Learning Analytics Courses

George Siemens

After about a year of planning, we can finally announce the following courses on edX focusing on learning analytics. The intent of these courses is to eventually lead into a MicroMasters and then advance placement in an in-development Masters of Science in Learning Analytics at UTA. Each course runs about three weeks and we’ve tried to settle on prominent analytics tools for educational data so the experience is one where skills can immediately be applied.

Open Learning Analytics

George Siemens

While those sensemaking approaches won’t disappear, they will be augmented by data and analytics. Educators often find analytics frustrating. Or can analytics actually measure what matters instead of what is readily accessible in terms of data? All educators need to be familiar with data and analytics approaches, including machine and deep learning models. Open Learning Analytics. Learning Analytics Masters Program (LAMP).

New MOOC: Data, Analytics, & Learning

George Siemens

I’ve run a range of open courses on a fairly broad range of platforms: D2L, Moodle, Instructure, a mess of social media tools, and (most frequently) with Stephen Downes’ gRSShopper. This fall, together with colleagues, I’ll be offering an open course on edX: Data, Analytics, and Learning. From the description: In education, the use of data and analytics to improve learning is referred to as learning analytics.

Innovation in open online courses

George Siemens

In a few weeks, our edX course Data, Analytics, and Learning (#DALMOOC https://www.edx.org/course/utarlingtonx/utarlingtonx-link5-10x-data-analytics-2186 ) will start. We (Carolyn Rose, Dragan Gasevic, Ryan Baker, and I) have spent the last several months thinking through the course structure and format. This is a short overview of the innovations that we want to explore during the course. DALMOOC has been designed to model a distributed information structure.

Course 209

Researching open online courses

George Siemens

In fall, we (TEKRI, NRC, UPEI and possibly a few other organizations) are hosting an open online course. The course will run for about 35 weeks and credit options will be available for students in the Athabasca University MDE program and with Georgia Tech. It’s fairly easy to take online courses or interact with your favorite academic these days. Since 2007, numerous people have offered some version of open online courses.

Course 164

Is Design Thinking the “New Liberal Arts”?

Irving Wladawsky-Berger

Design thinking has become an increasingly popular topic of discussion over the past decade. Design is no longer just for physical objects, e.g. cars, bridges, shoes, jewelry, smartphones. The application of design thinking beyond products isn’t new.

Design 278

Creating the Connectivist Course

Stephen Downes: Half an Hour

So the form was not something we designed and implemented, at least, not explicitly so. One was the beginning of open online courses. We had both seen them in operation in the past, and had most recently been influenced by Alec Couros’s online graduate course and David Wiley’s wiki-based course. What made these courses important was that they invoked the idea of including outsiders into university courses in some way.

Course 149

Designing E-Learning 3.0 in gRSShopper - 3

Stephen Downes: Half an Hour

[ Part 1 - Part 2 - Part 3 - ] I have the basic structure of the course in place and now I want to fill it out with some content. The course starts in a couple of days and it's important to ensure people have something to see and work with.

Module 145

Design Elements in a Personal Learning Environment

Stephen Downes: Half an Hour

In this paper I would like to address the core design elements in the development of a personal learning architecture being developed in the National Research Council''s Learning and Performance Support Systems program. The program draws on NRC''s research in other fields, such as machine learning and analytics. The NRC-designed MOOC differs significantly from traditional courses.

Design 196

Teaching in the Digital Age: Guidelines for Designing Teaching and Learning

Stephen Downes: Half an Hour

is a bad one), online course, personal experience, online personal learning environments, etc. military training, online course, nature as a learning environment. You need good course design, empathy, competence (which is where professors excel), and the imagination to create context.

When the Learner is the Teacher, Do We Need Instructional Designers?

Xyleme

It’s a new world out there for the Instructional Designer. When designing for mLearning, we need to put ourselves in the shoes of the user who is walking around with a very powerful tablet and/or smart phone. In light of this, a waterfall ADDIE process that cranks out a monolithic elearning courses doesn’t work anymore. The days of all knowing instructional designer that drives a process of extracting and interpreting information from the SME seems way too mediated.

Design 216

Pedagogical Principles of Design for Active, Reflective and Self-Regulated Learning

Stephen Downes: Half an Hour

Session summaries from the World Conference on Online Learning , Toronto Maureen Andrade - Self-Regulated Learning, Course Design, and Pedagogy: A Model for Learner Success Practical ideas to help students succeed in an online course. These can be applied in other contexts, including in your own courses. We will share today a couple of assignments we created for a course ‘Introduction to Quebec Society’ where we emulate the traditional forms of learning.

Do you want to DO design thinking? Start with the d.School's.

Bob Sutton

Design school project teaches bike safety - The Stanford Daily Online. Tim Brown: Change by Design: How Design Thinking Transforms Organizations and Inspires Innovation. Tina Seelig: What I Wish I Knew When I Was 20: A Crash Course on Making Your Place in the World. Davenport: Competing on Analytics: The New Science of Winning. Bill Moggridge: Designing Interactions. Listed below are links to weblogs that reference Do you want to DO design thinking?

My Old Online Facilitation Workshop Materials | Full Circle Associates

Nancy White

I have removed the original copyright designation and it is now available as a creative commons, non-profit, share alike resource. I ask, not having looked at the resources, but because I hope that Sarah will pick them up and use them in Wikiversity (with full attribution of course).

The Better By Design Summit: Cool Things I Heard in New Zealand.

Bob Sutton

Design school project teaches bike safety - The Stanford Daily Online. Tim Brown: Change by Design: How Design Thinking Transforms Organizations and Inspires Innovation. Tina Seelig: What I Wish I Knew When I Was 20: A Crash Course on Making Your Place in the World. Davenport: Competing on Analytics: The New Science of Winning. Bill Moggridge: Designing Interactions. » The Better By Design Summit: Cool Things I Heard in New Zealand.

My Old Online Facilitation Workshop Materials | Full Circle Associates

Nancy White

I have removed the original copyright designation and it is now available as a creative commons, non-profit, share alike resource. I ask, not having looked at the resources, but because I hope that Sarah will pick them up and use them in Wikiversity (with full attribution of course).

Course 133

Digital Learning Survey 2019 – Most Tech Doesn’t Stack Up

Xyleme

Investing in a “next gen” Learning Content Management System (LCMS) can help close the analytics gap and drive actionable business insights. In fact, a next gen LCMS incorporates each of the top areas of growth in digital learning platforms identified by Fosway Group: Analytics.

Survey 151

Digital Learning Survey 2019 – Most Tech Doesn’t Stack Up

Xyleme

Investing in a “next gen” Learning Content Management System (LCMS) can help close the analytics gap and drive actionable business insights. In fact, a next gen LCMS incorporates each of the top areas of growth in digital learning platforms identified by Fosway Group: Analytics.

Survey 130

Is It Sometimes Rational to Select Leaders Randomly? A Cool Old.

Bob Sutton

Design school project teaches bike safety - The Stanford Daily Online. Tim Brown: Change by Design: How Design Thinking Transforms Organizations and Inspires Innovation. Tina Seelig: What I Wish I Knew When I Was 20: A Crash Course on Making Your Place in the World. Davenport: Competing on Analytics: The New Science of Winning. Bill Moggridge: Designing Interactions.   Of course, this one of the broadest and most confusing topics on earth. 

My Old Online Facilitation Workshop Materials | Full Circle Associates

Nancy White

I have removed the original copyright designation and it is now available as a creative commons, non-profit, share alike resource. I ask, not having looked at the resources, but because I hope that Sarah will pick them up and use them in Wikiversity (with full attribution of course).

My Old Online Facilitation Workshop Materials | Full Circle Associates

Nancy White

I have removed the original copyright designation and it is now available as a creative commons, non-profit, share alike resource. I ask, not having looked at the resources, but because I hope that Sarah will pick them up and use them in Wikiversity (with full attribution of course).

Course 133

Personalization for Knowledge Workers

Xyleme

When content is broken into discrete learning objects – rather than buried in large courses – I believe users will willingly access specific lessons, assessments, topics, procedures, and videos – as they are needed.

Adopting The No Asshole Rule: Don't Bother If The Words Are.

Bob Sutton

Design school project teaches bike safety - The Stanford Daily Online. Tim Brown: Change by Design: How Design Thinking Transforms Organizations and Inspires Innovation. Tina Seelig: What I Wish I Knew When I Was 20: A Crash Course on Making Your Place in the World. Davenport: Competing on Analytics: The New Science of Winning. Bill Moggridge: Designing Interactions. " I am, of course, a big fan of this idea. Bob Sutton.

Learning in 2024 #LRN2024

Clark Quinn

The ExperienceAPI coupled with analytics is a huge opportunity. This plays out in so many ways: order-taking for courses, equating information with skills, being concerned with speed and quantity instead of quality of outcomes, not measuring the impact, the list goes on. The cognitive augmentation that digital technology provides, available whenever and wherever you are clearly has benefits, and it’s not courses! design meta-learning mobile strategy technology

What I’ve learned in my first week of a dual-layer MOOC (DALMOOC)

George Siemens

This last week we launched our open course on Data, Analytics, and Learning on edX. The course is structured in a dual layer model, an approach that Matt Crosslin has nicely articulated. The largest group of learners in a course that i have run is ~5,000.

Drupal 259

LMS vs. LCMS

Xyleme

Instructional Designers (IDs) are now under more pressure than ever to deliver the best content, and a tool that many IDs are familiar with is a Learning Management System (LMS). In the simplest terms, this is a software package that manages course delivery and administration.

Irving Wladawsky-Berger: Leadership and Management Skills in the Knowledge Economy

Irving Wladawsky-Berger

In this course, I will examine how to leverage emerging, disruptive technologies to significantly transform a business or even a whole industry. The course will cover in detail the key areas involved in bringing complex technologies like the Internet to market, including strategy formulation and execution as well as organizational and cultural issues.

Skills 100

Slow Learning – #change11

Clark Quinn

This is a longer post launching my week in the #change11 MOOC (Massively Open Online Course). . Online courses that are clicky-clicky bling-bling ? The ADDIE process assumes a course, and still doesn’t have any real support for the emotional engagement aspect. A step above is the HPT approach, which does look at the learning need and checks to see whether the solution might be a course, a job aid, realigning incentives, or some other things.

Cognitive Task Analysis

Clark Quinn

This is not a shortcut, it’s deep in terms of the knowledge elicitation techniques, the analytical task, and the representation of results. While useful for system design, CTA is also valuable for designing performance support, and training. The bad news is, of course, that it still is a daunting read, with considerable depth. design mobile strategy

What is the Value of OLDaily?

Stephen Downes: Half an Hour

There's learning analytics and open pedagogy and experience design, etc., User Experience (UX) design ( Laws of UX ) Data and analytics ( Fragmentary Thoughts on Data (and 'Analytics'?) OK, before you panic, I'm not thinking of quitting OLDaily.

LMS vs. LCMS

Xyleme

A Learning Management System (LMS) is a software application that allows a company, school, or organization to administer, document, track, and report on the delivery of educational courses and training programs. Usage reports on courses and learning objects. Analytics and xAPI. •. ?.

What is stopping companies from measuring learning: Skillsets, datasets, toolsets or mindsets?

Xyleme

In one of our recent posts, " Why you need to take a Google Analytics approach to measuring learning ," we lay the foundation of our perspective regarding L&D''s constant battle for greater relevance in business strategy and planning.

Content as a Service

Xyleme

As instructional designers, we create our learning products, package them up with all the content and media, wish them well, and ship them off to the LMS’s – never to be seen again. Learners must go through a cumbersome process of logging in, registering for the course, launching the course, then navigating through it to find the bit they are interested in. It takes months to create big monolithic eLearning courses that we lose control of once we ship to an LMS.

Nothing Has Changed. Everything Has Changed.

Charles Jennings

The simple conclusion CEB draws from this study is that ‘ current course and speed won’t get us there’. This was little like the uptake of online courses and eLearning. However, we were still using the same mindset and thinking of solutions as being ‘courses and programmes’.

Change 238

The Future of Learning Management Systems: Development, Innovation and Change

Stephen Downes: Half an Hour

Course completion rates are a problem, also student authentication. In Canada, similar, 12-16% of post-secondary students taking an online course for credit. Software that provides instant feedback could be effective in improving course performance.

System 192

Digital Learning Research Network Conference 2016

George Siemens

Mindset and Affect in Statistical Courses. Using Learning Analytics to Design Tools for Supporting Academic Success in Higher Education As part of the Digital Learning Research Network, we held our first conference at Stanford last year. The conference focused on making sense of higher education. The discussions and prsentations addressed many of the critical challenges faced by learners, educators, administrators, and others. The schedule and archive are available here.

Learning as Artifact Creation

George Siemens

This article and work with Stephen Downes formed subsequent development of MOOCs and learning analytics. Details regarding cognitive processes, teacher actions, learner mindsets, design models, and social interaction remain rudimentary. One student creates an image to detail the architecture of the course. It’s a new course. It’s a new course. How do artifacts contribute to, and take away from, the course content?

The Best of Times, The Worst of Times: opportunities and challenges for the L&D profession

Charles Jennings

Always-On and Hyper-Connected Of course there are many L&D departments that are responding well to the dramatic changes that are occurring in the way that work is accomplished and all the changing expectations that come with that.

Survey 235

What’s next for educational software?

George Siemens

Albums, books, and courses, for example, have a hard time existing as coherent wholes in a network. This has been a core argument that Stephen and I have been making since our first open online course, CCK08. Instead of creating central spaces of learning, our focus (and reflected in Stephen’s grsshopper software) in subsequent courses turned to encouraging students to own their own learning spaces. If you are interested in joining the course, please register here.

What’s the next buzzword?

Clark Quinn

And, of course, we need to dig into the real affordances , not just the hype (PowerPoint in Second Life, anyone?). Also Analytics (I think Big Data is already in the last paragraph’s category). And of course, AR and VR are very much now. C’mon, folks, lets get together and work on taking your design approaches and tuning them up! Of course, I could wish we’re talking IA instead of AI, too.

Rejected: On being disappointed, sorta

George Siemens

I experimented with various blended and online courses (I remember, in early 2000, running a course in Groove – a P2P system since purchased by Microsoft – because I didn’t like the limited functionality of the web-based instructional systems we had access to at that time) and different types of media, video, and simulations. I find conference presentations, blogging, open courses, and interactions online much more satisfying.

gRSShopper in a Box

Stephen Downes: Half an Hour

It includes some elements you might expect to find in a learning technologies landscape - learning analytics, competencies and skills, etc., To harvest the course data I'm actually using an NRC-built tool in development called BeeYard.

2015 Reflections

Clark Quinn

Learning design is rocket science : (or should be). While we still hear the drum beating to put courses on a phone, we’re also seeing that call being ignored. There’s still a ways to go, but here’s to a continuing awareness of good mobile design. There’s still ways to go in really understanding the critical design elements, but the tools are getting better and making them more accessible in at least some formats.