Following is a summary of Johanson and Hasselbring (2018) and an exploration of what, if anything, it might suggest for learning design and learning analytics. Johanson and Hasselbring (2018) explore why scientists whom have been developing software to do science (computational science) haven’t been using principles and practices from software engineering to develop this software.
David Jones, Celeste Lawson, Colin Beer, Hazel Jones Paper accepted to the LAK2018 workshop – Participatory design of learning analytics Jones, D., Lawson, C., Beer, C., & Jones, H. (2018). Context-Appropriate Scaffolding Assemblages: A generative learning analytics platform for end-user development and participatory design. In A. Pardo, K. Bartimote, G. Lynch, S. Buckingham Shum, R.
The following provides a collection of information and resources associated with a paper and presentation given at ALASI 2017 – the Australian Learning Analytics Summer Institute in Brisbane on 30 November, 2017. Below you’ll find an abstract, a recording of a version of the presentation, the presentation slides and the references. The paper examines the
The following post contains the content from a poster designed for the 2017 USQ Toowoomba L&T celebration event. It provides some rationale for a technology demonstrator at USQ based on the Moodle Activity Viewer. What is the problem? Learner engagement is a key to learner success. Most definitions of learner engagement include “actively participating, interacting,
What follows are the resources associated with a workshop being run at the University of Southern Queensland. As the title suggests, the aim is to get USQ folk started using the Moodle Activity Viewer to explore usage of Moodle activities and resources, and to briefly introduce the idea of digital renovation. Apart from the presentation
“failure” (CC BY 2.0) by tinou bao When it comes to research I’ve been a bit of failure, especially when measured against some of the more recent strategic and managerial expectations. Where are those quartile 1 journal articles? Isn’t your h-index showing a downward trajectory? The concern generated by these quantitative indicators not only motivated
The following information is taken from and adds to the contents of a poster by Alice Brown and I for a USQ L&T Celebration Event. It describes the need for a Student Evaluation of Teaching leaderboard, how it works, and the results of some early applications (12 to 15% increases in response rates in individual
End of semester 1 is fast approaching. One of the end of semester tasks is encouraging students in courses to complete the institutional Student Evaluation of Teaching (SET) surveys. Last year I experimented with a “SET leaderboard” (see the following image). It’s a table that lists the response rates on the SET surveys for the
I have a problem with my Student Evaluation of Teaching (SET) data! No. It’s not that the results are terrible. Some are good, some not so much. (see the two images in this post) The problem is that I (and every other academic at my institution) is unable to get access to the data in
NGL is a course I teach. Participants are asked to spend the semester engaging with networked and global learning as: student, learner, and teacher. They are asked to blog and reflect on this mishmash of experiences throughout the semester. I’m trying to do this as well. Not only to model one version of expectations, but