Elearnspace

Activating Latent Knowledge Capacity

Last week, we wrapped up another successful Learning Analytics Summer Institute at Harvard. The recordings of most of the talks and panels can be found here. Since we were already in town, Dragan Gasevic and I were invited by edX to give a talk to their staff and member institutions (we are running a course on edX in fall on Data, Analytics, & Learning).

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Attend (online) the Learning Analytics Summer Institute

Last year, we held the Learning Analytics Summer Institute (LASI) at Stanford. This year we will hold LASI at Harvard. The event starts tomorrow and runs for three days (June 30 – July 2). Our interest and mission with the Society for Learning Analytics Research is to make data and algorithms open and accessible to researchers in order to create transparency around how analytics are being used in teaching and learning. As such, we will be live streaming LASI.

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Online event: Scaling Corporate Learning

We’ve now posted additional resources for the Scaling Corporate Learning online conference (June 18 & 19):
Schedule
Speaker Bios
If interested in joining, register here

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MOOC Research Initiative: Reports Released

I’m pleased to announce that the reports from the MOOC Research Initiative (MRI) are now available. In the spirit of useful science, each grantee was asked to provide a one sentence overview of their research findings.

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New MOOC: Data, Analytics, & Learning

I’ve run a range of open courses on a fairly broad range of platforms: D2L, Moodle, Instructure, a mess of social media tools, and (most frequently) with Stephen Downes’ gRSShopper.
This fall, together with colleagues, I’ll be offering an open course on edX: Data, Analytics, and Learning. From the description:

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MOOCs: Scaling Corporate Learning

While MOOCs have gained the interest and attention of higher education, they have failed to make much of an impact on corporate learning. That is starting to change. Over the past year, organizations such as Google, GE, Cisco, McAfee, Bank of America, AXA, and AT&T have started to experiment with MOOCs. Non-profits and NGOs such as Linux Foundation, WEF, OECD, Red Cross, and others have also started experimenting with large scale online learning.

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MOOCs: Expectations and Reality

In spite of (because of?) significant media attention, the dialogue around MOOCs has been more theoretical than informed. Research is lagging well behind rhetoric. Fortunately, that is starting to change. Fiona Hollands and Devayani Tirthali from Teachers College, Columbia University, have released what is the most informed analysis of MOOCs that I have read to date: MOOCs: Expectations and Reality (.pdf).

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Personal Learner Knowledge Graph

The entire education system is focused on content/curriculum. Content drives almost all academic conversations. Content is the work of designers (how should we structure this), academics (what and how should I teach), administrators (how can we prove [to some random agency] that we taught students stuff that matters), and employers (this is the content I want potential employees to master).

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Multiple pathways: Blending xMOOCs & cMOOCs

I’m running a MOOC on edX in fall on Data Analytics & Learning (registration will be open soon). As part of this process, we organized a designjam recently bringing together 20 or so folks to think through the design process. I’ll post separately on this event. For now, I just want to highlight one aspect of the meeting: the difference between xMOOCs & cMOOCs and possible ways to blend them.

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Journal of Learning Analytics

Interest in learning analytics is growing. It’s a data centric world and will only become more so in the future. From my biased view, it is critical that educators are aware of the role of analytics in education because of the heaving influence algorithms, data, and analytics have on teaching, learning, and decision making in schools, colleges/universities, and corporate settings.

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