GoogleTranslate Service


Workplace Learning Analytics workshop

September 7th, 2016 by Graham Attwell

It is not easy developing a community around Workplace Learning Analytics but there are some signs of emerging interest.

On 23 September 2016, in Leeds, there is an open workshop on Workplace Learning Analytics, sponsored by the Learning Layers project. The invitation to the workshop runs as follows.

Up to now, the Learning Analytics community has not paid much attention to workplace and professional scenarios, where, in contrast to formal education, learning is driven by demands of work tasks and intrinsic interest of the learner. Hence, learning processes at the workplace are typically informal and not related to a pedagogical scenario. But workplace and professional learners can benefit from their own and others’ learning outcomes as they will potentially increase learning awareness, knowledge sharing and scaling-up learning practices.

Some approaches to Learning Analytics at the workplace have been suggested. On the one hand, the topic of analytics in smart industries has extended its focus to some learning scenarios, such as how professionals adopt innovations or changes at the workplace; on the other hand, the Learning Analytics community is increasing its attention to informal scenarios, professional training courses and teaching analytics. For this reason, we consider that it a great moment to collect all this interest to build up a community related to workplace and professional Learning Analytics.

  • We invite you to take part in the workshop which will have two main activities:
    During the morning all the participants will shortly present their research work or the research questions they are working on. Thus, we can find common problems, synergies and potential collaborations in future projects.
  • During the afternoon we can work on smaller groups to discuss some community-building mechanisms: follow-up workshops (maybe at LAK’17), potential grant applications, creation of an on-line community, collaboration in current or future projects, collaboration with other researchers or research communities… etc.

To register, please send an email to: Tamsin Treasure-Jones (t [dot] treasure-jones [at] leeds [dot] ac [dot] uk)

Comments are closed.

  • Search Pontydysgu.org

    News Bites

    Digital Literacy

    A National Survey fin Wales in 2017-18 showed that 15% of adults (aged 16 and over) in Wales do not regularly use the internet. However, this figure is much higher (26%) amongst people with a limiting long-standing illness, disability or infirmity.

    A new Welsh Government programme has been launched which will work with organisations across Wales, in order to help people increase their confidence using digital technology, with the aim of helping them improve and manage their health and well-being.

    Digital Communities Wales: Digital Confidence, Health and Well-being, follows on from the initial Digital Communities Wales (DCW) programme which enabled 62,500 people to reap the benefits of going online in the last two years.

    See here for more information


    Zero Hours Contracts

    Figures from the UK Higher Education Statistics Agency show that in total almost 11,500 people – both academics and support staff – working in universities on a standard basis were on a zero-hours contract in 2017-18, out of a total staff head count of about 430,000, reports the Times Higher Education.  Zero-hours contract means the employer is not obliged to provide any minimum working hours

    Separate figures that only look at the number of people who are employed on “atypical” academic contracts (such as people working on projects) show that 23 per cent of them, or just over 16,000, had a zero-hours contract.


    Resistance decreases over time

    Interesting research on student centered learning and student buy in, as picked up by an article in Inside Higher Ed. A new study published in PLOS ONE, called “Knowing Is Half the Battle: Assessments of Both Student Perception and Performance Are Necessary to Successfully Evaluate Curricular Transformation finds that student resistance to curriculum innovation decreases over time as it becomes the institutional norm, and that students increasingly link active learning to their learning gains over time


    Postgrad pressure

    Research published this year by Vitae and the Institute for Employment Studies (IES) and reported by the Guardian highlights the pressure on post graduate students.

    “They might suffer anxiety about whether they deserve their place at university,” says Sally Wilson, who led IES’s contribution to the research. “Postgraduates can feel as though they are in a vacuum. They don’t know how to structure their time. Many felt they didn’t get support from their supervisor.”

    Taught students tend to fare better than researchers – they enjoy more structure and contact, says Sian Duffin, student support manager at Arden University. But she believes anxiety is on the rise. “The pressure to gain distinction grades is immense,” she says. “Fear of failure can lead to perfectionism, anxiety and depression.”


    Other Pontydysgu Spaces

    • Pontydysgu on the Web

      pbwiki
      Our Wikispace for teaching and learning
      Sounds of the Bazaar Radio LIVE
      Join our Sounds of the Bazaar Facebook goup. Just click on the logo above.

      We will be at Online Educa Berlin 2015. See the info above. The stream URL to play in your application is Stream URL or go to our new stream webpage here SoB Stream Page.

  • Twitter

  • RT @maddie_breeze The first @strath_fem seminar of the year is a double header, and will be followed by a book launch for Time & Space in the Neoliberal University palgrave.com/gb/book/978303… sponsored by the Gender Subtheme. Details below 👇

    Yesterday from Cristina Costa's Twitter via Twitter for Android

  • Sounds of the Bazaar AudioBoo

  • Recent Posts

  • Archives

  • Meta

  • Upcoming Events

      There are no events.
  • Categories