TAM, #moodle, online assignment submission and strategic implementation

The following is an attempt to expand upon a mention in the last post about exploring one set of thoughts about why/how we might extend/reuse/build upon some prior research using TAM (Technology Acceptance Model) and its application to understanding the use (or not) of Online Assignment Submission and Management (OASM) in higher education. In summary,

Continue reading TAM, #moodle, online assignment submission and strategic implementation

The IRAC framework: Locating the performance zone for learning analytics #ascilite

The following is a draft version of the presentation I’ll be giving at ASCILITE tomorrow. Hopefully this will go close to fitting within the 12 minute time frame. Other resources The paper on which this presentation is based is available. As is @cfellows insightful and interesting annotated response (an accessory every #ascilite paper should come

Continue reading The IRAC framework: Locating the performance zone for learning analytics #ascilite

Reviewing the past to imagine the future of elearning #ascilite

Cathy Gunn, Reviewing the past to imagine the future of elearning The technologies that make a difference aren’t those that are hyped. Comment: But example given of access to online journals is an example of the Web – the information superhighway. Perhaps even Vannevar Bush. It was/is hyped. But it wasn’t hyped as being specific

Continue reading Reviewing the past to imagine the future of elearning #ascilite

Enhancing learning analytics by understanding the needs of teachers #ascilite

Linda Corrin, Gregor Kennedy, Raoul Mulder, Enhancing learning analytics by understanding the needs of teachers Looking at the needs of lecturers. LA is still new and emerging. Research focus is on tools or specific problems. Note: How does that link to the IRAC idea of affordances being limited. All this research is being fed down

Continue reading Enhancing learning analytics by understanding the needs of teachers #ascilite

Using the e-learning Maturity Model to Identify Good Practice in E-Learning #ascilite

Live blogging from a talk by Stephen Marshall – Using the e-learning Maturity Model to Identify Good Practice in E-Learning Different ways of talking about quality as perfection exception – surpassing of standards functionality – degree of utility. adequate return – cost benefit. Comment: Quality as a big stick. Focus here is quality as sensemaking.

Continue reading Using the e-learning Maturity Model to Identify Good Practice in E-Learning #ascilite

Sensemaking – #ascilite

Live blogging of workshop run by Associate Professor Gregor Kennedy – early work from MM mentioning audit trail. Something that Reeves and Hedberg (2003) criticise as being hard to impossible without the students themselves explaining. Talked about as early skepticism which disappeared with the arrival of big data. Comment: But perhaps the skepticism has just

Continue reading Sensemaking – #ascilite

css.php