Archive for category Esteem
This event was held at the University of Central Lancashire (UCLAN) in Preson, and was organised by the VITAL project (Visualisation tools and analytics to monitor language learning and teaching).
My talk was on ‘Learning analytics: planning for the future’.
What does the future hold for learning analytics? In terms of Europe’s current priorities for education and training, they will need to support relevant and high-quality knowledge, skills and competences developed throughout lifelong learning. More specifically, they should help improve the quality and efficiency of education and training, enhance creativity and innovation, and focus on learning outcomes in areas such as linguistic abilities, cultural awareness and active-citizenship. This is a challenging agenda that requires us to look beyond our immediate priorities and institutional goals. In order to address this agenda, we need to consider how our work fits into the larger picture. Drawing on the outcomes of two recent European studies, Rebecca will discuss how we can develop an action plan that will drive the development of analytics that enhance both learning and teaching.
Together with Liz FitzGerald and Eileen Scanlon, I chaired the 38th annual conference of the Computers and Learning research group (CALRG), which took place at The Open University 16-18 June 2017. We enjoyed keynote presentations from Siân Bayne, Jenny Preece and Ben Shneiderman.
Full details of the conference, together with links to all the abstracts and to many of the presentations, are available on Cloudworks.
The third day of the conference was FutureLearn Academic Network day. This annual conference event prioritises the work of doctoral students within the FLAN Network. This year, it brought together presenters from Bath, Lancaster, Purdue (USA), Sheffield, Southampton, The Open University, and Warwick.
Our discussant was Professor Rupert Wegerif, University of Cambridge.
Members of FLAN can access the video of the event.
Scattered between my research presentations at LAK17 was my work as a member of the executive for the Society for Learning Analytics Research (SoLAR). The executive met daily during the conference – it is the only chance we have each year for face-to-face meetings. The LAK conferences also provide a venue for the AGM of the society and, despite the size of the room, where the AGM was held, it was standing room only for most of the meeting.
The executive also have a role to play in decisions about the conference itself, as well as acting as reviewers on the programme committee and chairs for the different sessions. Next year, at LAK18 in Vancouver, I shall be taking on a bigger role, as one of the programme chairs for the conference.
The picture shows me with half the SoLAR Executive at the post-LAK17 review meeting.
Our LAK Failathon workshop at the start of LAK 17 generated the basic ideas for a poster on how the field of learning analytics can increase its evidence base and avoid failure.
We took the poster to the LAK17 Firehose session, where Doug Clow provided a lightning description of it, and we then used the poster to engage people in discussion about the future of the field.
Despite the low production quality of the poster (two sheets of flip chart paper, some post-it notes and a series of stickers to mark agreement) its interactive quality obviously appealed to participants and we won best poster award. :-)
Clow, Doug; Ferguson, Rebecca; Kitto, Kirsty; Cho, Yong-Sang; Sharkey, Mike and Aguerrebere, Cecilia (2017). Beyond Failure: The 2nd LAK Failathon Poster. In: LAK ’17 Proceedings of the Seventh International Learning Analytics & Knowledge Conference, ACM International Conference Proceeding Series, ACM, New York, USA, pp. 540–541.
A very busy week in Vancouver at the LAK17 (learning analytics and knowledge) conference kicked off with the all-day doctoral consortium on 14 March (funded by SoLAR and the NSF). I joined Bodong Chen and Ani Aghababyan as an organiser this year and we enjoyed working with the ten talented doctoral students from across the world who gained a place in the consortium.
- Alexander Whitelock-Wainwright: Students’ intentions to use technology in their learning: The effects of internal and external conditions
- Alisa Acosta: The design of learning analytics to support a knowledge community and inquiry approach to secondary science
- Daniele Di Mitri: Digital learning shadow: digital projection, state estimation and cognitive inference for the learning self
- Danielle Hagood: Learning analytics in non-cognitive domains
- Justian Knobbout: Designing a learning analytics capabilities model
- Leif Nelson: The purpose of higher education in the discourse of learning analytics
- Quan Nguyen: Unravelling the dynamics of learning design within and between disciplines in higher education using learning analytics
- Stijn Van Laer: Design guidelines for blended learning environments to support self-regulation: event sequence analysis for investigating learners’ self-regulatory behavior
- Tracie Farrell Frey: Seeking relevance: affordances of learning analytics for self-regulated learning
- Ye Xiong: Write-and-learn: promoting meaningful learning through concept map-based formative feedback on writing assignments
The intention of the doctoral consortium was to support and inspire doctoral students in their ongoing research efforts. The objectives were to:
- Provide a setting for mutual feedback on participants’ current research and guidance on future research directions from a mentor panel
- Create a forum for engaging in dialogue aimed at building capacity in the field with respect to current issues in learning analytics ranging from methods of gathering analytics, interpreting analytics with respect to learning issues, considering ethical issues, relaying the meaning of analytics to impact teaching and learning, etc.
- Develop a supportive, multidisciplinary community of learning analytics scholars
- Foster a spirit of collaborative research across countries, institutions and disciplinary background
- Enhance participating students’ conference experience by connecting participants to other LAK attendees
The Innovating Pedagogy 2016 report. Now in Chinese.
Just back from a couple of trips to Luxembourg, where I was one of the team carrying out final reviews for the Lea’s Box and Eco projects. This was my third year reviewing Lea’s Box, but I only joined the Eco team for their final review.
Lea’s Box was ‘a 3-year research and development project (running from March 2014 to [January] 2016) funded by the European Commission. The project focussed on (a) making educational assessment and appraisal more goal-oriented, proactive, and beneficial for students, and (b) on enabling formative support of teachers and other educational stakeholders on a solid basis of a wide range of information about learners.’
Eco was ‘a European project based on Open Educational Resources (OER) that gives free access to a list of MOOC (Massive Open Online Courses) in 6 languages […] The main goal of this project is to broaden access to education and to improve the quality and cost-effectiveness of teaching and learning in Europe.’