Enilda Romero-Hall and Min Kyu Kim have organized the second AECT Research and Theory division Professional Development Webinar session. Join us!
Dr. Ryan Baker (http://www.columbia.edu/~rsb2162/)
Learning Analytics – Potential and Principles
February 6, 2014 at 1:30 P.M. (EDT)
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.
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.
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?
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?