Making course activity more transparent: A proposed use of MAV

As part of the USQ Technology Demonstrator Project (a bit more here) we’ll soon be able to play with the Moodle Activity Viewer. As described the VC, the Technology Demonstrator Project entails The demonstrator process is 90 days and is a trial of a product that will improve an educator’s professional practice and ultimately motivate

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Designing a collection of analytics to explore "engagement"

I’m working with a group of fellow teacher educators here at USQ to explore what is happening around student engagement with our online courses. It’s driven by the apparent less than stellar responses on the QILT site from our prior students around “engagement”. It’s also driven by some disquiet about the limitations of aggregated and

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Playing with D3

I’m part of a group that’s trying to take a deep dive into our courses using “learning analytics”. My contribution is largely the technology side of it and its time to generate some pretty pictures.  The following is a summary of some playing around with D3.js and ended up with some success with Plot.ly. Example

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Learning analytics should not promote one size fits all: The effects of instructional conditions in predicting academic success

What follows is a summary of Gašević, D., Dawson, S., Rogers, T., & Gasevic, D. (2015). Learning analytics should not promote one size fits all: The effects of instructional conditions in predicating learning success. The Internet and Higher Education, 28, 68–84. doi:doi:10.1016/j.iheduc.2015.10.002 I’ve skimmed it before, but renewed interest is being driven by a local

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Dashboards suck: learning analytics' broken metaphor

I started playing around with what became learning analytics in 2007 or so. Since then every/any time “learning analytics” is mentioned in a university there’s almost an automatic mention of dashboards. So much so I was lead to tweet. @s_palm Well everyone knows that “real” LA requires a dashboard — Don Quixote Jones (@djplaner) June

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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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