Archive for the ‘Wales Wide Web’ Category

The unwritten rules of engagement

January 16th, 2017 by Graham Attwell

Fascinating research from April Yee, program officer for the James Irvine Foundation in the USA. In a report entitled “The Unwritten Rules of Engagement: Social Class Differences in Undergraduates’ Academic Strategies” and reported in Times Higher, Yee says even when students from socio-economically disadvantaged backgrounds are able to access higher education they face further challenges that their more privileged counterparts do not. This she believes is due toe different learning strategies. Whilst the learning strategies of middle class students are recognised by the institutions, the strategies of first generation working class students are not.

“First-generation students believe that they are responsible for earning good grades on their own,” she writes.

“First-generation students employ engagement strategies that emphasise independence while middle-class students…emphasise interaction, in addition to independence. Thus middle-class students are more likely to achieve not because they exert more absolute effort, but because they employ a wider range of strategies.”

She adds that the research, published in the Journal of Higher Education, “points to the role of institutions in defining the implicit rules of engagement, such that middle-class strategies of interaction are recognised and rewarded while first-generation strategies of independence are largely ignored”.

Of course all this leaves more questions than it answers (and is why people should read full reports, rather than rely on the Times Higher digest). I am interested in just what is an engagement strategy that emphasises interaction. To what degree can the design of student assignments, for instance with groupwork, support interaction – if indeed such a learning strategy needs to be supported. And if this research holds true for universities what might it mean for the schools sector.

Learning Analytics and the Peak of Inflated Expectations

January 15th, 2017 by Graham Attwell

hypecycleHas Learning Analytics dropped of the peak of inflated expectations in Gartner’s hype cycle?  According to Educause ‘Understanding the power of data’ is still there as a major trend in higher education and Ed Tech reports a KPMG survey which found that 41 percent of universities were using data for forecasting and predictive analytics.

But whilst many universities are exploring how data can be used to improve retention and prevent drop outs, there seems little pretence any more that Learning Analytics has much to do with learning. The power of data has somehow got muddled up with Management Analytics, Performance Analytics and all kinds of other analytics – but the learning seems to have been lost. Data mining is great but it needs a perspective on just what we are trying to find out.

I don’t think Learning analytics will go into the trough of despair. But i think that there are very real problems in working out how best we can use data – and particularly how we can use  data to support learning. Learning analytics need to be more solidly grounded in what is already known about teaching and learning. Stakeholders, including teachers, learners and the wider community, need to be involved in the development and implementation of learning analytics tools. Overall, more evidence is needed to show which approaches work in practice and which do not.

Finally, we already know a great deal about formal learning in institutions, or at least by now we should do. Of course we need to work at making it better. But we know far less about informal learning and learning which takes place in everyday living and working environments. And that is where I ultimately see Learning analytics making a big difference. Learning Analytics could potentially help us all to self directed learners and to achieve the learning goals that we set ourselves. But that is a long way off. Perhaps if Learning analytics is falling off the peak of expectations that will provide the space for longer term more clearly focused research and development.

 

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    Online Educa Berlin

    OEB Global (formerly Online Educa Berlin) has announced its Call for Proposals and the overall theme for 2018: Learning to Love Learning. The event will incorporate Learning Technologies Germany – a leading European exhibition on learning technologies in the workplace – for the first time this year. More details here.


    Barcelona to go Open Source

    The Spanish newspaper, El País, has reported that the City of Barcelona is in the process of migrating its computer system to Open Source technologies.

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    OER18: Open to All,

    The OER18 Conference takes place in Bristol, UK on 18 – 19 April 2018. OER18 is the 9th annual conference for Open Education research, practice and policy. The final keynote has now been announced: Dr Momodou Sallah is Reader in Globalisation and Global Youth Work at the Social Work, Youth and Community Division, De Montfort University.  More about the conference: http://go.alt.ac.uk/2DmsPPu


    Learning about technology

    According to the University Technical Colleges web site, new research released of 11 to 17-year-olds, commissioned by the Baker Dearing Educational Trust, the charity which promotes and supports University Technical Colleges (UTCs), reveals that over a third (36%) have no opportunity to learn about the latest technology in the classroom and over two thirds (67%) admit that they have not had the opportunity even to discuss a new tech or app idea with a teacher.

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    Building apps (45%)
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    Coding computer languages (34%)
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