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Liked on Pinterest: “The most valuable resource that all teachers have is each other. Without collaboration our growth is limited to our own perspectives.” – Robert John Meehan

Liked on Pinterest: “The most valuable resource that all teachers have is each other. Without collaboration our growth is limited to our own perspectives.” – Robert John Meehan

Just liked this Pin: “The most valuable resource that all teachers have is each other. Without collaboration our growth is limited to our own perspectives.” – Robert John Meehan http://ift.tt/2nwY7vW
Pinned to Learning Analytics Mscedc on Pinterest

Pinned to Learning Analytics Mscedc on Pinterest

Last week when covering Learning Analytics (LA) I found it difficult to relate the topic to my field and how it could support my methods of teaching and the teaching template created for the Scottish Qualification Association (SQA) Higher Dance course. I decided to experiment and create something that I could evaluate and discuss. As my role is not on a full-time basis in one location I have the advantage of assessing grades from a few institutes which involve a Private Dance School, a course based within a Performing Arts College where students attend from local High Schools on certain afternoons and a High School with a dance department. I combined the students from each institute and the technology used by the teacher and the students were measured in correlation to their overall end of year grade. Limitations were present in the quality of data and the lack of data related to the volume of online activity as not all activity could be recorded. The level of feedback was measured by the amount of times students were given tutor feedback  (in person and through online communication) and the progression of each students choreographic content through implementation of that specific feedback. The feedback was measured alongside their progress in technical ability and performance. The data was recorded by their teachers and can therefore be classed as a biased approach. However, looking at the infographic we can see that feedback helped the student to increase their overall grade. The overall grade was comprised of theory and practical and if students were not technically strong they could focus on the choreographic content and written review to increase their marks. Likewise if the student found the creativity of choreography challenging and had limited literacy skills, the technical performance gave opportunity to still achieve a strong grade. The infographic unfortunately does not capture this data and highlights the issue of generalisation. The information provided can be misinterpreted dependent on ones knowledge of the course and perception of dance.

Learners construct knowledge by using (cognitive, digital, and physical) tools to perform operations on raw information in order to create products of learning. I’m not able to identify weak points in  this particular LA on their learning activities or the topics they have struggled with but through communication I was able to provide instructive and process related feedback on how to improve their learning and final assignments. If I am to reflect the LA above I can not change the course learning design, as the SQA  course is already set out prior to meeting the group. I can, however, emphasis the importance of teacher and student communication and on-going feedback.

” The choices learners make are influenced by the (internal an external) conditions, which in turn can affect standards of the learners use in their metacognitive monitoring and control” (Gašević, Dawson & Siemens , 2014, p4).

Although I have used a visual demonstration of learning analytics the process and collection of data can be mis-understood or seen as unreliable. It is important to know where the data is coming form and acknowledge a risk of a biased approach to the generation of data and the interpretation of the readings. As Siemens (2013, p.1395) states “the learning process is essentially social and cannot be completely reduced to algorithms”.

References:

Boyd, Danah, & Crawford, K. (2012). CRITICAL QUESTIONS FOR THE BIG DATA. Information, Communication & society, 15(5), 662-679. DOI: 10.1080/1369118x.2012.678878

Gašević, D., Dawson, S., & Siemens, G. (2014). Let’s not forget: Learning analytics are about learning. TECH TRENDS TECH TRENDS, 59(1), 64-71. DOI:10.1007/s11528-014-0822-x

Seimens, G. (2013). Learning Analytics: The emergence of  a discipline. American Behavioural Scientist, 57(10), 1380-1400. DOI: 10.1177/0002764213498851

Just Pinned to Learning Analytics Mscedc: Learning Analytics Higher Dance | @Piktochart Infographic http://ift.tt/2nkdPfy

Pinned to Learning Analytics Mscedc on Pinterest

Pinned to Learning Analytics Mscedc on Pinterest

Published but I have still not noticed the typos, despite posting! Nothing more exposing than having your learning process and work out there for public veiwing.Horrific!!

Just Pinned to Learning Analytics Mscedc: Learning Analytics Higher Dance | Piktochart Infographic Editor http://ift.tt/2nDYwiZ
Pinned to Algorithms on Pinterest

Pinned to Algorithms on Pinterest

Just Pinned to Algorithms: How algorithms rule our working lives | Cathy O’Neil | Science | The Guardian #mscedc http://ift.tt/2n2HGXS
I read this article by Cathy O-Neil and pinned the link to pinterest as I found the topic of algorithms affecting our working lives intriguing. It made me consider the restrictions students face when applying for further education or applying for funding to support their studies. Looking at the different personalities of course participants and the psychology behind motivation we all need different incentives. If we were to have access to information that puts us under certain categories would that affect our performance within a course?
Pinned to Community Cultures #mscedc on Pinterest

Pinned to Community Cultures #mscedc on Pinterest

This post made me think of community cultures and our association with identity. Algorithms can help navigate us to people and communities. Some conceal certain aspects of themselves while others could be unaware of their digital footprint or some may not actually care. The things is, we are open for judgement when exposed online. Lectures, peers or ‘lurkers’ can make assumptions of ‘who we are’ which in return can influence how they interact with us online and face to face. Admit it, we have all found out a little too much about someone online and then acted like you were unaware until the information came up in conversation!

Just Pinned to Community Cultures #mscedc: Monica Bulger and Mikaela Pitcan interview Jade Davis about student privacy issues when they are assigned social media projects. http://ift.tt/2lUvTc5
Pinned to Cyber Culture on Pinterest

Pinned to Cyber Culture on Pinterest

Just Pinned to Cyber Culture: Big Data Revolution http://ift.tt/2mUampbhttp://ift.tt/2nbwmYw
This podcast was extremely entertaining whilst doing my weekly chores. It was enlightening to ‘listen’ to a conversation about data and algorithms rather than trying to concentrate on text whilst being stationary. I’m an active person and find it difficult for my brain to concentrate if my body is screaming for me to ‘move’. The episode left me a little overwhelmed by the extent of how data is used but fascinated at how we have evolved as a species. Machines and computer science has allowed us to overcome and create opportunity for many despite the fear that it can be used for the wrong reasons. Lister (2009) speaks of technology as invisible in an era of ‘technologically mediated self expression’. The customer is valuable and ‘we’ the people will deliver the content. Organisations and companies are creating operations that make even people with no technical skills or ability expand and publish information.
References:
Lister, M. … [et al.], (2009) “Chapter 3. Networks, users and economics” from Martin Lister … [et al.], New media: a critical introduction pp.163-236, London: Routledge
Pinned to Community Cultures #mscedc on Pinterest

Pinned to Community Cultures #mscedc on Pinterest

It’s not just about the negatives but the positive impact that MOOCs can have on education. I found the idea of promoting a learner-centred model interesting. Through the use of a flipped classroom I feel that an online course could enable in-depth discussions with my pupils, reinforce their physical performance and increase practical time within the classroom. However, do they show the ability to work independently and demonstrate self-directed learning and autonomy. Guidance would be compulsory alongside time-management, discipline and goal setting to ensure internal assessment outcomes are met.
References:
Bayne, S. (2014). What’s the matter with ‘Technology Enhanced Learning’? Learning, Media and Technology, DOI: 10.1080/17439884.2014.915851 (journal article)
Knox, J.(2013). Five critiques of the open educational resources movement.Teaching in Higher Education, 18(8), 821-832. DOI: 10.1080/13562517.2013.774354 (journal article)

Just Pinned to Community Cultures #mscedc: Five critiques of the open educational resources movement: Teaching in Higher Education: Vol 18, No 8 http://ift.tt/2lizk00