1,348 research outputs found
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Learning at Scale: Using an Evidence Hub To Make Sense of What We Know
The large datasets produced by learning at scale, and the need for ways of dealing with high learner/educator ratios, mean that MOOCs and related environments are frequently used for the deployment and development of learning analytics. Despite the current proliferation of analytics, there is as yet relatively little hard evidence of their effectiveness. The Evidence Hub developed by the Learning Analytics Community Exchange (LACE) provides a way of collating and filtering the available evidence in order to support the use of analytics and to target future studies to fill the gaps in our knowledge
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Virtual worlds are authentic sites for learning
This chapter considers how āmeaningful learningā can be understood in the context of knowledge-age skills. Through a study conducted in Second Lifeā¢, it investigates whether terms such as āauthenticā, āactiveā and ācollaborativeā can be applied to activities undertaken in virtual worlds. It examines the knowledge-age skills employed in virtual worlds, relating these skills to the characteristics of the learning environment. Finally, it asks whether the distinction between meaningful and non-meaningful learning environments is more important for the development of knowledge-age skills than the distinction between formal and informal situations or between staff-run and student-run situations
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Learning Analytics Community Exchange: Evidence Hub
This poster sets out the background and development of the LACE Evidence Hub, a site that gathers evidence about learning analytics in an accessible form. The poster also describes the functionality of the site, summarises its quantitative and thematic content to date and the state of evidence. In addition, it encourages people to add to and make use of the Hub
Learning analytics to identify exploratory dialogue within synchronous text chat
While generic web analytics tend to focus on easily harvested quantitative data, Learning Analytics will often seek qualitative understanding of the context and meaning of this information. This is critical in the case of dialogue, which may be employed to share knowledge and jointly construct understandings, but which also involves many superficial exchanges. Previous studies have validated a particular pattern of āexploratory dialogueā in learning environments to signify sharing, challenge, evaluation and careful consideration by participants. This study investigates the use of sociocultural discourse analysis to analyse synchronous text chat during an online conference. Key words and phrases indicative of exploratory dialogue were identified in these exchanges, and peaks of exploratory dialogue were associated with periods set aside for discussion and keynote speakers. Fewer individuals posted at these times, but meaningful discussion outweighed trivial exchanges. If further analysis confirms the validity of these markers as learning analytics, they could be used by recommendation engines to support learners and teachers in locating dialogue exchanges where deeper learning appears to be taking place
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Towards a social learning space for open educational resources
We identify a number of meanings of āOpenā, as part of the motivating rationale for a social media space tuned for learning, called SocialLearn. We discuss why online social learning seems to be emerging so strongly at this point, explore features of social learning, and identify some of the dimensions that we believe characterize the social learning design space, before describing the emerging design concept and implementation
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Postgraduate blogs: beyond the ordinary research journal
The study described in this paper investigated ways in which keeping a research journal as a blog rather than as a paper document influenced the postgraduate student research experience. Four blogs (three individual and one collaborative blog) initiated by three research students were used as the corpus of data. The three individual blogs acted as alternatives to the traditional research journal. The analysis indicated that blogs can promote a community where students are encouraged to reflect and share ideas, skills and research life idiosyncrasies. Blogs also acted as memory repositories and encouraged collaboration amongst the research students
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