Sheila’s work blog

(Image from IMDB http://www.imdb.com/media/rm782014464/tt0081859)
As Martin Weller pointed out earlier this week there are a growing number of MOOC metaphors being created. As I've been following the tweets from today's "#moocapalooza " (a hashtag I think invented by David Kernohan) a.k.a. Open and Online Learning making the most of MOOCs and other Models Conference I [...]

Over the past few months, we at Cetis have been involved in a number of analytics related activities, most notably our Analytics Series of papers and case studies. Although we know there are pockets of really exciting developments here in the UK, we are keen to find out more about what is actually happening [...]

**update 16 May**
Link to session recording
Later this week I'll be chairing a (free) webinar on Learning Analytics for Assessment and Feeback. Featuring work from three projects in the current Jisc Assessment and Feedback Programme. I'm really looking forward to hearing first hand about the different approaches being developed across the programme.
"The concept [...]

Following from my early post, I've attempted to use the classifiers outlined in the #lak13 paper on disengagement in MOOCs, in the context of my experiences. Obviously I've modified things a bit as what I'm doing is more of a self reflection of my personal context -so I've made the labels past tense. [...]

No educational technology conference at the moment is complete without a bit of MOOC-ery and #lak13 was no exception. However the "Deconstructing disengagement: analyzing learner sub-populations in massive open online courses" paper was a move on from the familiar territory of broad, brush stroke big numbers towards a more nuanced view of some of [...]

It's not quite a chicken and egg situation, but there is a always a tension between technology and pedagogy. A common concern being that technology is being used in education "just because it can" and not because it has a sound pedagogical impact. Abelardo Pardo's keynote at the recent #lak13 conference described how learning [...]

Despite the hype around it, getting started with learning analytics can be a challenge for most everyday lecturers. What can you actually do with data once you get it? As more "everyday" systems (in particular online assessment tools) are able to provide data and/or customised reports, it is getting easier to start applying and [...]

Data, data everywhere data, but what do we actually do with it? Do we need "big" data in education? What is it we are trying to find out? What is our ROI both at institutional and national levels? Just some the questions that were raised at the Analytics and Institutional Capabilities session at #cetis13 [...]

Our first set of papers around analytics in education has been published, and with nearly 17,000 downloads, it would seem that there is an appetite for resources around this topic. We are now moving onto phase of our exploration of analytics and accompanying this will be a range of outputs including some more briefing papers [...]

Following on from yesterday's post, another "thought bomb" that has been running around my brain is something far closer to the core of Audrey's "who owns your educational data?" presentation. Audrey was advocating the need for student owned personal data lockers (see screen shot below). This idea also chimes with the work of [...]