35. "We'll recognize Nanodegree
credentials for a range of our
software jobs, and we plan to
offer internships to as many as
100 high-performing graduates "
- AT&T 2014 Annual Report
48. *This work is licensed under Creative Commons Attribution Non Commercial 3.0.
Analyse
what we
have and
need.
Business
challenge
Learning
challenge
Decide on a
strategy
Characterize
the audience
Create a high
level design
Learning plan
Measurement
plan
Create a
detailed
design
Implement
infrastructure
Develop or
buy content
Create course
activities
Launch & run
the program
Review
feedback
Iterate and
adapt
Learning Design Process
Use technology to correct the exam in programming.
Use technology to improve the quality of teaching and to improve the learning experience.
MORE STUDENTS - COST - QUALITY
400 institutes created MOOCs
Competition
Quality
Bridge the gap between research in education and applying the research results.
How many of us read research papers from educational science?
Discover in real-time which teaching methods work best.
Infographic:
https://datafloq.com/read/big-data-improve-education-infographic/393
<p><strong>Please include attribution to CollegeStats.org with this graphic.</strong><br /><br />
<a href="http://collegestats.org/2013/01/how-can-data-mining-analytics-enhance-education/"><img src="https://s3.amazonaws.com/infographics/Data-Mining-Analytics-Education-800.png" alt="How Can Data Mining & Analytics Enhance Education?" width="500" border="0" /></a></p>
Learning analytics are an inherent part of digital learning environments. They provide us real-time insight in the activities of students but can also give us valuable feedback about the quality of the courseware. Compared with traditional learning we can use the analogy of th tip of the iceberg:
In traditional lecture based courses, we will typically do some tests during a semester, followed by an exam at the end of the year and maybe the QA dept will organise a student feedback report. All these measurements only take a snapshot and provide very uncomplete information about the learning progres: the tip of the icebergs Example: an exam based on 20 multiple choice question for a 3 ECTS course can never be a good or representative indication of the knowledge acquired by the learner.
In digital learning we can measure and track continuously the learning activities and progress of each learner and compare it with peers, previous classes, other univertisities …etc. This gives us an :over-complete” information: the part of the iceberg under the surface.
The challenge of learning analytics and learning data residers in the analysis and the decision support that we can draw from all that data.
Flipped classroom cannot be deployed efficiently without real-time insight in the learner activities and progress.
If some students come to class unprepared, this has multiple negative side-effects:
f2f time will be inefficient.
If the teachers repeats the material that was online during the classroom session, the ones that prespared their work will never prepare again in the future.
If a teacher expects that students have prepared material for an online interactive session, a workshop or a classroom session, there needs to be a way of knowing what the student has done or not done. Learning analytics offer a way to get insight and to steer the workflow that is connected to a learning path.
Example: if a students has not watched a video the day prior to the classroom session were there will be a group discussion about the video, the system can detect this in the learning records and sends out automatically a gentle reminder.
The most basic and often first usage of learning analytics is for status and progress monitoring.
This can be used in combination with a messaging system to steer the workflow and the learning path.
e.g.: send a notification to students if a deadline is approaching
The next level of application is for grading or handing out (nano-)certificates and badges. This already requires a carefull design of the learning analytics:
What will we measure (activities)
Which learner actions do we need to measure.
How can we make sure that the data is accurate and authentic?
- …
Application that are still in the domain of research and innovation are the usage of learning analytics for the customisation and personalisation of courseware and learning paths.
If we collect learning data of a person throughout his entire “learning” career, we can offer him or her a personalised learning path that takes into account previous learning experiences, professional experience and the “half-life” time of knowledge.
Example: we could send a learner a message that it would be a good idea to upgrade their knowledge in a particular domain of their professional activities and propose a set of “knolwdge nudgets” .
Learning happens anywhere and in a number of different environments combining formal with unformal learning. In order to assess the knowledge level achieved by a learner we need to have data of all these learning moments. xAPI and Tincan are designed to do this.
Feedback and measurement loop – typical “engineering” process applied to learning.
XAPI is open standard that allow to create a loose coupling between the different learning environments and kearning tools. The data is collected in a central learning repository or LRS. (learning record store). From the LRS the data can be shared with other learning repositories or it can be used to create dashboards and run reports.
User View
We produce enormous volumes of new knowledge but how do we exchange it?
Knowledge generation is faster then universities can krank out new courses.
The formal education system is no longer capable of meeting the educational needs of a high tech innovation driven ecosystems.
1) Fast knowledge transfer ; faster then universities can crank out courses
2) Upskilling and live long learning
Nanodegrees
In 2014, we took a new approach to better deliver on our mission. Talking to countless employers convinced us to create a new type of a university, a university by industry, a university built by Silicon Valley. One that:
teaches the skills that industry employers need today.
delivers credentials endorsed by employers.
provides education at a fraction of the cost and time of traditional schools.
We partnered with industry giants: AT&T, Google, Cloudera, Facebook, Salesforce, and others. Together, we created a new type of credentials: nanodegrees.
We are a generic university – we cover all the disciplines: why don’t we put them at work to create excellence in education?
Education is the profession with the highest societal impact.
Education is the most multidisciplinary profession in the world
Kat uit de boom kijken … = See which way the wind blows (ENG)
Surf Nederland:
2012: 7 piootprojecten
University of Glasgow published research related to the quality of 76 MOOCs.
The "Peer Reviewed Assignment" application provides an online solution for peer reviewed student assignments. In the context of “assessment for learning”, validated research has shown that peer assessments are not only a powerful tool to evaluate students, but even more so they can be used to increase students’ learning ability. As a series of higher degree cognitive processes are activated via peer interaction, both assessee and assessor tend to fastly gain new insights and experience.
Workflow automation
Reduce teacher workload
Manage deadlines and reminders
Assign peer review roles
Collect student solutions and feedback
Send out feedback comments
Learning analytics
Analyze student activity in context
Monitor student progress
Enable in-depth learning advice
