Liveblog notes from Thursday morning at LAK16 [full list of blogging]: Paul Kirschner keynote: Learning Analytics: Utopia or Dystopia.
Liveblog notes from Wednesday afternoon at LAK16 [full list of blogging]: Session 1C MOOC discussion analysis.
Alyssa chairing. Says first paper might be really awesome, no bias. [laughter]
Liveblog notes from Wednesday afternoon at LAK16 [full list of blogging]: Session 2B LA Challenges, accessibility and ethics.
Liveblog notes from Wednesday morning at LAK16 [full list of blogging]: Session 1D Analytics Visualisations and Dashboards. Stephanie Teasley chairing.
Liveblog notes from Wednesday morning at LAK16 [full list of blogging]: – the opening keynote session.
Fantastic opening as Dragan, Prof Sir Tim O’Shea, and many others are piped in to the auditorium to start the conference.
Liveblog notes from Tuesday afternoon at LAK16 – the closing plenary of the Third Annual Conference on Learning At Scale, by Professor Ken Koedinger of Carnegie Mellon University
Starts with a pre-plenary survey of the audience at: bit.ly/1VU9mM8
There was a joke in discussion at LAK16 that you can easily repurpose evidence-based medicine literature in to learning analytics or educational technology by a simple replacement process: doctor or clinician > teacher, patient > student or learner, clinical > educational or pedagogical.
So here’s a guideline about guidelines, originally developed for evidence-based medicine, but repurposed for learning analytics by simple replacement, with changed words underlined:
- Pedagogical guidelines are systematically developed statements designed to help teachers and learners decide on appropriate learning activities for specific educational situations and/or circumstances.
- Good guidelines can change pedagogical practice and influence learner outcome.
- The way in which guidelines are developed, implemented and monitored, influences the likelihood that they will be followed. [No changes!]
- Guidelines should provide extensive, critical and well-balanced information on the benefits and limitations of various diagnostic and educational interventions so that the teacher can carefully judge individual cases.
- Applying guidelines to individual learners is always likely to require judgement, even when recommendations are properly linked to evidence.