The first key takeaway from Motz, Teague and Shepard (2015) is Learner-centered approaches to higher education require that instructors have insight into their students’ characteristics, but instructors often prepare their courses long before they have an opportunity to meet the students. The following illustrates one of the problems teaching staff (at least in my institution)
Below you will find the slides, abstract, and references for a talk given to folk from the University of South Australia on 1 October, 2015. A later blog post outlines core parts of the argument. Slides Abstract In a newspaper article (Laxon, 2013), Professor Mark Brown described e-learning as a bit like teenage sex. Everyone
Wood & Hollnagel (2006) start by presenting the Bounded Rationality syllogism All cognitive systems are finite (people, machines, or combinations). All finite cognitive systems in uncertain changing situations are fallible. Therefore, machine cognitive systems (and joint systems across people and machines) are fallible. (p. 2) From this they suggest that The question, then, is not
Time to refine the visualisation of students by postcodes started earlier this week. Have another set of data to work with. Remove the identifying data. Clean the data. I had to remind myself the options for the sort comment – losing it. The following provide some idea of the mess. [code lang=”sh”][/code] :1,$s/”* Sport,Health&PE+Secondry.*”/HPE_Secondary/ :1,$s/”*
Riel and Pollin (2004) talk about a view of learning that sees learning occurring through engagement in authentic experiences involving the active manipulation and experimentation with ideas and artifacts – rather than through an accumulation of static knowledge (p. 17) They cite people such as Bruner and Dewey supporting that observation. When I read that,
@marksmithers has just written a blog post that makes the following point that talks about a new fund to promote innovation in highered. I know $5M isn’t a huge amount but the principle just seems so misguided. There is no problem with innovation in higher education. The problem is adopting and mainstreaming innovations across a
The Moodlemoot’AU 2015 conference is running working groups one of which is looking at assessment analytics. In essence, trying to think about what can be done in the Moodle LMS code to enhance assessment. As it happens I’m giving a talk during the Moot titled “Four paths for learning analytics: Moving beyond a management fashion”.
The following documents some initial exploration into why, if, and how sentiment analysis might be added to the BIM module for Moodle. BIM is a tool that helps manage and mirror blog posts from individual student blogs. Sentiment analysis is an application of algorithms to identify the sentiment/emotions/polarity of a person/author through their writing and
The last assignment for the course EDC3100, ICT and Pedagogy was due to be submitted yesterday. Right now the Moodle assignment activity (a version somewhat modified by my institution) is showing that 193 of 318 enrolled students have submitted assignments. This is a story of the steps I have to take to respond to the
The following is a summary and ad hoc thoughts on Macfadyen et al (2014). There’s much to like in the paper. But the basic premise I see in the paper is that to fix the problems of the current inappropriate teleological processes used in institutional strategic planning and policy setting is an enhanced/adaptive teleological process.