scholarly journals Widening the Field and Sparks of the Future

2015 ◽  
Vol 1 (3) ◽  
pp. 1-3
Author(s):  
Negin Mirriahi ◽  
Shane Dawson ◽  
Dragan Gasevic ◽  
Philip D. Long
Keyword(s):  
Doctoral Students ◽  
Hot Spots ◽  
Learning Analytics ◽  
Course Design ◽  
Harvard University ◽  
Summer Institute ◽  
Pedagogical Practice ◽  
Special Issue ◽  
International Learning ◽  
Broad Scale

This issue of the Journal of Learning Analytics comprises two special issue sections. The first of which presents five papers from the 4th International Learning Analytics and Knowledge conference held in Indianapolis. The second showcases the current or recent work of doctoral students who attended the 2nd Learning Analytics Summer Institute at Harvard University, Boston. The issue also includes two articles in the Hot Spots section, discussing the application of learning analytics initiatives in higher education institutions from different perspectives – broad-scale initiatives to individual course design. The breadth and diversity of the articles covered in this issue demonstrate how the discipline has matured and moved towards understanding student learning to inform pedagogical practice and curricular redesign coupled with strategies for the application and adoption of LA strategies across institutions

scholarly journals Introduction into Sparks of the Learning Analytics Future

2015 ◽  
Vol 1 (3) ◽  
pp. 145-149 ◽  
Author(s):  
Mykola Pechenizkiy ◽  
Dragan Gasevic
Keyword(s):  
Doctoral Students ◽  
Learning Analytics ◽  
Harvard University ◽  
Traditional Classroom ◽  
Data Driven ◽  
Online Course ◽  
Summer Institute ◽  
Massive Open Online ◽  
Doctoral Research ◽  
Massive Open Online Course

This section offers a compilation of 16 extended abstracts summarizing research of the doctoral students who participated in the Second Learning Analytics Summer Institute (LASI 2014) held at Harvard University in July 2014. The abstracts highlight the motivation, main goals and expected contributions to the field from the ongoing learning analytics doctoral research around the globe. These works cover several major topics in learning analytics including novel methods for automated annotations, longitudinal analytic studies, networking analytics, multi-modal analytics, dashboards, and data-driven feedback and personalization. The assumed settings include the traditional classroom, online and mobile learning, blended learning, and massive open online course education models.

scholarly journals OnTask

2020 ◽  
Vol 2 (1) ◽  
pp. 42
Author(s):  
Steve Leichtweis
Keyword(s):  
Learning Analytics ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Course Design ◽  
Learning Experience ◽  
Technology Enhanced Learning ◽  
Learning Approaches ◽  
Laptop Computer ◽  
Data Set ◽  
Hands On

Universities are increasingly being expected to ensure student success while at the same time delivering larger courses.  Within this environment, the provision of effective and timely feedback to students and creating opportunities for genuine engagement between teachers and students is increasingly difficult if not impossible for many instructors, despite the known value and importance of feedback (Timperley & Hattie, 2007) and instructor presence (Garrison, Anderson & Archer, 2010).  Similar to other tertiary institutions, the University of Auckland has adopted various technology-enhanced learning approaches and technologies, including learning analytics in an attempt to support teaching and learning at scale.  The increased use of educational technology to support learning provides a variety of data sources for teachers to provide personalised feedback and improve the overall learning experience for students.  This workshop is targeted to teachers interested in the use of learning data to provide personalized support to learners.  Participants will have a hands-on opportunity to use the open-source tool OnTask (Pardo, et al. 2018) within some common teaching scenarios with a synthetically generated data set.  The facilitators will also share and discuss how OnTask is currently being used in universities to support student experience, teaching practice and course design.  As this is a hands-on workshop, participants must bring a laptop computer to work with the online tool and the prepared scenarios.  References   Garrison, D. R., Anderson, T., & Archer, W. (2010). The first decade of the community of inquiry framework: A retrospective. The internet and higher education, 13(1-2), 5-9. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112. Pardo, A., Bartimote-Aufflick, K., Shum, S. B., Dawson, S., Gao, J., Gaševic, D., Leichtweis, S., Liu, D., Martínez-Maldonado, R., Mirriahi, N. and Moskal, A. C. M. (2018). OnTask: Delivering Data-Informed, Personalized Learning Support Actions. Journal of Learning Analytics, 5(3), 235-249.

scholarly journals Educational Leadership Doctoral Students’ Perceptions of the Effectiveness of Instructional Strategies and Course Design in a Fully Online Graduate Statistics Course

2019 ◽  
Vol 23 (4) ◽  
Author(s):  
Mei Jiang ◽  
Julia Ballenger ◽  
William Holt
Keyword(s):  
Educational Leadership ◽  
Instructional Strategies ◽  
Doctoral Students ◽  
Course Design ◽  
New Technology ◽  
Guided Practice ◽  
Statistics Instruction ◽  
Learning Success ◽  
Statistics Course ◽  
Online Statistics

In the past several decades, higher education has witnessed exponential growth of online learning, as well as the need for it. New technology has dramatically transformed the way education is delivered compared to what takes place in the traditional classroom. It has enabled online delivery of course materials to students outside of face-to-face classroom in an asynchronous manner and provide students with self-paced flexibility at their convenience. Given the abstract nature of statistics content, effectiveness of the instructional strategies and course design in online statistics instruction has become particularly important to students’ learning success. In this qualitative study, the authors explored perceptions of the Educational Leadership doctoral students towards an online graduate level introductory statistic course in terms of whether the online course instructional strategies and course design helped them learn statistics. The authors assessed effectiveness of the instructional strategies and design of the online statistics course as well as students’ needs, so more effective instructional strategies could be used for online statistics teaching. Students identified the PowerPoint presentations with recorded lectures to be the most useful strategy. This strategy, along with live Q&A sessions, guided practice and activities, helped make the textbook information more real-world and connected the elements of statistics to application.

scholarly journals Curriculum creation: Reflection as a tool for enhancement

2016 ◽  
Vol 8 ◽  
pp. 2
Author(s):  
Cameron J. Harris ◽  
Jackie D. Brown
Keyword(s):  
Curriculum Design ◽  
Course Design ◽  
Pedagogical Practice ◽  
Professional Skills ◽  
University Environment ◽  
Curriculum Creation ◽  
Course Outcomes ◽  
Past Experiences ◽  
The University ◽  
Required Courses

Reflection plays an important role in the development of new courses and curriculum. Professional skills development is the focus of two newly developed and required courses, one of which uses reflection as a primary pedagogical practice. These foundational courses are scaffolded by design. The scope of this presentation will be on the first of these two courses, designed for students entering the university environment and serving as early exposure to the field.  Presenters will share the role that reflection played, and continues to play, in the development of these courses. One assignment, a product of this reflection, will serve as a focus of this presentation. It was developed to challenge students to consider past experiences and how they might apply to the development of their professional skills, both now and in the future. Peer review and feedback sessions serve as another instructional tool to facilitate this critical thinking process.The first focus of this presentation will be on continual instructor reflection on course and curriculum design as a method for enhancing the pedagogical approach, instruction, and assignments, and it will continue to play a role in the assessment of course outcomes. The second focus will be on the role that critical reflection plays as a pedagogical practice in course design and classroom instruction. Session attendees will be asked to reflect on their pedagogical practice and the role reflection has played in their approach to classroom learning.

Acknowledgements

2019 ◽  
Vol 5 (2) ◽  
pp. 171-171
Author(s):  
Nicola Carpentieri ◽  
Carol Symes
Keyword(s):  
Harvard University ◽  
Cultural Hegemony ◽  
Special Issue ◽  
Research Project ◽  
Constant Support

This special issue of The Medieval Globe emerged from a conference conceived in 2016 as part of Nicola Carpentieri's research project on "The Birth of Romance Literature: Iberia and Sicily at the Twilight of Arabo-Muslim Cultural Hegemony," generously supported by a Beatriu de Pinos fellowship at the Universitat Autonoma of Barcelona. We are particularly thankful to Professor Alexander Fidora for his invaluable help in organizing the conference. Heartfelt thanks also go to Professor William Granara at Harvard University for his constant support and advice, as well as to the team of the Latin Talmud project at the Universitat Autonoma: Dr. Ulisse Cecini, Dr. Oscar de la Cruz Palma, Dr. Eulalia Vernet, Dr. Isaac Lampurlanes, Dr. Gorge Hasselhoff, Professor Harvey Hames, Annabel Gonzalez Flores, Dr. Federico Dal Bo, and Professor Matthias Tischler.

Rethinking Meridians

Meridians ◽  
2020 ◽  
Vol 19 (S1) ◽  
pp. 548-558
Author(s):  
Karsonya Wise Whitehead
Keyword(s):  
Classroom Teacher ◽  
Alice Walker ◽  
Black Feminist Theory ◽  
Teaching Tool ◽  
Pedagogical Practice ◽  
Special Issue ◽  
Black Feminist ◽  
Critical Knowledge ◽  
Feminist Scholar ◽  
Teachers And Students

Abstract Alice Walker in her book, In Search of Our Mothers’ Garden, notes that when you write the book you want to read, you are both pointing and following your “direction of vision.” As a writer and a Black feminist scholar, the author understood this to mean that she needed to craft the tools that would help her to do her work. Rethinking Meridians is the critical knowledge project, the tool, that she wanted to have in her hand when she was a classroom teacher. Consisting of articles and lesson plans, the special issue was designed as a disruption tool that would inspire teachers and students to transcend the notion of the classroom as a static, constrained, and unliberated space. By using the lens of transdisciplinarity, Rethinking Meridians examines Black feminist theory as a teaching tool and a pedagogical practice that challenges teachers to connect the work across disciplines and beyond them.

scholarly journals Learning as a Machine. Crossovers Between Humans and Machines

2017 ◽  
Vol 4 (1) ◽  
Author(s):  
Mireille Hildebrandt
Keyword(s):  
Learning Process ◽  
Learning Analytics ◽  
Active Participation ◽  
Theory And Practice ◽  
Academic Disciplines ◽  
Special Issue ◽  
Rich Diversity ◽  
Current Thinking ◽  
Multidisciplinary Nature ◽  
The Rich

This article introduces the special issue from SoLAR’s 2016 Learning Analytics and Knowledge conference. The field of learning analytics (LA) draws heavily on theory and practice from a range of diverse academic disciplines. In so doing, LA research embodies a rich integration of methodologies and practices, assumptions and theory to bring new insights into the learning process. Reflecting this rich diversity, the theme of LAK 2016 highlights the multidisciplinary nature of the field and embraces the convergence of these disciplines to provide theoretical and practical insights to challenge current thinking in the field.  This overview introduces six articles, each of which expands on an invited talk or paper from the conference, with the added goal of offering a small taste of the rich experience that comes from  active participation in the conference. 

scholarly journals Editorial

2019 ◽  
Vol 8 (2) ◽  
pp. 95-98
Author(s):  
Jung Cheol Shin ◽  
Futao Huang
Keyword(s):  
Doctoral Students ◽  
Survey Data ◽  
Research Team ◽  
International Mobility ◽  
Special Issue ◽  
The West ◽  
Time To Degree ◽  
Socialization Theory ◽  
The Us ◽  
Introductory Paper

Abstract This introductory paper explains the background of the special issue Doctoral Education and Beyond and provides overviews of the selected eight articles. Six of the eight articles address policy-related topics such as career choice, international mobility, and time-to-degree, and two articles explore theory related topics, especially socialization theory for doctoral students. These articles are based on empirically collected data. Five articles are based on the GRN survey, and three articles are based on national survey data and international survey data collected by each research team. Although some findings in these articles resemble those from studies conducted in the West, mostly in the US, but similar findings do not necessarily mean doctoral students in East Asia have similar learning experiences to their colleagues in the West.

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