Unravelling the dynamics of learning design within and between disciplines in higher education using learning analytics

Designing effective learning experience in virtual learning environment (VLE) can be supported by learning analytics (LA) through explicit feedback on how learning design (LD) influences students’ engagement, satisfaction and performance. Marrying LA with LD not only puts existing pedagogical theories in instructional design to the test with actual learning data, but also provides the context of learning which helps educators translate established LA findings to direct interventions. My dissertation aims at unpacking the complexity of LD and its impact on students’ engagement, satisfaction and performance on VLE using LA. The context of this study is 400+ online and blended learning modules at the Open University (OU) UK. This research combines multiple sources of data from the OU Learning Design Initiative (OULDI), system log data, self-reported surveys, and performance data. Given the scope of this study, a wide range of visualization techniques, social network analysis, multi-level modelling, and machine learning will be used

Responsible research and innovation in science education: insights from evaluating the impact of using digital media and arts-based methods on RRI values

The European Commission policy approach of Responsible Research and Innovation (RRI) is gaining momentum in European research planning and development as a strategy to align scientific and technological progress with socially desirable and acceptable ends. One of the RRI agendas is science education, aiming to foster future generations' acquisition of skills and values needed to engage in society responsibly. To this end, it is argued that RRI-based science education can benefit from more interdisciplinary methods such as those based on arts and digital technologies. However, the evidence existing on the impact of science education activities using digital media and arts-based methods on RRI values remains underexplored. This article comparatively reviews previous evidence on the evaluation of these activities, from primary to higher education, to examine whether and how RRI-related learning outcomes are evaluated and how these activities impact on students' learning. Forty academic publications were selected and its content analysed according to five RRI values: creative and critical thinking, engagement, inclusiveness, gender equality and integration of ethical issues. When evaluating the impact of digital and arts-based methods in science education activities, creative and critical thinking, engagement and partly inclusiveness are the RRI values mainly addressed. In contrast, gender equality and ethics integration are neglected. Digital-based methods seem to be more focused on students' questioning and inquiry skills, whereas those using arts often examine imagination, curiosity and autonomy. Differences in the evaluation focus between studies on digital media and those on arts partly explain differences in their impact on RRI values, but also result in non-documented outcomes and undermine their potential. Further developments in interdisciplinary approaches to science education following the RRI policy agenda should reinforce the design of the activities as well as procedural aspects of the evaluation research

Concept mapping, mind mapping argument mapping: What are the differences and do they matter?

In recent years, academics and educators have begun to use software mapping tools for a number of education-related purposes. Typically, the tools are used to help impart critical and analytical skills to students, to enable students to see relationships between concepts, and also as a method of assessment. The common feature of all these tools is the use of diagrammatic relationships of various kinds in preference to written or verbal descriptions. Pictures and structured diagrams are thought to be more comprehensible than just words, and a clearer way to illustrate understanding of complex topics. Variants of these tools are available under different names: “concept mapping”, “mind mapping” and “argument mapping”. Sometimes these terms are used synonymously. However, as this paper will demonstrate, there are clear differences in each of these mapping tools. This paper offers an outline of the various types of tool available and their advantages and disadvantages. It argues that the choice of mapping tool largely depends on the purpose or aim for which the tool is used and that the tools may well be converging to offer educators as yet unrealised and potentially complementary functions

Blended learning compared to online learning in business, management, and accounting education: A bibliometric analysis and literature review

The journey of business, management, and accounting education over the past decades included several teaching methods which may nowadays be considered outdated for the modern students who live, learn, and connect through technology. This study clusters the academic literature addressing online learning and b-learning applied to educational and training in the business, management, and accounting. Through the collection of all the relevant publications in Scopus, this study uses automated text mining techniques in VOSviewer software for comparing the evolution overtime of the online and blended methods in the context of scientific knowledge production. The results unveil that online-learning-related literature is grouped in nine clusters, instead of the seven clusters in case of blended learning, meaning that the first is more disperse in terms of topics. An in-depth analysis of the studies most closely related to each cluster's terms allow the authors to provide critical reflections that help professionals when choosing the accurate method and also the academics in identifying future research agendas.info:eu-repo/semantics/acceptedVersio

Suffolk University Undergraduate Academic Catalog, Sawyer Business School, 2016-2017

This catalog contains information for the undergraduate programs in the Sawyer Business School. The catalog is a PDF version of the Suffolk website, so many pages have repeated information and links in the document will not work. The catalog is keyword searchable by clicking ctrl+f. A-Z course descriptions are also included here as a separate PDF file listing all SBS course offerings. Please contact the Archives if you need assistance navigating this catalog or finding information on degree requirements or course descriptions.https://dc.suffolk.edu/cassbs-catalogs/1173/thumbnail.jp

Suffolk University Undergraduate Academic Catalog, Sawyer Business School, 2017-2018

This catalog contains information for the undergraduate programs in the Sawyer Business School. The catalog is a PDF version of the Suffolk website, so many pages have repeated information and links in the document will not work. The catalog is keyword searchable by clicking ctrl+f. A-Z course descriptions are also included here as a separate PDF file listing all SBS course offerings. Please contact the Archives if you need assistance navigating this catalog or finding information on degree requirements or course descriptions.https://dc.suffolk.edu/cassbs-catalogs/1176/thumbnail.jp

Business Intelligence, Analytics And Data Visualization: A Heat Map Project Tutorial

Business intelligence and analytics (BI&A) initiatives are helping countless organizations harness and interpret the vast amount of information available in the world today. The explosion of BI&A in industry has fueled the high demand for knowledge workers with advanced analytical skills. The purpose of this paper is to introduce a data visualization project tutorial for Information Systems (IS) education. The applied BI&A tutorial was designed to help students learn how to create and analyze a heat map using SQL Server Data Tools (SSDT) and SQL Server Reporting Services (SSRS). Students learn how to make decisions based on large amounts of data by presenting it in visual form. This tutorial exposes students to the decision-making power derived from data visualization. Utilizing the 5E Instructional Model, the tutorial assists in the development of BI&A professionals who can quickly make sense of mass amounts of data, identify trends buried within data sets, and are skilled in making sound decisions that add value to organizations