LAK16 Weds am Mireille Hildebrandt Keynote

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.

Sewing machines

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LAK16 Tue pm – L@S Ken Koedinger Plenary

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

Arthur's Seat Edinburgh
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LAK16: Monday

Liveblog notes from the Sixth International Conference on Learning Analytics and Knowledge LAK16, 25-29 April 2016, University of Edinburgh. Monday is the first day of pre-conference workshops, and I’m in, Cross-LAK: Workshop on learning analytics across physical and digital spaces.

The workshop is in St Leonard’s Hall, University of Edinburgh, which is an amazing building: a Scots baronial former school, St. Trinnean’s School for Girls, the inspiration for the fictional St Trinian’s – and this workshop is in a room named after it.

St Leonard's Hall
Cross-LAK

Roberto Martinez-Maldonado, Davinia Hernandez-Leo, Abelardo Pardo, Dan Suthers, Kirsty Kitto, Sven Charleer, Naif Aljohani and Hiroaki Ogata

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LAK16: Guideline guidelines

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.

LAEP2016: Weds pm

Liveblog notes from Wednesday afternoon, 16 March 2016, at the a two-day expert workshop on “The implications and opportunities of learning analytics for European educational policy”, at the Allard Pierson Museum, Amsterdam, organised by the LAEP project and the LACE project.

Amsterdam

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LAEP2016: Weds am

Liveblog notes from Wednesday morning, 16 March 2016, at the two-day expert workshop on “The implications and opportunities of learning analytics for European educational policy”, at the Allard Pierson Museum, Amsterdam, organised by the LAEP project and the LACE project.

Amsterdam

Continue reading “LAEP2016: Weds am”