Browsing: universities

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…

Ed Foster of Nottingham Trent University, UK, is an associate partner of the LACE project. In this guest post he asks what it will take for institutions to benefit from the use of learning analytics to support student retention and engagement. If you wanted to invest in software that could accurately predict where a student was going to be in 7, 14 or 140 days, you probably shouldn’t buy the latest piece of learning analytics kit. For most institutions, it would be better to use timetabling software. If it’s set up properly, you ought to be able to accurately predict…

Join the LACE team online as we replay our very successful SoLAR Flare networking event on Friday 23 October from 10am to 1pm (BST). Network problems meant people were unable to join the event on the day via the livestream. Instead, join us on Friday to watch the recordings and share opinions via the #LACEflare hashtag. We shall be starting at 10am (BST), watching this link, with an introduction by Patrick McAndrew, who talks about measuring what matters because what we measure changes what we do. After this introduction, the recording includes brief introductions from all participants, giving an insight…

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…

In September 2015 the LACE project will begin a consultative study on Visions of the Future of learning analytics and educational data mining. This study will inform a report on the future of learning analytics and educational data mining which we will publish in December 2015. To gather a range of views, we are developing a survey to draw out differences of perception and vision from experts. We want to include researchers, teachers and practitioners across the areas of learning in schools, universities and the workplace. We will draw these experts from our Associate Partners and from people who have participated in activities run…

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 July 2015 is a paper dealing with the ‘Stability and sensitivity of learning-analytics-based prediction models’. In May, it won Best Paper award at the 7th International conference on Computer Supported Education. This paper reports on a study that investigated whether prediction models remain the same when the instructional context is repeated…

After last year’s successful LACE SoLAR Flare, the LACE project is running another face to face learning analytics event at The Open University, Milton Keynes, UK, on Friday 9 October 2015. If you would like to attend, please register at https://www.eventbrite.co.uk/e/lace-solar-flare-2015-research-into-practice-tickets-17367324134. We are inviting technology specialists, teachers, researchers, educators, ICT purchasing decision-makers, senior leaders, business intelligence analysts, policy makers, funders, students, and companies to join us in Milton Keynes. The theme for this SoLAR Flare is “Research into Practice”. We have designed the day to maximise social learning including: a chance to introduce yourself and what you want to know about learning…

During June 2014, LACE collaborated with Jisc and the EUNIS E-Learning Task Force to run a workshop session on “Electronic Management of Assessment and Assessment Analytics” prior to the 2015 EUNIS Congress. Jisc is the charity with a mission to maximise the benefits of technology for UK Higher Education and Further Education and Skills sectors. EUNIS Congress is the annual meeting of the European UNiversity Information Systems community, and has an agenda spanning highly technical infrastructure issues through to educational technology. The backdrop to the workshop was Jisc’s ongoing programme of work on the Electronic Management of Assessment (EMA), which…

Each month, we highlight one of the new additions to the LACE Evidence Hub, which brings together evidence about learning analytics. Everyone is welcome to add  to the Hub site, which you can visit via one of the tabs at the top of this page. The Evidence of the Month for June 2015 is a literature review that is intended to provide a comprehensive background for understanding current knowledge related to learning analytics and educational data mining and its impact on adaptive learning. Its authors examined the literature on experimental case studies conducted in the domain between 2008 and 2013.…

Each month, we highlight a piece of evidence from the LACE Evidence Hub, which brings together evidence about learning analytics. Everyone is welcome to add evidence to the Hub site. The Evidence of the Month for May is another paper from LAK15 conference: OpenEssayist: a supply and demand learning analytics tool for drafting academic essays. OpenEssayist is a natural language analytics engine to provide feedback to students when preparing an essay for summative assessment. The authors report a significant positive correlation between the number of drafts submitted to the system and the grades awarded for the first assignment. They also…

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