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Data, Analytics and Learning

Data, Analytics and Learning

From E-Learning V

Fig.1. EdX MOOC – right up my street (MOOC = Massive Open Online Course).

These, like the NHS, are ‘free at the point of delivery’ – they are free and online with often, potentially at least, a huge enrolment – though this collapses on the heavyweight longer courses such as the above to around 5%. FutureLearn with its three week ‘lite’ format is retaining 22% of those who register.

They are free, but the US ‘Open Learn’ courses don’t half use the opportunity to sell you at every turn on the idea of making a contribution, or purchasing a badge, certificate or even a formal assessment. It shouldn’t feel like one of those holiday timeshare things or a ‘free’ trip to a traditional Turkish village where you are flogged carpets.

Might the supply of free online learning of this calibre threaten traditionally courses entirely?

H817 on Open Learning, a new MAODE module, is, in various alternative forms offered online. Here with George Siemens, now at the University of Texas. This would be no different to Martin Weller turning up at Harvard and offering a version of H817 or some of the other MAODE modules on the EdX MOOC platform.

Making meaning of complexity and change through metaphor

H800 wk23 a Activity 2

Stepping over the edge

‘A key characteristic of these new technologies is “learning by doing” – users need to be immersed in and “play with” the affordances that these new digital environments offer, and hence over time get a sense of how they can change practice.’ Conole (2011:403)

MY STUDENT BLOG AS A WORDLE

Whilst I may highlight and annotate, doing do on paper isn’t the easiest way to share; using a screen reader is worse because I find myself not enjoying having the obvious affordances, such as cut and paste, disabled.

I have an iPad to learn from it and to share what I discover.

It is both the angle and the devil on my shoulder.

Does it super-size my mind?

It thrills and engages it, indulges and expands, but also risks loosing me in its labarynthine tangles.

Saved for now by a To Do list that I refresh and follow.

But then I find an idea from Conole (see above) that is key.

The internet is a trip to the sea, it is somewhere to play and discover.

We may require Lifeguards and lane ropes but it remains largely an environment that can only be understood through engagement.

You will get you face wet,you may get bitten by a crab.

To share this thinking I must go online, and cannot help myself.  For the last three months I click through Linkedin, reading and responding.

For the next three it may be Stumbleupon, which through tricks and traits I find increasingly insightful, feeding me like a favourite aunt or uncle , the weirdness of the www.

Serendipity would be a better word for it.

I am rewarded by 25 minutes of browsing with ‘new finds’ that becomes stuff that I recommend which in turn obliges me to update my profile, might I even say ‘brand tag’ the finds as ‘mymindbursts’. (I need two days off to take stock and write up some ten on more blog entries.

Draft I know will do, from my experience as a diarist, just enough to trigger a more expansive and reflective entry)”.

To remind myself:

Monday 11th

Livestream on Social Media Metrics from IET. Five presenters. All to write up from my notes and screengrabs, cushioned or suffocated by the ‘official’ word and slides that have since gone up.

Tuesday 12th

Picklejar Social Media for HE in which Tracy Payle shares insights from a number of universities and through activities tips my thinking upside down and shakes it out onto the conference room table. I come away enlightened and as I had wanted, more confident if mot emboldened.

Thursday 20th

Faculty discussion on VLE and my experiences of The OU VLE to date. I take a look at the poster in the Post Room and discover a ‘common room’ I had been unaware of.

Social Media Analytics from the I.E.T.

 

 

Settling down to some H800 reading at the end of an extraordinary week.

 

Monday ‘attended, live-stream conference from the Institute of Educational Technology.

 

Tweeted through-out and got one question in either to Martin Weller or Andrew Laws.

 

Screen grabs and blog notes all the way through.

 

Yet to digest but gripped by Weller’s growing view that page views, links and friends for a stream of online writing may be gathered in time as evidence of scholarship.

 

Also informed by Tony Hirst and the meaning behind Goodhart’s Law in relation to analytics that cease to be a measure as we become skilled at warping/twisting the means by which the stats are generated.

 

Informed too by the notion of Open Learn content, understandably, as having a commercial as well as a public remit, to inform, but also translate into people signing up for courses.

 

If there was a Coast course I’d do it. All I’ve ever had is a fancy booklet.

 

That was Monday.

 

This is turning into one of those weblog things. Now why am I not into all that reverse chronology posting thing? Its having something to say and the desire to say it.

 

Four entries one day, none for a while.

 

That’s fine too.

 

P.S. Now that all this stuff is public facing and broadcast should there not be a dress code.

 

I find myself watching an event taking place in 2011 and being reminded of an OU Physics Lecture of the 1970s. (I often watched this stuff as a boy in the middle of the night. Hippy, beard, denim jacket, flaired-trousers and sandals.)

 

 

Knowledge advice that counts every effective thought

Knowledge Advisors gave one of the most important presentations at Learning Technologies.

Coming out of this presentation I was keen to read further White Papers which are available here.

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