

    Big data in higher education: an action research on managing student engagement with business intelligence

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    This research aims to explore the value of Big Data in student engagement management. It presents an action research on applying BI in a UK higher education institution that has developed and implemented a student engagement tracking system (SES) for better student engagement management. The SES collects data from various sources, including RFID tracking devices across many locations in the campus and student online activities. This public funded research project has enhanced the current SES with BI solutions and raised awareness on the value of the Big Data in improving student experience. The action research concerns with the organizational wide development and deployment of Intelligent Student Engagement System involving a diverse range of stakeholders. The activities undertaken to date have revealed interesting findings and implications for advancing our understanding and research in leveraging the benefit of the Big Data in Higher Education from a socio-technical perspective

    Flexible delivery: an overview of the work of the Enhancement Theme 2004-06

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    An evaluation of social learning networks: a qualitative perspective

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    Affordances offered through ubiquitous nature of Web 2.0 technologies and social media have progressively become universal constituents of our lives. Presently our students have seen the escalation in use of multimedia in their studies. With technological advances in telecommunication technologies, students have become accustomed to instant, global communications modes. Educational institutions have progressively adapted more innovative pedagogical approaches in their provision. Web 2.0 has fundamentally altered communication methods between people around the world. Access to information, dissemination, sharing and creation of new digitised content are powerful tools that ease social media adaptation in everyone’s life. Over the last decade multimedia authoring tools have become more useful for content generation. The price and expertise to use these authoring tools has decreased, therefore offering opportunity for educators to broaden their experimental horizons with these technologies. With the advent of Web 2.0, access to information, dissemination, sharing and creation of new digitised content are powerful tools that ease social media adaptation in student’s life. Universities have reported reforms in the use of Education 2.0, while Web 2.0 is finding its momentums in further education and schools. Since the advent of Web 2.0 many educational institutions have reported remarkable positive influences in students learning behaviours. Research studies have illustrated association between students improved communication and collaboration linked to improved motivation hence more on going academic performance. Social learning networks represent a more diverse mechanism than a content delivery platform. The potential to release both students and instructors creative talents, ease of content creation and collaboratively sharing teaching and learning resources has enabled educational institutions to explore the strategic benefits of social learning networks. Recent studies indicate that these digital elements when aligned with the best practices of multimedia design become powerful learning agents. This study is aimed at highlighting the importance of social learning networks in education from a qualitative perspective. A series of recent studies at higher and further education has provided guidelines for the improved use of social media in e-learning. This paper’s findings will introduce qualitative verdicts for a framework adaptation of social learning networks in e-learning
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