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The video of Dave's presentation is below, with much thanks to the digital wizardry of technical manager Benji Rogers and his team, who made sure the live feed went out on the web as well as recording it for posterity.
The next lecture in the series will be tomorrow, at 1600 BST (GMT +1) when our speakers will be Kelly Davis (One size fits all - or does it?) and Miles Opie (The Finland question - an analysis of the Finnish education system). The YouTube link for tomorrow's learning event is here. The entire schedule of learning events over the next few weeks is at this link.
Dave Strudwick's talk was well received, not least because he challenged us all to examine our motives and inspirations as teachers, and to reflect on what had shaped our identities as educators. He showed examples of how his own school, Plymouth School of Creative Arts, harnesses the power of new technologies, and also creates a child centred culture for learning within its studios and learning spaces. The Red House, situated near to the international ferry port in the dockside area of Plymouth is a must for teachers to visit if they wish to see innovation in action. There is much to ponder in this thoughtful and insightful presentation.
Photo by Steve Wheeler
Streaming learning events by Steve Wheeler was written in Plymouth, England and is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.Posted by Steve Wheeler from Learning with e's
Which CEO has recently said or done all of the following:
- Suggested to an audience of VCs and ed tech entrepreneurs at the GSV conference that the importance of big data in education has been overstated
- Told that same audience that the biggest gains from adaptive learning come when it is wrapped in good pedagogy delivered by good teachers
- Asked former CIOs from Harvard and MIT, both of whom are senior company employees, to develop collaborations with the academic learning science community
- Accurately described Benjamin Bloom’s two-sigma research, with special attention to the implications for the bottom half of the bell curve
- When asked a question by an audience member about an IMS technical interoperability standard in development, correctly described both the goals of the standard and its value to educators in plain English
Answer: David Levin of McGraw Hill.
Yes yes, those are just words. But I have gotten a good look at some of what their ed tech product and data science groups have been up to lately, and I have spoken to Levin at length on a few occasions (and grilled him at length on two of them).
My advice: Pay attention to this company. They are not screwing around.
This part is true: "Trust in the news media is being eroded by perceptions of inaccuracy and bias." This part isn't: "(It's) fueled in part by Americans' skepticism about what they read on social media." As this news item notes: "The most important factor in determining trust: whether or not they know the original source of the story." Here's the actual study (not linked in the traditional media news report, naturally)."The study also finds that in the digital age, several new factors largely unexamined before — such as the intrusiveness of ads, navigability, load times, and having the latest details — also are critical in determining whether consumers consider a publisher competent and worthy of trust."[Link] [Comment]
There seems to be a whole spate of papers, blogs and reports published lately around MOOCs, Learning Analytics and the use of Labour Market Information. One possibly reason is that it takes some time for more considered research to be commissioned, written and published around emerging themes and technologies in teaching and learning. Anyway I’ve spent an interesting time reading at least some of these latest offerings and will try to write up some notes on what (I think) they are saying and mean.
One report I particular liked is ‘A murky business: navigating the ethics of educational
research in Facebook groups” by Tony Coughlan and Leigh-Anne Perryman. The article, published in the European Journal of Open, Distance and e-Learning, is based on a reflection of their own experiences of researching in Facebook. And as they point out any consideration of ethical practices will almost inevitably run foul of Facebook’s Terms and Condition of Service.
Not withstanding that issue, they summarise the problems as “whether/how to gain informed consent in a public setting; the need to navigate online disinhibition and confessional activity; the need to address the ethical challenges involved in triangulating data collected from social media settings with data available from other sources; the need to consider the potential impact on individual research participants and entire online communities of reporting research findings, especially when published reports are open access; and, finally, the use of visual evidence and its anonymisation.”
Although obviously the use of social networks and Facebook in particular raise their own issues, many of the considerations are more widely applicable to Learning Analytics approaches, especially to using discourse analysis and Social Network Analytics> This discussion came up at the recent EmployID project review meeting. The project is developing a number of tools and approaches to Workplace Learning Analytics and one idea was that we should attempt to develop a Code of Practice for Learning Analytics in the workplace, similar to the work by Jisc who have published a Code of Practice for Learning Analytics in UK educational institutions.
As an aside, I particularly liked the section on “confessional’ activity’ and ‘online disinhibition’ based on work by Suler (2004) who identified six factors as prompting people to self-disclose online more frequently or intensely than they would in person:
Dissociative anonymity – the fact that ‘when people have the opportunity to separate their actions online from their in-person lifestyle and identity, they feel less vulnerable about self-disclosing and acting out’;
Invisibility – overlapping, but extending beyond anonymity, physical invisibility ‘amplifies the disinhibition effect’ as ‘people don’t have to worry about how they look or sound when they type a message’ nor about ‘howothers look or sound in response to what they say’;
Asynchronicity – not having to immediately deal with someone else’s reaction to something you’ve said online;
Solipsistic introjection – the sense that one’s mind has become merged with the mind of the person with whom one is communicating online, leading to the creation of imagined ‘characters’ for these people and a consequent feeling that online communication is taking place in one’s head, again leading to disinhibition;
Dissociative imagination – a consciously or unconscious feeling that the imaginary characters “created” through solipsistic interjection exist in a‘make-believe dimension, separate and apart from the demands and responsibilities of the real world’ (Suler, 2004 p.323).
The minimization of authority (for people who do actually have some) due to the absence of visual cues such as dress, body language and environmental context, which can lead people to misbehave online.
Suler, J. (2004). The Online Disinhibition Effect. In CyberPsychology & Behaviour,
7(3), (pp. 321-326). Available from http://www.academia.edu/3658367/The_online_disinhibition_effect. [Accessed 10 September 2014]
This is the eighth year I have shared the LMS market share graphic, commonly known as the squid graphic, for (mostly) US higher education. The original idea remains – to give a picture of the LMS market in one page, highlighting the story of the market over time. The key to the graphic is that the width of each band represents the percentage of institutions using a particular LMS as its primary system.
This year marks a significant change based on our upcoming LMS subscription service. We are working with LISTedTECH to provide market data and visualizations. This data source provides historical and current measures of institutional adoptions, allowing new insights into how the market has worked and current trends. This current graphic gets all of its data from LISTedTECH. Where previous versions of the graphic used an anchoring technique, combining data from different sources in different years, with interpolation where the data was unavailable. Now, every year’s data is based on this single data source.
This graphic has been in the public domain for years, however, and we think it best to keep it that way. In this way we hope that the new service will provide valuable insight for subscribers but also improve what we continue to share here on the e-Literate blog.
Since we have data over time now and not just snapshots, we have picked the end of each year for that data. For this reason, the data goes through the end of 2015. We have 2016 data but chose not to share partial-year results in an effort to avoid confusion.
A few items to note:
- As noted in previous years, the fastest-growing LMS is Canvas. There is no other solution close in terms of matching the Canvas growth.
- Blackboard continues to lose market share, although the vast majority of that reduction over the past two years has been from customers leaving ANGEL. Blackboard Learn lost only a handful of clients in the past year.
- While the end-of-life occurs next year, Pearson’s has announced LearningStudio’s end-of-life for the end of 2017.
- With the new data set, the rapid rise and market strength of WebCT becomes much more apparent than previous graphics.
- There is a growing line for “Other”, capturing the growth of those systems with less than 50 active implementations as primary systems; systems like Jenzabar, Edvance360, LoudCloud Systems, WebStudy, Schoology, and CampusCruiser.
- While we continue to show Canvas in the Open Source area, we have noted a more precise description as an Open Core model.
The post State of Higher Ed LMS Market for US and Canada: Spring 2016 Edition appeared first on e-Literate.
It feels a bit odd reading about the use of backchannels in classrooms in 2016, since it was back in 2007 I was experimenting with them (and others well before that!). But progress moves slowly, I guess (I'm thinking that had I surveyed my participants back then I could have had a publication out of it, just like this author). here are the results: "The purpose of this research was to examine the feasibility of using a backchannel in a large university lecture and to determine whether its use significantly improved student perceptions of engagement and enjoyment in class. Overall, the results supported these hypotheses." The paper is OK, I'm glad it was done, and it's good to see the technology move forward. I just feel I want more from academic literature, somehow.[Link] [Comment]
This relates directly to the subject of my talk in Arlington on Monday. "Little is known about the relationship between family income and children’ s non-cognitive (or socio-emotional) skill formation. This is an important gap, as these skills have been hypothesized to be a critical link between early outcomes and adult socioeconomic status." Sadly, the paper cited is available only by paid subscription. Because, you know, reporting on the disadvantages created by income gaps doesn't have to mean actually caring or doing anything about it.[Link] [Comment]
This is an opinion article from the CEO of Creative Commons that (as the title suggests) defends efforts like SciHub to provide direct access to scientific publications despite publisher copyrights. Ironically, as I was reading this article, a bit screen came up, blocking the content, requiring me to turn off my ad blocker. I'm not turning it off. Here's the thing - I don't mind viewing an advertisement, but what the ad blocker blocks are advertisements that track my viewing habits and (sometimes) try to install spyware on my computer. So let me quote the final line in the article baack to Wired: "There’ s no way anyone can know what research and data can reveal unless we set it free. Innovation can come from anywhere— not just academics— but only if we allow for a non-linear and unrestricted approach to inquiry and discovery." There was a day Wired could survive without spying on its readers, but not any more, I guess.[Link] [Comment]