Conole tel methodologies
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This document discusses research approaches for studying emerging e-learning practices and technologies. It focuses on learning analytics and social network analysis. Learning analytics can help understand learning behavior, provide evidence for improving learning environments, and support assessment/feedback, enquiry/sensemaking, and discourse. Examples discussed include open feedback tools, social networks to support knowledge construction, and discourse analysis. Combining different data sources through powerful analytics tools can provide insights. Resources on learning analytics and social network analysis of OER communities are also listed.
Conole tel methodologies
- 1. Researching with and through technologies Gráinne Conole PhD Research Day University of Leicester 14th September 2012
- 2. landscape Emergent technologies Theory and methodology E-pedagogies, strategies and affordances and learning design Resources, OER and Pedagogical Patterns Evaluations Interventions
- 3. What is needed in a world of new and proliferating e- learning practices are research approaches that are multiple and varied and that recognise their heterogeneity explicitly. (Friesen, 2009) From Web pages and forums to complex online interactions Are we up for the challenge???
- 4. Examples • Learning analytics • Social Network Analysis
- 5. Learning Analytics Measurement, collection, analysis and reporting of data about learners and their contexts, for the purposes of understanding and optimising learning and the environments in which it occurs US Department of Education
- 6. We leave trails everywhere we go and that data is valuable (George Siemens)
- 10. Erik Duval
- 12. Contribution • Learning analytics: • as a tool to understand learning behaviour • to provide evidence to support design of more effective learning environments • to make effective use of social and participatory media
- 13. Pedagogies • Learning analytics to foster: • Assessment and feedback • Enquiry and sensemaking • Discourse
- 14. Assessment & feedback • Importance of assessment and feedback as part of the learning process • Issues around markingand workload • Open Mentor and Open Comment: feedback through reflection and social networking • Coding of feedback comments and power of Bale’s categories of group interaction Whitelock
- 15. Enquiry and sensemaking like • New social networking spaces Cloudworks to support dialogue and knowledge construction • Cloudworks: object- rather than ego centric, collective aggregation and improvement, supporting collective intelligence and distribution cognition (Salomon, 1983) • Disputational, cumulative and exploratory talk Ferguson
- 16. Discourse • Cohere: structured discourse and knowledge construction • Discourse as an indicator of learning • Language as social action • Visualisation both as an analytic tool and a means of supporting sensemaking Buckingham Shum
- 17. Putting it all together • Combining different forms of data analytics • VLE stats • Library analytics • Sitewide tracking • Course analytics • Powerful new analytics tools to understand data and network connections • Making sense of Massive Open Online Courses Hirst
- 18. Resources • LAK11 conference https://tekri.athabascau.ca/analytics/ • Special issue of ETShttp://www.learninganalytics.net/ • Definitionshttp://learninganalytics.net/LearningAnal yticsDefinitionsProcessesPotential.pdf • Siemens: presentation http://www.slideshare.net/gsiemens/learning- analytics-educause
- 20. OER communities • 7 in-depth case studies • Articulate the nature of the OER communities and the patterns of user behaviour • Using the LOOK SNA tool • Relationships between individuals and themes
- 21. LOOK tool • Interviews • Thematic analysis • Key themes • Filter by user and theme connections