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    Archive for the 'e-Learning Publications' Category

    From Bricks to Clicks: the potential for learning analytics

    By Stephen Rowett, on 9 February 2016

    I’ve blogged previously about the work that Jisc are doing in the field of learning analytics. Whilst there are some good case studies within the sector, informal conversations have indicated that most institutions are really only at the start of their analytics journey, or even simply keeping a watching brief on how the sector as a whole will act. Where institutions do have systems in place, they are often based on quite limited data sources (typically attendance data, VLE usage or library usage) rather than more holistic data sets covering a range of student experiences.

    A comprehensive picture of the current state of play is provided by From Bricks to Clicks: the Potential of Data and Analytics in Higher Education, a Higher Education Commission report which summarises the field and provides recommendations to institutions. A small number of pioneering institutions (Nottingham Trent, Open, Edinburgh) feature heavily as case studies, but the general argument is that universities are generating significant amounts of data about learning but are not yet in a position to use this data to support student success.

    At UCL, early discussions around the use of analytics have started. Our retention rates are generally good, but there is a feeling that students may leave their course due to social or economic factors – perhaps living in poor accommodation, feeling isolated, having financial difficulties or commuting into London. We think we might need quite a large dataset to model these parameters (if they can be modelled at all) although it is possible that attendance would be a good proxy for them. Certainly our journey into learning analytics is only just beginning.

    2016 Horizon Report

    By Clive Young, on 5 February 2016

    It’s that time of year again. Every year the NMC Horizon Report examines emerging technologies for their potential impact on and use in teaching, learning, and ‘creative inquiry’ within the environment of higher education.

    The report, downloadable in PDF, is compiled by an international body of experts and provides a useful checklist trends, challenges and technologies in the field and provides a useful benchmark of what is most talked about at the moment.horizon2016

    The key trends identified in the in the short term are

    • Growing focus on measuring learning
    • Increasing use of blended learning designs

    Longer term trends are: advancing cultures of innovation, rethinking how institutions work, redesigning learning spaces and a shift to deeper learning approaches.

    Key ‘solvable’ challenges are the same as last year

    • Blending formal and informal learning
    • Improving digital literacy

    More difficult challenges are; competing models of education (e.g. competency-based education in the US), personalising learning, balancing our connected and unconnected lives and of course keeping education relevant. “Rewarding teaching”, from last year seems to have been, ahem, solved.

    The important developments in educational technology they identify are in the short term are

    • Bring your own device (BYOD), same a last year
    • Learning analytics and adaptive learning

    Longer-term innovations are; augmented and virtual reality, makerspaces, affective computing (interpreting/simulating human emotions) and robotics.

    As usual there are useful commentaries and links throughout. Once again, encouraging that quite a few of these ideas are already being implemented, trialed and discussed here at UCL.

    Innovating pedagogy – 2015 trends report

    By Clive Young, on 9 December 2015

    Innovating-Pedagogy-2015-cover-large-211x300

    Innovating Pedagogy 2015 is the latest annual report from the Open University highlighting new forms of teaching, learning and assessment with an aim to “guide teachers and policy makers in productive innovation”.

    The scope is similar to the US Horizon reports, but presents a useful UK perspective.  It is of course sometimes difficult to differentiate the meaningful from the merely modish in such futurology (see for example Matt Jenner’s analysis of Horizon’s trend-spotting). However such reports definitely have an impact on the discussion around technology in education, even if initially only at the level of “buzz-word bingo” for those in the know. A fellow learning technologist last week accused me of “incidental learning” when, during a pause in our teaching session, he caught me reading a random handout left over from some previous class.

    The current crop is;

    1. Crossover learning – connecting formal and informal learning
    2. Learning through argumentation – developing skills of scientific argumentation
    3. Incidental learning – harnessing unplanned or unintentional learning
    4. Context-based learning – how context shapes and is shaped by the process of learning
    5. Computational thinking – solving problems using techniques from computing
    6. Learning by doing science with remote labs – guided experiments on authentic scientific equipment
    7. Embodied learning – making mind and body work together to support learning
    8. Adaptive teaching – adapting computer-based teaching to the learner’s knowledge and action
    9. Analytics of emotions – responding to the emotional states of students
    10. Stealth assessment – unobtrusive assessment of learning processes

    A fascinating list with several novel concepts (to me anyway), the report gives a quick overview of why the OU thinks these are or may be important and includes handy links to further reading.

    The authors also identify six overarching pedagogy themes that have emerged from the last four reports: Scale, Connectivity, Reflection, Extension, Embodiment and Personalisation.

    Now and next from E-Learning Environments Summer 2015

    By Domi C Sinclair, on 15 July 2015

    The second edition of our new monthly vlog series, where we bring you all the most important news from UCL E-Learning Environments. This video focuses on the what ELE are doing over the summer period, as well as some future plans.

    Useful link:

    Moodle Snapshot: https://moodle-snapshot.ucl.ac.uk/

    ELE Blog: http://blogs.ucl.ac.uk/digital-education/
    Twitter: https://twitter.com/ucl_ele

    Game SIG: https://moodle.ucl.ac.uk/course/view.php?id=21489§ion=3

    Introducing the ELE vlog

    By Domi C Sinclair, on 22 June 2015

    In E-Learning Environments (ELE) we have lots of useful and important information we need to communicate with staff (and students) who use our systems. We have various different ways of communicating with everyone who uses our systems (like Moodle, Lecturecast and MyPortfolio) including email, Twitter, Moodle News and this blog. However we also recognise that these are all text based mediums, and sometimes read chunks of information isn’t preferential. To try and make this easier, and offer an alternative way of communicating we are pleased to introduce the ELE vlog.

    We are launching this new vlog (or video blog) on our YouTube channel and hope to post a new video every month informing viewers of the most interesting or important things happening within ELE and our systems. If we get a good response, or have requests, then we may increase the frequency of videos, or make videos explaining particular topics. If you have any ideas of videos you’d like to see from ELE then please comment on this blog post or send us an email to ele@ucl.ac.uk.

    So, without further adieu, please enjoy our first vlog embedded below (and don’t forget to subscribe to our YouTube channel for more educational and hopefully entertaining content!)

    ELE Communication Channels

    Moodle News: https://moodle.ucl.ac.uk/mod/forum/view.php?f=1

    Twitter: https://twitter.com/UCL_ELE

    YouTube: https://www.youtube.com/user/LTSSUCL/videos

    2015 Horizon Report – what are the six key trends in E-Learning?

    By Clive Young, on 17 February 2015

    nmc_itunesu.HR2015-170x170Every year the NMC Horizon Report examines emerging technologies for their potential impact on and use in teaching, learning, and ‘creative inquiry’ within the environment of higher education. The report, downloadable in PDF, is compiled by an international body of experts and provides a useful checklist trends, challenges and technologies in the field and provides a useful benchmark of what is most talked about at the moment.

    The key trends identified in the in the short term are

    • Increasing use of blended learning
    • Redesigning learning spaces

    Longer term trends are: growing focus on measuring learning, proliferation of open learning resources, advancing cultures of change and innovation and increasing cross-institution collaboration.

    Key ‘solvable’ challenges are

    • Blending formal and informal learning
    • Improving digital literacy

    More difficult challenges are; personalising learning, teaching complex thinking and the ‘wicked’ ones are competing models of education and the old chestnut, rewarding teaching.

    The important developments in educational technology they identify are in the short term are

    • Bring your own device (BYOD)
    • Flipped classroom – same as last year

    Longer-term innovations are; makerspaces, wearable technology, adaptive learning technologies and the ‘Internet of Things’.

    As usual there are useful commentaries and links throughout. Encouraging that many of these ideas are already being implemented, trialed and discussed here at UCL.