Archive for category Journals
Out today – special section of the Journal of Learning Analytics, edited by Simon Buckingham Shum, Roberto Martinez-Maldonado and I. The section was inspired by the focus of the LAK18 conference on user-centred learning analytics.
The special section begins with a paper by Simon, Roberto and I that looks at the benefits and challenges of using human-centred approaches within learning analytics.
The design of effective learning analytics (LA) extends beyond sound technical and pedagogical principles. If analytics are to be adopted and used successfully to support learning and teaching, their design process needs to take into account a range of human factors, including why and how they will be used. In this editorial, we introduce principles of human-centred design developed in other, related fields that can be adopted and adapted to support the development of human-centred learning analytics (HCLA). We draw on the papers in this special section, together with the wider literature, to define human-centred design in the field of LA and to identify the benefits and challenges that this approach offers. We conclude by suggesting that HCLA will enable the community to achieve more impact, more quickly, with tools that are fit for the purpose and a pleasure to use.
New paper out in the British Journal of Educational Technology, co-authored with a host of people. Lead author Liz FitzGerald plus Natalia Kucirkova, Ann Jones, Simon Cross, Thea Herodotou, Garron Hillaire and Eileen Scanlon.
The framework proposed in the paper has six dimensions:
- what is being personalised
- type of learning
- personal characteristics of the learner
- who/what is doing the personalisation
- how personalisation is carried out
- impact / beneficiaries
Personalisation of learning is a recurring trend in our society, referred to in government speeches, popular media, conference and research papers and technological innovations. This latter aspect – of using personalisation in technology-enhanced learning (TEL) – has promised much but has not always lived up to the claims made. Personalisation is often perceived to be a positive phenomenon, but it is often difficult to know how to implement it effectively within educational technology.
In order to address this problem, we propose a framework for the analysis and creation of personalised TEL. This article outlines and explains this framework with examples from a series of case studies. The framework serves as a valuable resource in order to change or consolidate existing practice and suggests design guidelines for effective implementations of future personalised TEL.
FitzGerald, Elizabeth; Kucirkova, Natalia; Jones, Ann; Cross, Simon; Ferguson, Rebecca; Herodotou, Christothea; Hillaire, Garron and Scanlon, Eileen (2017). Dimensions of personalisation in technology-enhanced learning: a framework and implications for design. British Journal of Educational Technology (early view).
‘Developing a strategic approach to MOOCs’ uses the work carried out at these universities to identify nine priority areas for MOOC research and how these can be developed in the future:
I was one of the editors of a special issue of the Journal of Interactive Media in Education (JIME) on Researching MOOCs. The special issue draws on the work of the FutureLearn Academic Network (FLAN), which is made up of academics st universities that are FutureLearn partners.
The special issue contains five papers.
I was invited to write a paper for Distance Education in China, a journal which reaches out to Western academics and is willing to take on the task of translating papers from English. My paper was based on work published in Augmented Education, written by me, Kieron Sheehy and Gill Clough, which was published by Palgrave in 2014.
Digital technologies are becoming cheaper, more powerful and more widely used in daily life. At the same time, opportunities are increasing for making use of them to augment learning by extending learners’ interactions with and perceptions of their environment. Augmented learning can make use of augmented reality and virtual reality, as well as a range of technologies that extend human awareness. This paper introduces some of the possibilities opened up by augmented learning and examines one area in which they are currently being employed: the use of virtual realities and tools to augment formal learning. It considers the elements of social presence that are employed when augmenting learning in this way, and discusses different approaches to augmentation.
数字化技术的价格越来越便宜,功能越来越强大,在日常生活中用途越来越广泛。与此同时,利用数字化技术进一步促进学习者与他们所处环境的互动以及对环境的 感知以增强学习的机会也越来越多。增强学习可以利用增强现实和虚拟现实以及许多能提高人类意识的技术。本文介绍增强学习的一些可能性并讨论目前正在应用增 强学习的一个领域:运用虚拟现实和工具增强正式学习。文章分析了基于虚拟现实和工具的增强学习所需的社交临场成分,并讨论不同的增强方法。
Ferguson, Rebecca (2016). 增强学习的可能性与挑战 [Possibilities and challenges of augmented learning]. Distance Education in China, 6 pp. 5–13.
Along with other members of the LACE project (Tore Hoel, Maren Scheffel and Hendrik Drachsler), I co-edited a special section of Journal of Learning Analytics Vol 3, No 1, which focused on ethics and privacy in learning analytics.
The section contained eight papers:
- Developing a Code of Practice for Learning Analytics
- Learning Analytics in Small-scale Teacher-led Innovations: Ethical and Data Privacy Issues
- LEA in Private: A Privacy and Data Protection Framework for a Learning Analytics Toolbox
- A Data Protection Framework for Learning Analytics
- The Role of a Reference Synthetic Data Generator within the Field of Learning Analytics
- De-Identification in Learning Analytics
- Privacy-driven Design of Learning Analytics Applications – Exploring the Design Space of Solutions for Data Sharing and Interoperability
- Student Vulnerability, Agency and Learning Analytics: An Exploration
The volume also included our guest editorial:
The European Learning Analytics Community Exchange (LACE) project is responsible for an ongoing series of workshops on ethics and privacy in learning analytics (EP4LA), which have been responsible for driving and transforming activity in these areas. Some of this activity has been brought together with other work in the papers that make up this special issue. These papers cover the creation and development of ethical frameworks, as well as tools and approaches that can be used to address issues of ethics and privacy. This editorial suggests that it is worth taking time to consider the often intertangled issues of ethics, data protection and privacy separately. The challenges mentioned within the special issue are summarised in a table of 22 challenges that are used to identify the values that underpin work in this area. Nine ethical goals are suggested as the editors’ interpretation of the unstated values that lie behind the challenges raised in this paper.
Ferguson, Rebecca, Hoel, Tore, Scheffel, Maren, & Drachsler, Hendrik. (2016). Guest editorial: ethics and privacy in learning analytics. Journal of Learning Analytics, 3(1) 5-15.
This special issue, edited by Yishay Mor, Barbara Wasson and myself, developed from an Alpine Rendezvous workshop we ran in 2013 that dealt with the connections between learning design, learning analytics and teacher inquiry.
This special issue deals with three areas. Learning design is the practice of devising effective learning experiences aimed at achieving defined educational objectives in a given context. Teacher inquiry is an approach to professional development and capacity building in education in which teachers study their own and their peers’ practice. Learning analytics use data about learners and their contexts to understand and optimise learning and the environments in which it takes place. Typically, these three—design, inquiry and analytics—are seen as separate areas of practice and research. In this issue, we show that the three can work together to form a virtuous circle. Within this circle, learning analytics offers a powerful set of tools for teacher inquiry, feeding back into improved learning design. Learning design provides a semantic structure for analytics, whereas teacher inquiry defines meaningful questions to analyse.
BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY
VOL 46; NUMB 2 (2015)
Editorial: Learning design, teacher inquiry into student learning and learning analytics: A call for action
Mor, Y.; Ferguson, R.; Wasson, B.
Informing learning design with learning analytics to improve teacher inquiry
Persico, D.; Pozzi, F.
A method for teacher inquiry in cross-curricular projects: Lessons from a case study
Avramides, K.; Hunter, J.; Oliver, M.; Luckin, R.
Supporting teachers in data-informed educational design
McKenney, S.; Mor, Y.
Forward-oriented designing for learning as a means to achieve educational quality
Ghislandi, P. M.; Raffaghelli, J. E.
Analysing content and patterns of interaction for improving the learning design of networked learning environments
Haya, P. A.; Daems, O.; Malzahn, N.; Castellanos, J.; Hoppe, H. U.
How was the activity? A visualization support for a case of location-based learning design
Melero, J.; Hernndez-Leo, D.; Sun, J.; Santos, P.; Blat, J.
Scripting and monitoring meet each other: Aligning learning analytics and learning design to support teachers in orchestrating CSCL situations
Rodrguez-Triana, M. J.; Martnez-Mons, A.; Asensio-Prez, J. I.; Dimitriadis, Y.
Mor, Yishay, Ferguson, Rebecca, & Wasson, Barbara. (2015). Editorial: learning design, teacher inquiry into student learning and learning analytics: a call for action. British Journal of Educational Technology, 46(2), 221-229.