Canada Research Chair in Innovative Learning and Technology & Associate Professor at Royal Roads University

AECT RTD Professional Development Webinar on Learning Analytics

Posted on January 7th, by George Veletsianos in work. 7 comments

Enilda Romero-Hall and Min Kyu Kim have organized the second AECT Research and Theory division Professional Development Webinar session.  Join us!

Presenter:
Dr. Ryan Baker (http://www.columbia.edu/~rsb2162/)

Topic:
Learning Analytics – Potential and Principles
Date/Time:
February 6, 2014 at 1:30 P.M. (EDT)

Registration Link:
https://cc.readytalk.com/r/etkw2e7nu48y&eom

Abstract:
Increasingly,  students’  educational  experiences  occur  in  the  context  of educational technology, creating opportunities to log student behavior in a fashion that is both longitudinal and very fine-grained. These data are now available to the broad education research community through large public data repositories such as the Pittsburgh  Science of Learning Center (cf. Koedinger  et  al,  2008).

In this talk, I will discuss how the emerging Learning Analytics and Educational Data Mining communities are combining these data sources with data mining methods in order to scalably use this data to make basic discoveries about learners and learning. In this talk, I will both discuss learning analytics methods in general, and some of their key applications in studying and supporting learners.

2013 posts

Posted on December 30th, by George Veletsianos in sharing, work. 4 comments

42 blog posts later, and the lights on 2013 are about to go out. Collecting my 2013 posts in one location was a good way to think back to this year and reflect on it Because, these are days for reflecting, pausing, sharing, embracing, and remembering. Because these are days for doing what we should be doing more often.

2013_sparklers

Image by christmasstockimage licensed under a Creative Commons BY.

2013 Posts

What aspects of a MOOC changed each time it was taught?

Journal of academic freedom CFP

Emerging Technologies in Distance Education book downloads: Three years later

Udacity, MOOCs, hammers, and the problems of education

Archived talk: Academics’ and Educators’ practices and experiences with social media/networks

November 13 CIDER Presentation: What Do Academics and Educators Do on Social Media and Networks?

My visit to the Open University of Catalonia and the eLearn Center

COHERE 2013. Small is beautiful and MOOCs as symptoms

Visiting Educause 2013. And encountering two innovations

The road to SXSWedu 2014

Invitation to the first AECT RTD Professional Development Webinar

Learner experiences with open online learning and MOOCs e-book

Interested in a post-doc studying emerging forms of online participation?

Forthcoming ebook and twitter chat on MOOC and open learning experiences

A synthesis of the pedagogical agent literature

Startups should talk with researchers & educators

Talking to machines: What do learners and robots talk about? 

Sample Preliminary Written Exam Questions 

The MOOC stories we are told, and the ones that remain untold 

University of New Hampshire keynote talk 

The research that MOOCs need 

Binaries 

Dim sum Courses – aka MOOCs 

Thank you for supporting our work! 

Critical Studies in Teaching and Learning journal 

Social Media in Learning, Teaching, and Scholarship: 6 Tales of Practice 

Vote for our #MOOC production fellowship application? 

I have some news to share 

AERA 2013 reflections 

Course Trailer for our dual credit CS course 

#et4online notes, thoughts, reflections 

Keynote at the University of New Hampshire (Faculty Instructional Technology Summer Institute) 

Critical perspectives on educational technology literature 

Upcoming research. In search of collaborators 

SXSWedu day 2 

SXSWedu day 1 

Emerging Technologies and Transformative Learning Special Issue 

What is the experience of instructors who use a social networking site in their teaching? 

AECT 2013: Research & Theory Division Call for Proposals 

Plenary talk at Emerging Technologies for Online Learning conference 

“Sharing” as a valued and desirable educational practice 

 

What aspects of a MOOC changed each time it was taught?

Posted on December 20th, by George Veletsianos in work. 8 comments

I am looking for reports (1 or 2 would suffice, really), describing what people learned the first time they taught/offered a MOOC and how they changed the design of the course the next time it was offered. In other words, how have you revised the course? What data led you to make the changes that you did?

I have not been able to find any writing on the subject – I am hoping that it’s just me not using the right keywords.

Friends who oversee MOOC design/development and colleagues who taught the same MOOC more than once. Do you have any suggestions for me?

Design-based research? Iterative design, anyone? Perhaps even just a formative evaluation with suggestions for future courses?

Journal of academic freedom CFP

Posted on December 12th, by George Veletsianos in emerging technologies, scholarship. 6 comments

The burgeoning interest in education and educational technology is the result of a multitude of forces, pressures, and failures: demographic, political, social, technological, and economic just to mention a few. And the outcomes aren’t just technology-enhanced or better courses. Educational institutions, academic roles, academic life itself, the student experience, and so on are changing. A recent call for proposals from The American Association of University Professors’ Journal of Academic Freedom (due: January 31, 2014) calls for authors to explore the relationship between academic freedom and some of these issues:

Electronic communications and academic freedom

  • How has the growth of electronic communications facilitated and impinged on academic freedom?
  • What are the implications for academic freedom of the proliferation of open access publications?
  • Are commercial entities contributing to the commodification of knowledge through various electronic gatekeeping mechanisms?
  • How can institutions cope with hacking and other forms of electronic piracy while maintaining accessibility?
  • To what extent are social media such as Twitter and Facebook changing forms of scholarly communication and knowledge dissemination, and what is the upshot for issues of academic freedom?
  • How are the increasingly elastic and intangible walls of the electronic classroom challenging existing definitions of academic freedom, shared governance, and intellectual property?
  • In what ways can we promote faculty participation in the shared governance of various forms of electronic communications?
  • Are faculty e-mails considered the property of the institution? Can administrators read faculty e-mails without notice or permission?

The abridgement of academic freedom in instruction

  • The case of former Indiana governor Mitchell Daniels’ efforts to purge scholars’ writings from the classroom has drawn attention to renewed attacks on academic freedom in instruction. Where are such attacks coming from and how have they been resolved?
  • The Gates Foundation has devoted millions of dollars to supporting MOOCs and other experiments in online teaching. To what extent are such experiments curtailing or facilitating faculty input into course design?
  • The suspension of University of Virginia president Teresa Sullivan in 2012 drew attention to the increasingly tense relationship between university boards of trustees and university faculty and executives. In what ways, if any, are such institutional dynamics transforming academic freedom in instruction?
  • Federal and state assessment protocols are putting pressure on curricula in many fields. We are interested in both case studies and overviews that detail the impact of these pressures on academic freedom.

The increased use of suspensions

  • In September 2013, a professor at the University of Kansas tweeted a comment about gun control that led to a barrage of hate messages. The university suspended this faculty member in order to “avoid disruption.” To what extent are such misused suspensions proliferating, and how might faculty members be made more aware of their rights?
  • As university work has become more complex and extensive, the number of duties from which professors can be suspended has proliferated. Examples include relationships of researchers to outside funding agencies, access to email and computing services, and workplace provisions against sexual misconduct, just to name a few of the complex domains in which professors often operate today. What kinds of problems of academic freedom do partial suspensions in these and other areas represent?
  • University administrators often seek to cloak suspension in duplicitous language. Does reassignment to duties other than teaching constitute a form of suspension, for example?  What is the distinction between such a sanctioning of faculty rights and total suspension?