Tag: lak16

LAK16: Tues am – EDM with Python and Apache Spark

Liveblog notes from Tuesday 26 April at LAK16.

Educational Data Mining With Python and Apache Spark

Lalitha Agnihotri, Shirin Mojarad, Nicholas Lewkow and Alfred Essa, McGraw Hill Education

Sunset on the Crags
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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.