Creative dissatisfaction

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

Continue reading Repository – differences between Open Source and OER and implications

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.

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

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,

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

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

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

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,

Continue reading Improving teacher awareness, action and reflection on learner activity

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

Continue reading Introducing the Moodle Activity Viewer (MAV) & digital reno

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

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

Exploring options for teacher DIY learning analytics

A few of us recently submitted a paper to ALASI’2017 that examined a “case study” of a teacher (me) engaging in a bit of DIY learning analytics. The case was used to drawing a few tentative conclusions and questions around the institutional implementation of learning analytics. The main conclusion is that teacher DIY learning analytics

Continue reading Exploring options for teacher DIY learning analytics

Learning, learning analytics and multiple levels: The problem of starvation

In which I play with some analytics and use some literature in an attempt to understand why the institutional implementation of learning analytics as a starvation problem (like most institutional attempts to leverage digital technologies). In this context, I’m using the definition of starvation from computer science. Multiple time scales of human behaviour and appropriate

Continue reading Learning, learning analytics and multiple levels: The problem of starvation

css.php