Creative dissatisfaction

Contextual ramblings on learning analytics

What follows is a collection of ad hoc ramblings around learning analytics prompted by a combination of Col’s recent post, associated literature arising from ALASI’2018, and “sustainable retention” project that I’m involved with as part of my new job. It’s mainly sensemaking and questions. Intended to help me clarify some thinking and encourage Col’s to

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Explaining ISDT and its place in the research process

The following is an initial, under-construction attempt to explain (first to myself) how/what role an Information Systems Design Theory (ISDT) places in the research process. Working my way toward a decent explanation for PhD students. It does this by linking the components of an ISDT with one explanation of a research project. Hopefully connecting the

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Random meandering notes on “digital” and the fourth industrial revolution

In the absence of an established workflow for curating thoughts and resources I am using this blog post to save links to some resources. It’s also being used as an initial attempt to write down some thoughts on these resources and beyond. All very rough. Fourth industrial revolution This from the world economic forum (authored

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Software engineering for computational science : past, present, future

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.

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Repository – differences between Open Source and OER and implications

@OpenKuroko is lucky enough to be attending OER18, which got off with a bang on Twitter last night. This brief bit of thinking out loud explores the differences in understanding of the word repository by two different, but related communities, open source software and Open Educational Resources. It’s sparked by a combination of some recent

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Context-Appropriate Scaffolding Assemblages: A generative learning analytics platform for end-user development and participatory design

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.

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Are learning analytics leading us towards a utopian or dystopian future, and what can we as practitioners do to influence this?

What follows will eventually be a summary of my contribution to a the ASCILITE’2017 panel titled Are learning analytics leading us towards a utopian or dystopian future, and what can we as practitioners do to influence this?. Below you’ll find a summary of my prediction and the argument that underpins it, suggestions for more reading,

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Teacher DIY learning analytics – implications & questions for institutional learning analytics

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

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