Don’t do things to people, do things with people

7 04 2011

Short presentation in which Stewen Downes outlines the elements of the classical approach to workplace learning that can be and are being challenged by new forms of enterprise organization and workplace learning.

I graped  the quotation Don’t do things to people, do things with people. Will keep it in mind .

via OLDaily


Learning Analytics a Learnchat – Formative = en route; summative = end of journey

31 03 2011
This week’s topic
lrnchat lrnchat was Learning Analytics
Rule4. Remember to include #lrnchat in all posts. http://tweetgrid.com work well.

Jane Hart

C4LPT Jane Hart
Q1) We don’t collect learning data – because it’s a meaningless activity. We are only interested in performance data #lrnchat
Simbeck-HampsonRT @LnDDave: Q1) I rarely share data. I collect data so I can tell a credible story. < point in case… #lrnchat
Eva BirgerRT @mrch0mp3rs: Q2) Who owns the data once its been collected?#lrnchat #lrnchat
Q2) btw, check out “Web analysts code of ethics”, interesting read: #lrnchat
RT @lrnchat: Q3) How are you collecting formative and summative data now? #lrnchat
RT @c4lpt: Q3) Formative = en route; summative = end of journey#lrnchat
RT @JaneBozarth: Summative evaluation = evaluation by autopsy. Examine after the patient has died… <LOL #lrnchat
RT @LnDDave: RT @c4lpt: Q4) Whoooa dont even go there! Social activity data is as meaningless as LMS data #lrnchat

Further reading  Web analysts agree on a code of ethics

How much information …

19 03 2011

In a short video, Martin Hilbert, a Provost’s Fellow at the USC Annenberg School for Communication & Journalism, talks about how much information the world stores, communicates, and computes.

How much information can the world store, communicate, and compute? from SCVideos on Vimeo.

via netzpiloten

#LAK11 Epilogue

1 03 2011

Learning analytics is the measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs.

Reflecting on this I realised that my understanding is of a Learning Analytics Cycle provided by Doug Clow.

The way how to put Learning Analytics into action as tweeted by George Siemens.

Towards Analytics outside the LMS and awarness of the problematic:

Abelardo Prado Sideshare

Evolving Analytics Platforms:

Grockit or iSpot

6th week Technologie as a solution for whom?

18 02 2011

My estimation is, if you participate in the first course of a new subject in a MOOC, the possibility to meet highly skilled experts in the field is given. In my case I hit the jackpot by meeting such a huge number of experts.

The first, Hans de Zwart, gives a detailed summary of his  findings and raises the questionTechnology as a solution

The second, Bert De Couter, is reflecting about his experiences in the 5th week, which are very similar to mine. For me, this is a sign, that I  as a professional from another discipline, understand the content of the course.  Still I have to learn very much.

Therefore, I find the tweet from Nicola Avery , another expert and a true friend,   how to use  Gapminder desktop enormous helpful. This week she writes about Creating OPML files and importing into Google Reader.

The experts in this course -some I have noted in previous posts – have expanded my PLE and promise a further learning in various ways.

Unfortunately I could only once follow a Elluminate session. The guest speaker was Simon Buckingham Shum . For me his slideshow contains enough subject matter  to deal with further.

5th week Summary of Learning and Knowledge Analytics

11 02 2011

“Learning analytics promises to harness the power of advances in data mining, interpretation, and modeling to improve understandings of teaching and learning, and to tailor education to individual students more effectively. Still in its early stages, learning analytics responds to calls for accountability on campuses across the country, and leverages the vast amount of data produced by students in day-to-day academic activities. While learning analytics has already been used in admissions and fund-raising efforts on several campuses, “academic analytics” is just beginning to take shape.

The goal of learning analytics is to enable teachers and schools to tailor educational opportunities to each student’s level of need and ability.

Learning analytics need not simply focus on student performance. It might be used as well to assess curricula, programs, and institutions. It could contribute to existing assessment efforts on a campus, helping provide a deeper analysis, or it might be used to transform pedagogy in a more radical manner. It might also be used by students themselves, creating opportunities for holistic synthesis across both formal and informal learning activities.

It also carries with it concerns about student privacy and profiling, as well as the sense that students are being reduced to information and numbers. Indeed, learning analytics to date generally falls within the purview of IT departments.

There are currently several kinds of tools for learning analytics including those that might be adapted for educational purposes, and those developed specifically to connect with existing educational tools. Commercial applications include Mixpanel analytics, which offers real-time data visualization documenting how users are engaging with material on a website. Similarly, Userfly, designed for usability testing, provides the ability to record the behavior of visitors to websites, and then play it back for analysis. Moving in a different direction, Gephi is a free, open source interactive visualization and exploration platform described as “Photoshop but for data.” It is connected to exploratory data analysis. Among the tools developed specifically for learning analytics is Socrato, an online learning analytics service that generates diagnostic and performance reports. SNAPP (Social Networks Adapting Pedagogical Practice), developed by the University of Wollongong in Australia, is a tool designed to expand on the basic information gathered within learning management systems; this information tends to center on how often and for how long students interact with posted material. SNAPP instead visualizes how students interact with discussion forum posts, giving significance to the socio-constructivist activities of students.

Perhaps one of most compelling aspects of learning analytics centers on collaborations between IT staff and faculty, or those working in computer science and HCI, and those working in non-computational disciplines.”

Horizon Report 2011

4th week in #LAK11

6 02 2011

That’s another reason why starting with goals and a predefined strategy for data analysis matters. It is important to ensure that the numbers that you see really are what you think they are.  Marielle Lange


Participation  in forums for Week 4:

Playinging with a few analytics tools:
– Gephi: Download dataset:
– OECD Factbook:
– Gapminder
If you’re using VUE or CMAP to develop your concept map, add new concepts from this week and detail connections to previous concepts.
Playing around with a few of these tools:
Darwin Awareness Engine:
George Siemens (I found Hilary Mason and Werner Vogels talks very interesting).gave a broad overview of data and data science (not specifically focused on the education sector), from the Strata conference, which has made several short (10-20 minutes) keynotes talks available:

Strata Conference Videos

LAK11 Wiki

Sarah Havard:

Map of Science home:
(Try the BROWSE MAPS and have fun getting lost in amazing analytics visualizations toward semantic webbing, seems to me.) And also,
Scroll down and enjoy another “forest” of visualization adventures! Take your pick!!

…and so then, as seems to happen sometimes — all at once new patterns emerge all over the place once you have the right glasses on, I discovered Linked In’s new visualizing your network tool, have you seen it and/or tried it? I think this wil take you there…

My friend Nicola:

Thread of the week

A visitor on my blog came from this side: