Improving teacher awareness, action and reflection on learner activity

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,

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Introducing the Moodle Activity Viewer (MAV) & digital reno

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

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Implications and questions for institutional learning analytics implementation arising from teacher DIY learning analytics

David Jones, Hazel Jones, Colin Beer, Celeste Lawson, Implications and questions for institutional learning analytics implementation arising from teacher DIY learning analytics, To appear in the proceedings of the 2017 Australian Learning Analytics Summer Institute (ALASI 2017) Abstract Learning analytics promises to provide insights that can help improve the quality of learning experiences. Since the

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Reading – Embracing Big Data in Complex Educational Systems: The Learning Analytics Imperative and the Policy Challenge

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.

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The four paths for implementing learning analytics and enhancing the quality of learning and teaching

The following is a place holder for two presentations that are related. They are: “Four paths for learning analytics: Moving beyond a management fashion”; and, An extension of Beer et al (2014) (e.g. there are four paths now, rather than three) that’s been accepted to Moodlemoot’AU 2015. “The four paths for implementing learning analytics and

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