Exploring knowledge reuse in design for digital learning

This post continues an on-going exploration of knowledge reuse in design for digital learning. Previous posts (one and two) started the exploration in the context of developing an assemblage to help designers of web-based learning environments create a card interface (see Figure 1). Implementing such a design from scratch requires a diverse collection of knowledge that is beyond most individuals. […]

Digital learning templates – adding context and configuration

My last post introduced some early steps in exploring how to increase the reuse of design knowledge in design for digital learning (i.e. designing course websites). That post outlined the specific problem, the solution and linked it to work on constructive templates and patterns from the Hypermedia Design literature (Nanard, Nanard and Kahn, 1998). It closed with observing how the […]

Improving reuse of design knowledge in a LMS

In October last year I started a new position at Griffith University. A role designed to help improve the quality and quantity of use of the institutional learning ecosystem. An ecosystem that includes Blackboard (both 9.1 and soon Ultra), Office365, PebblePad, Echo360 etc. Pretty early on it became apparent that there was some problems with reusing design knowledge. A problem […]

“Trying out” needs agency and control

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 climate’ in many classrooms (1976: […]

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 institutional context defined by an […]

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 think a bit more about […]

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 more known concept (research project) […]

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 by Klaus Schwab, ahh, who […]

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. The idea is that such […]

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 work that has me returning […]

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 change and improve what they […]

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. Ferguson, A. Merceron, & X. […]

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, the slides, and references. Argument […]

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 DIY development and use of […]

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, and collaborating with students, faculty, […]