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March 18, 2017 at 04:48PM
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I included this because it so strongly chimed with what I was thinking about student profiling – in particular, the highlighted bit reflects my experience of working with young people in HE, and the (in my opinion) dangers of treating any people, but particularly young people, as linear, as models of themselves, or as unable to follow unpredictable paths.
It’s from here, by the way:
Lawson, C., Beer, C., Rossi, D., Moore, T., & Fleming, J. (2016). Identification of ‘at risk’ students using learning analytics: the ethical dilemmas of intervention strategies in a higher education institution. Educational Technology Research and Development, 64(5), 957–968. https://doi.org/10.1007/s11423-016-9459-0
[Edit on Sunday 19th March: it’s also, I notice very much retrospectively, an attempt for me to use the lifestream to model how I study, how I make notes, how I identify comments and other thoughts. There’s another example here. I didn’t really realise I was doing this.]
‘an attempt for me to use the lifestream to model how I study, how I make notes, how I identify comments and other thoughts’
Indeed, and it works very well I think. ‘Reading’ and ‘thinking’ and quite hard things to ‘track’ or ‘measure’, at least with analytics (which this lifestream itself might relate to in some way), so these posts are a super way of showing your process and understanding.