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Learning and Knowledge Analytics in Open Education: Selected Readings from the AECT-LKAOE 2015 Summe

Learning Is a Journey, not a Destination What Is Teaching?Getting from Point A to Point B Knowing the Learner, Knowing the Lesson Aligning Evaluation What Is “Normal”?Conclusion References The Impact of Instructional Design Questions of Conscience Introduction Discussion Conclusion References Using Data Analytics to Drive Performance and Instructional Decision-Making Introduction Optimization Through Assessment Global Positioning GPS and Learning Impactful Technology Strategy and Focus Strategy for Using Data Analytics to Create Meaningful Assessments to Drive Performance and Enhance Instructional Decision-Making Measure Performance Step 1: Identify Representative Tasks Identify Expert Performers Step 2: Select Expert and Nonexpert Performers Identify Mediating Mechanisms Step 3: Analyze Performance to Understand Mechanisms that Allow Individuals to Excel Facilitate Acquisition of Mediating Mechanisms Step 4: Use Information to Drive Future Training and Performance Improvement Strategies Broad Impact on Learning References Learning Analytics: Serving the Learning Process Design and Optimization Introduction Process Model of Learning Analytics Multisource Data Collection and Storage Typical Approaches of Data Analysis and Visualization Optimizing Learning and Teaching Conclusion References Design of Online Student Orientation with Conceptual and Procedural Scaffolding Introduction Project Overview Literature Review Student Orientation for Online Learning Scaffolding in Open-Ended Online Learning Environments Design Framework and Research Method Analysis for Design Analysis of Student and Instructor Needs Analysis of Learning Context Analysis of Learning Tasks Strategies in Development Formative Evaluation Usability Testing Student Performance and Participation Knowledge of Online Learning Strategies Perceived Usefulness Technology Competency and Awareness of Tech Support Information Conclusion and Discussion References Improving Learning in MOOCs Through Peer Feedback: How Is Learning Improved by Providing and Receiving Feedback?Introduction Collaborative Inquiry in MOOCs, Peer Assessment, and Learning Methods Data Sources Data Analysis For the Analysis of Student Essays For Analysis of Student Perceptions of Peer Assessment For Analysis of Students ’ Community Knowledge Results and Findings The Effects of Providing Grading/Feedback on the Quality of Writing The Effects of Receiving Feedback on the Quality of Writing Community Knowledge Discussion and Implications References Emerging Technology: Instructional Strategies for Nailing Jell-O to a Tree Aiming at a Moving Target Emerging Technologies Instructional Strategies Motivation Merrill’s First Principle of Instruction Task-Centered Principle Activation Principle Demonstration Principle Application Principle Integration Principle Conclusions References Utopian and Dystopian Futures for Learning Technologies Introduction Utopia and Dystopia Defined The Future of Learning Technologies: A Utopian Model The Future of Learning Technologies: A Brief Dystopian View References Open Educational Resources (OER)-Based Flipped Classroom Practice in an Undergraduate Course Introduction Purpose and Objectives of the Study Description of Instructional Approaches Course Format and Organization Course Evaluation Design Methods Participants Data Collection Instrument Data Collection and Analysis Findings Objective 1: Describe Participating Students’ Perceptions About OER and MOOCs Before the Course Objective 2: Describe Participating Students ’Objective 3: Examine Students’ General e-Learning Satisfaction After the Course Conclusions and Suggestions References Tracking Students’ Activities in Serious Games Introduction and Related Literature Research Questions and Context Method Participants Data Sources Log Files Performance Score Analyses and Findings Correlations of Tracking Variables with. Students’ Performance Learning Path Discussion and Conclusion Limitations and Future Directions References Eight Trends Affecting the Field of Instructional Design and Technology: Opportunities and Challenges Introduction: A Clarification of Terms Trend #1: Performance Improvement Trend #2: Performance Support Trend #3: Online Learning Trend #4: Social Media Trend #5: Educational Games Trend #6: Mobile Learning Trend #7: Massive Open Online Courses Trend #8: Learning Analytics Conclusion: The Expanding Toolbox References Social Media: An Integration Guideline for Teaching and Learning in Higher Education Introduction Method Overview of Research Design Participants Data Collection and Analysis Results Demographic Characteristics of Participants External and Internal Barriers Guidelines for Social Media Integration Curating Content Intended audience Copyright Intellectual Property Violations of Academic Integrity Protecting Student Privacy Antiharassment Discussions Technology Barriers Wireless Access and Reliability Tool Access, Reliability and Complexity Process Barriers Support Professional Development Administrative Barriers Compensation and Time Requirements Environmental Barriers Legal Issues Technology Effectiveness Conclusion References An Instructional Design Model for Information Science Introduction Instructional Design Instructional Design Models Information Science An Instructional Design Model for Information Science Conclusion References If Content Is King then e Instruction Is Queen Motivation Typical Instructional Sequence Instructional Events TELL-ASK Example First Principles of Instruction Support for First Principles of Instruction Demonstration Principle Application Principle Learning Events Example Tell-Show-Do Instruction How to Revise Existing Instruction The Context Problem Problem-Centered Problem-Centered Example Recommendation Conclusion References Academic Writing, Publishing, and Presentations in Educational Technology Assumptions and Implications Organization Educational Research Presentation Guidelines Writing Guidelines Developing a Research Agenda Types of Research Questions and Associated Methods Presenting—Where to Present and Why Publishing Resources References Chinese Scholars’ Perspectives Regarding Educational Technology Introduction Methodology Design and Sample The Survey Instrument Findings and Analysis Procedure of Data Analysis Findings Understanding of the Educational Technology Field Understanding of the Major Areas in the Educational Technology Field Where Most Knowledge in Educational Technology Was Obtained Textbooks Used in the School Research Interest in Educational Technology Research Areas in Which Studies Were Conducted Papers Published Perspectives Ideas, Perceptions, and Perspectives Discussion and Conclusion References Epilogue The Importance of Instructional Events Aligning Goals, Instruction, and Assessment The Growing Interest in Learning Analytics The Importance of Clear Written Communication Conclusion References

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Predictive Learning Analytics in Higher Education
Lawal O. Yesufu Higher Colleges of Technology Introduction Over the past decade, the explosion of smart technology, artificial intelligence (AI) and algorithm machine learning have added a new dynamic to every layer of higher education institutions (HEI) around the world. Naturally, HEI...
(Data Analytics in Marketing, Entrepreneurship, and Innovation)
Case Studies of Predictive Learning Analytics in Higher Education Management
Introduction Up to this point, most of our discussion has been hypothetical and generalized for the benefit of any higher education management team. Below, we will move forward and examine multiple case studies of real universities trailing PLA algorithms to inform their faculty and decision-making...
(Data Analytics in Marketing, Entrepreneurship, and Innovation)
Open Educational Resources (OER)
Historically, there has been an uncomfortable relationship between publishers and educators. Who owns the rights to the content used during teaching and training? How much should be paid for the books and resources? Enter the OER movement—open educational resources that can be used, modified, and shared...
(Measuring the Success of Learning Through Technology)
LEARNING AND KNOWLEDGE CREATION: THE GENE-IUS OF THE QUR'AN
The Qur'an, to begin with for Sardar, teaches through the use of a diversity of material. Apart from the Prophet Mohammed and his community, it refers to stories from the lives of previous prophets, such as Musa (Moses), Ibrahim (Abraham), Nuh (Noah) and Lot as well as Isa (Jesus), familiar from the...
(Integral polity, integrating nature, СЃulture, society and economy)
Looking at the Way Learning Opportunities Are Allocated Within an Education System
The EUROSTUDENT data set has shown that education systems work differently in the way they support and select students throughout their educational pathway. This becomes visible when looking at differences between student groups instead of focussing on the average student. In the 2008 publication from...
(The European Higher Education Area)
The Rise of Big Data and Analytics in Higher Education
Institutions of higher education worldwide are operating in a rapidly changing and competitive environment, driven by political, cultural, economic, and technological factors. The complexity of these changes has far-reaching impacts that affect every aspect of provision, ranging from national...
(The analytics process strategic and tactical steps)
Contribution to learning and knowledge production
What it means and how it feels to work in transliterate ways have been the focus of this chapter so far. The next question is “How does transliteracy contribute to participants’ learning and knowledge production?” In this section, the first set of answers is about multiple ways of knowing and communicating:...
(Transliteracy in Complex Information Environments)
Open Educational Resources (OER)-Based Flipped Classroom Practice in an Undergraduate Course
Yan Li, Muhua Zhang, Curtis J. Bonk, Wenjun Zhang and Yuqing Guo Abstract The purpose of this study was to explore the process and effectiveness of Open Educational Resources (OER)-based flipped classroom practice in an undergraduate course named “Internet and Distance Education.” The...
(Learning and Knowledge Analytics in Open Education: Selected Readings from the AECT-LKAOE 2015 Summer International Research Symposium)
Analytical Framework and Case-study Selection Method
Analytical Framework The concept of women's 'political effectiveness'—access, presence, and influence (Goetz and Hassim 2003)—is useful for exploring whether women's inclusion in politics and policy spaces leads to gender equitable policy outcomes. For analysing women's access (ability to...
(The politics of inclusive development : interrogating the evidence)
Learning in Community. A Transformative Healing Educational Model for Teaching Community Organizing
TERRY MIZRAHI, ESPERANZA MARTELL, KATE CAVANAGH, AND ALLISON WEINGARTEN INTRODUCTION “Because of the language barrier, I do not talk in [other] class[es] unless circumstances demand me to speak,” a student states in her Introduction to Community Organizing (C.O.) course evaluation. The student...
(Holistic engagement : transformative social work education in the 21st century)