Browsing: general

Doug Clow, part of the LACE project representing the OUUK, delivered the closing keynote at the Onderwijsdagen conference in the Netherlands on November 11 2015. His keynote presentation, alongside with his slides, have been recorded in full and is available to watch here.

I have been asked to give an introductory keynote to Learning Analytics at the Dutch Onderwijsdagen (Teaching days). The Onderwijsdagem are a huge conference that attracts over 700 people every year, it is comparable to BETT in the UK, or OnlineEduca in Germany. It attracts especially teachers, companies and managers of K12 schools, HEI teaching orgnisations that spend less time on research. I first was wondering if there is still an introduction to Learning Analytics needed but that was the typical misinterpretation when you talk LA all day long. You believe the core concepts are already common sense but in…

The European ICT community seems to have a not too optimistic, but– at the same time – not too pessimistic view on how learning analytics will transform the way we learn in schools, universities and workplace. That is if we choose to trust the polling done under the ICT15 workshop on 21st October in Lisbon. The workshop titled “Scaling up learning analytics: Innovating European Education” was organised by LACE in cooperation with Pelars, Watchme and iTalk2Learn projects and gathered around 50 participants of the more then 7000 ICT professionals taking part in the mega conference of the European Commission. During the networking session…

In this guest blog post Kirsty Kitto of Queensland University of Technology, Australia, asks who owns educational data. Her answer leads to an invitation to join her building no less than a genuine data pathway for a lifelong learning ecosystem. If its free then you are the product: That is what someone I was working with last year (Sue Walsh) always said while we were trying to rethink how my institution (QUT) could deliver fully online and flexible modes of learning to postgraduate students. Each and every day we reveal an enormous amount of information about ourselves online. Websites send information…

The LACE project hosted a one-day SoLAR Flare event at the Open University, UK, on Friday 9 October. This online delegate pack contains follow-up information for reference by the delegates and those who could not participate in person. Video replays of presentations Patrick McAndrew welcome, participant introductions, and Bart Rienties keynote (Leveraging the full value of learning analytics: The power of learning design) Belinda Tynan video message Chris Ballard keynote (Turning Learning Analytics Research into Practice at Tribal) and Lightning Presentations. Slides Patrick McAndrew welcome: Challenges for analytics Bart Rienties keynote (Leveraging the full value of learning analytics: The power of learning…

Your LACE reporter Fabrizio Cardinali, CEO Skillaware, live from DevLearn 2015, MGM Grand Las Vegas Don’t worry…be XAPI ! That was the tune this year at DevLearn Conference & Expo, a learning technologies event held annually at the MGM Grand Las Vegas Hotel & Casino. DevLearn is known to draw the leading learning technologies vendors, developers and technical opinion-makers from all around the world to celebrate innovation in learning technologies. In that respect, this year’s event was no different. I will note, however, that amongst the 1000+ attendees, you could spot only a few belonging to the always-experimenting EU research…

After the blog post on LA in Danish schools, we continue with Norway. Senior advisor Morten Dahl at the Norwegian Centre for ICT in education describes the current situation in Norway. Morten Dahl, The Norwegian Centre for ICT in Education: The State of Art of Learning Analytics in Norwegian Schools The Norwegian K-12 system is organised as a balancing act between national policies (by law or regulations) and a local responsibility for choosing appropriate tools and pedagogical models. Learning Analytics has until now been outside of both central and local responsibilities, leaving the field open to actors in the Norwegian…

LACE has published a Manifesto for Learning Analytics in the Workplace. The manifesto builds on the results of the workshops at the Policies for Educational Data Mining and Learning Analytics Briefing, reported in review 3 of the Learning Analytics Review series. It sets out that the EU should identify and cooperate with all the relevant stakeholders, such as industry leaders, employers, workers, universities, teachers, social partners, trade and teacher unions, with the aim of identifying 21st century skills, improving the training provided to the existing workforce, and maintaining the equilibrium between the needs of industries and society. The manifesto also…

Each month, we highlight one of the new additions to the LACE Evidence Hub, which brings together evidence about learning analytics. You are welcome to add to the Hub site, which you can visit via a tab at the top of this page. The Evidence of the Month for August 2015 is a meta-analysis of studies relating to ‘Intelligent tutoring systems and learning outcomes’. The authors examined 107 studies and found: Intelligent tutoring systems were associated with greater achievement when compared to teacher-led group instruction, other sorts of computer instruction and textbooks. There was no significant difference in outcomes between…

This summer the international standards community made important progress in coming up with the basic concepts describing a learning analytics technical framework. The group in question is the ISO subcommittee 36, which is focussing on learning technologies; and the project is Learning Analytics Interoperability – Part 1 Reference model. The LACE project findings of the need to consider privacy requirements have been brought to attention of the new workgroup of SC36, and a follow-up meeting with the project lead editors worked on extending the draft model in Seoul beginning of July. In this blog post we will take a look…

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