Big Data and Learning Analytics in Blended Learning Environments: Benefits and Concerns

The purpose of this article is to examine big data and learning analytics in blended learning environments. It will examine the nature of these concepts, provide basic definitions, and identify the benefits and concerns that apply to their development and implementation. This article draws on concepts associated with data-driven decision making, which evolved in the 1980s and 1990s, and takes a sober look at big data and analytics. It does not present them as panaceas for all of the issues and decisions faced by higher education administrators, but sees them as part of solutions, although not without significant investments of time and money to achieve worthwhile benefits

INTERVIEW WITH CHRIS DEDE

For a special issue of the Journal of Asynchronous Learning Networks (JALN), Conducted March 9, 2007 by Anthony G. Picciano

Graduate Teacher Education Students Use and Evaluate ChatGPT as an Essay-Writing Tool

Artificial intelligence (AI) has been evolving since the mid-20th Century when luminaries such as Alan Turing, Herbert Simon and Marvin Minsky began developing rudimentary AI applications. For decades, AI programs remained pretty much in the realm of computer science and experimental game playing.  This changed radically in the 2020s when commercial vendors such as OpenAI  and Google developed generative AI programs (ChatGPT) and (Bard) using large, language modelling (LLM).  As a result, generative AI  is now being considered for use in all walks of life including education.      In Spring 2023, when ChatGPT burst into the public psyche, twenty-five education students in the author’s graduate seminar were invited to participate in a qualitative study using ChatGPT as a tool for completing an essay assignment.  Fifteen (N=15) accepted the offer. The purpose in doing this was to give students in this seminar the opportunity to use ChatGPT in a supportive environment and to collect qualitative data from them on their experiences using ChatGPT.      All of these students have master’s degrees in education and experience as teachers in New York City schools. Their training and experience give them keen insights into pedagogical practice making them ideally suited to evaluate ChatGPT as an instructional tool. This article reports on the results of this study. Keywords:  Artificial Intelligence, AI, ChatGPT,  Graduate Teacher Education, Qualitative Researc

BLENDED LEARNING: IMPLICATIONS FOR GROWTH AND ACCESS

The purpose of this paper is to reflect on issues of growth and access in blended learning environments. Increasingly decision makers throughout higher education are considering blended learning as an important component of their academic programs. It is hoped that this paper will help to provide insight for these decision makers. Many of the thoughts and ideas in this paper evolved out of discussions on Growth Paradigms held at the 2005 Sloan-C Summer Workshop in Victoria, British Columbia, and the 2004 and 2005 Sloan-C Workshops on Blended Learning held in Chicago

INTRODUCTION TO THE SPECIAL ISSUE ON BLENDED LEARNING

In April 2008, the University of Illinois-Chicago hosted the Fifth Sloan-C Workshop on Blended Learning and Higher Education. This workshop attracted 180 educational leaders, faculty members, instructional designers and researchers who discussed, shared and considered effective practices in the design and delivery of blended learning environments. Presentations on best practices, lessons learned, and research on the phenomenon of blended learning stoked the discussion for two days. The theme of the workshop, Blending with Purpose, attempted to focus the discussions on the importance of designing blended learning courses and programs with specific educational goals and objectives in mind. The theme developed out of a growing concern that many faculty were using the latest technology simply for the sake of the using technology without carefully considering the pedagogical benefits and “purpose”. The organizing committee for the workshop also understood that blended learning was not just a faculty-driven activity but needed support and guidance from the administration and instructional designers. As a result, three areas of focus helped organize the workshop activities namely: administration, pedagogy, and evaluation/assessment

BLENDED LEARNING AND LOCALNESS: THE MEANS AND THE END

Blended learning can be seen as the means to achieving a greater sense of “localness” on the part of colleges and universities. Blended learning has been evolving for several years and while definitions vary from one institution to another, it is defined in this paper essentially as a combination of face-to-face and online learning. Localness is a term used at the Alfred P. Sloan Foundation as part of a new funding initiative to support academic programs designed to strengthen a college or university connection to its core constituencies. The purpose of this paper is to explore the relationship of blended learning and “localness”

Big Data and Learning Analytics in Blended Learning Environments: Benefits and Concerns

The purpose of this article is to examine big data and learning analytics in blended learning environments. It will examine the nature of these concepts, provide basic definitions, and identify the benefits and concerns that apply to their development and implementation. This article draws on concepts associated with data-driven decision making, which evolved in the 1980s and 1990s, and takes a sober look at big data and analytics. It does not present them as panaceas for all of the issues and decisions faced by higher education administrators, but sees them as part of solutions, although not without significant investments of time and money to achieve worthwhile benefits

Educational Leadership And Planning for Technology

xix, 314 p.; ill.; 23 cm

Is Online Technology the Hope in Uncertain Times for Higher Education?

Significant technological challenges are affecting societies across the world and online technology continues to assume a pivotal place in all organizations: commercial and non-commercial, governmental and non-governmental, and all forms of education [...