It is about better suiting the needs of the modern learner – who is mobile, flexible, uses different content sources and tools, multiple devices, needs content ‘in the workflow’ and on-demand. Traditional corporate learning usually means one central…Read More »
It’s useful to analyze which purposes of student data collection are primary, for which permission is expected and implied when data is collected. Some “primary use” categories are obvious. In order for schools to function, they need basic…Read More »
Jisc, Apereo and the Lace Project held a workshop in Paris on 6th February to discuss the ethical and legal issues of learning analytics. The focus of this meeting was the draft taxonomy of issues that I prepared previously. It was extremely helpful to…Read More »
Learning analytics: Threats and oppourtunities from Martin Hawksey As institutional managers, administrators and researchers are well aware, any practice involving data collection and reuse has inherent legal and ethical implications. Most institutions have clear guidelines and policies in…Read More »
Share this post Have you heard about Tin Can? As you know, the Sharable Content Object Reference Model (SCORM) is a set of technical standards for e-learning software products, and it governs how online learning content and learning…Read More »
Using data to drive learning outcomes isn’t a new concept, really. For as long as teachers have been giving students assessments, the assessments and results have been used by both students and teachers (even if only loosely) to determine how to move forward. What needs to be reviewed more? What was covered/studied well? Learning analytics takes this concept and kicks it up a notch. Well, more like a thousand notches, especially if you’re considering things like adaptive computer based testing that changes as students use it.
Source: www.edudemic.comRead More »