#LAK12 Learning Analytics

Interesting presentation on Learning Analytics.  Thanks to Ana for the link.

Educators are in need for non-intrusive and automatic ways to get feedback from learners’ progress in order to better follow their learning process and appraise the online course effectiveness.  In this Learning analytics:

“The dialogue-based approach to analyse interactions in a networked learning environment using some interaction schema has some limitations. First of all, codified dialogue can be too limited in many learning situations; and second, the codes chosen might not be acceptable by other researcher. For this reason, some recent approaches to the use of dialogue in analysis of interaction propose to use data and text mining in order to help to codify the text and avoid this demanding procedures (Padilha, Almeida, & Alves, 2004).”

Relating to MOOC, this paper on The Value of Learning Analytics to Networked Learning on a Personal learning Environment by Fournier, Helene; Kop, Rita; Sitlia, Hanan provides a comprehensive evaluation of Learning Analytics.

#Change11 #CCK12 #LAK12 Know thyself

This thought controlled computing – a tool to unlock about yourself is intriguing

What are the uses? Helping people with ADD to understand their thoughts, their attention deficits.  Unlocking one’s mind, like plugging into your Google.  Helping us to lead a better or balanced life, through studying our sleep cycles and patterns, and our brain waves.

Would these be part of the micro learning analytic – based on thought controlled computing?  Wonder if the next iPad or computer would come with this personalised computing power, where the technology will instruct you on how to keep focused and so you would be able to align your thoughts with your aims or goals.

Are we entering into an age of cyborgs  with such tools as tablets, iPads, iphones & mobile technology?

In this article on cyborgs:

There have been opposite approaches to the search for truth. One seeks absolute knowledge (the Eleatics, Plato, Confucius). The other seeks diversity and change (Heraclitus, Gorgias, Protagoras, Lao Tzu).  What would this technology lead us to? A quest for understanding diversity and changes rather than absolute truth?

“Systems theory suggests that change and choice are dependent on having a certain amount of instability, of abandoning rigid ways of thinking and being, It thus, at least metaphorically, supports a Heraclitian and postmodern social theoretical view of the inherent importance of change, and thus, the ability to think flexibly and make choices. The discourse of change is an essential part of emancipation, of establishing an open society. But the essential source of change comes from within (self-organization in systems talk), to which these conditions of flexibility best flourish with a great deal of personal courage in the face of our existential-cyborgian anxiety, and often despite conditions of inequality and oppression in a society.”

Would this technology help us in understanding what is in our mind?

Photo: from Google

The sharing avalanche

MarketShare

Here is an infographic about social media use and online sharing. A few statistics that might surprise you are:

– Facebook has 800 million users, half of which login every day.

– If Facebook were a country, it would be the third largest population wise, behind China and India.

– More women use social media than men.

– Social media site usage accounts for nearly 25% of all time spent online.

Via http://www.voltierdigital.com/

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#Change11 #CCK12 Net generation, teaching and learning with new and emergent technology

There are a lot of assumptions about net generation: and one of the myths lies with the: Net generation are technology savvy.

In accordance to this research (Kennedy et al. 2008):

While some differences between ‘generations’ were apparent from the data presented in this paper (e.g. for gaming, mobile phone use and standard use of the web), many of the first-year students surveyed as part of this investigation came to university relatively unfamiliar with a range of emerging technologies and tools.

And they encountered staff who were often no more or less familiar with the same technologies. So rather than university staff and students being seen on opposite sides of a digital divide, the data from this investigation show them often united in their lack of familiarity with new and emerging technologies.

For several years now academics have been encouraged to implement these new technologies in  classrooms and curricula (e.g. Barnes et al. 2007). But if, as the findings in this paper suggest, the apparent popularity of these technologies in everyday life is overstated, the current level of use of emerging technologies is unlikely to drive their widespread adoption in academia. In short, it is unlikely that teaching and learning activities that are underpinned by social networking, file sharing, and user created content will spontaneously flourish based on an established and widespread user base.

How do these impact on education and learning?  What changes are needed?

Faced with the challenges and difficulties at this uncertain time, what are the options to embrace those changes?

1. Experiment and try innovative and novel approaches, like

(a) what Sebastian Thrun and Salman Khan are doing?

(b) what George Siemens, Stephen Downes, and Dave Cormier are working on – the MOOCs such as The Change11 and the Connectivism and Connective Knowledge CCK12?  Or what Alec Couros and David Wiley have been teaching with their influential courses?

(c) what others have been working on in networked learning such as Cloudworks, new initiatives in the future of education and online learning?

Have I missed out any?

#Change11 #CCK12 University 2.0 – Sebastian Thrun

An inspiring talk on University 2.0 by Sebastian Thrun where he shared his experience in teaching the AI course for free in last fall of 2011, and his vision of education.

He is now teaching in Udacity.

Here are post and post providing updates on Massive Courses, Udacity and the Future of Online Universities.

This leaves us with lots of questions:

1. What is the role of education institution – Higher Education Institution – University?

2. What is University 2.0?

3. What would education look like when it is free, with global learners?

4. Who would likely succeed in learning this way?

5. What pedagogy would support this way of education via media and technology?

6. What are the impacts of these changes on Higher Education?

7. What are the implications of University 2.0 on education and learning?

#Change11 #CCK12 Learning to learn

As I have shared in my previous post on the generation gaps in learning, I would continue to explore the Net Generation and Education here.

Below is an extract from Youtube about the Net Generation video:

Thanks to the ubiquity of technology in their lives, the Net Generation is poised to transform the form and functions of school, work, and democracy and for the better.

With its comprehensive examination of the Net Generation, and based on a 4.5 million dollar study, Grown Up Digital offers valuable insight and concrete takeaways for leaders across all social institutions who are finding it necessary and advantageous adapt to this changing social fabric.

In this clip, Tapscott explains why the current educational system has failed to engage the Net Generation and prepare them for the new digital economy.

How to help young people to become better learners?

In this Building Learning Power:

Building learning power is about helping young people to become better learners, both in school and out.

It is about creating a culture in classrooms – and in the school more widely – that systematically cultivates habits and attitudes that enable young people to face difficulty and uncertainty calmly, confidently and creatively.

Students who are more confident of their own learning ability learn faster and learn better. They concentrate more, think harder and find learning more enjoyable. They do better in their tests and external examinations. And they are easier and more satisfying to teach.

Building Learning Power prepares youngsters better for an uncertain future. Today’s schools need to be educating not just for exam results but for lifelong learning. To thrive in the 21st century, it is not enough to leave school with a clutch of examination certificates. Pupils/students need to have learnt how to be tenacious and resourceful, imaginative and logical, self disciplined and self-aware, collaborative and inquisitive.

BLP schools have been pioneering ways of taking this ambition really seriously

Three core beliefs

Building learning power is based on three fundamental beliefs

  1. BLP believes that the core purpose of education is to prepare young people for life after school; helping them to build up the mental, emotional, social and strategic resources to enjoy challenge and cope well with uncertainty and complexity
  2. BLP believes that this purpose for education is valuable for all young people and involves helping them to discover the things that they would really love to be great at, and strengthening their will and skill to pursue them.
  3. This confidence, capability and passion can be developed since real-world intelligence is something that people can be helped to build up.

These three core beliefs are particularly relevant in societies that are full of change, complexity, risk, opportunity and individual opportunity for making your own way in life.

This all sounds interesting and challenging as we are now living in a world with supercomplexity, as I shared here.  How to keep our youths interested in learning and education have been an important area of research, and various strategies have been proposed, including the use of games, and gamification in education, or the use of project based learning and problem based learning to drive the learning process.

What is our purpose of education?

I have share the purpose of education here. We are preparing our youths to engage with the world. In this Education for Global Competence: Preparing our Youth to Engage the World, global competence is the capacity and disposition to understand and act on issues of global significance.

How to become better at educating for global competence?  This involves rethinking practices and recognising that there are no simple recipe for success.

One way of gaining more experiences into open education and learning practice is to participate and engage in open courses such as The Change11 and the Connectivism and Connective Knowledge CCK12  MOOC.  These are free massive online courses where you may learn and experience the learning of how to learn.