This post is test of some technology and an opportunity to save the following quote from (Solomon and Black, 2008) In order to ‘try out’ new ways of thinking, we need to perceive ourselves as having some agency in or control over what we are doing. As long ago as 1976, Barnes identified a ‘performance
Meso-level practitioners and generative technologies?
Happy to see the end of 2018. Time to figure out what 2019 holds. This is a first step. I start 2019 as a meso-level practitioner in a new university. Hannon (2013) describes meso-level practitioners as the “teaching academics, learning technologists, and academic developers” (p. 175) working between the learning and teaching coal-face and the
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Testing h5p
Playing with h5p.
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
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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Some notes on behaviour change and improving L&T
The following is really just taking some notes for future use. Related to the idea that attempts to improve learning and teaching within Universities needs to think about more than just workshops, manuals etc. The idea being that the aim isn’t to improve the knowledge of learning and teaching of University teachers, it’s to help
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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.
