What Sheila’s seen this week: innovating pedagogoy, mansplaining, more post digital, analytics awards

If you only read one thing on the interweb this week, then make it this: Men Explain Technology to Me: On Gender, Ed-Tech,and the Refusal to Be Silent by Audrey Watters. Thank you Audrey for a great piece and for introducing me to the term “mansplaining”. I can’t say anymore as my prose is, as they say around here, “mince” compared to Audrey’s so just read it.

My blog has been buzzing with comments (including my first audio comment) on my post about Helen Beetham’s Becoming Post Digital keynote last week. Getting comments (not spam or hate comments see Audrey’s post about that) and seeing an extended conversation unfold is so satisfying for me. It really sustains my motivation for blogging. So thank you to everyone who commented and please feel free to add your thoughts.

I didn’t get round to posting about the OU Innovating Pedagogy report last week and in fact its only been this week that I’ve been able to have a look at it. Brian Kelly was quick off the mark with his summary which provides a useful overview. I was particularly pleased to see event-based learning listed in the report. Our online event GCU Games On fits nicely into this category and provides an alternative for institutions, who don’t have links with organisations such as the BBC.

I also spotted yesterday Jisc have just released a new publication “Learning Analytics, the current state of play in UK higher and further education“. I haven’t had time to read it properly yet but it’s always good to get an overview of what’s happening here in the UK. Looks like it’s still very early days as the report says

“Most interviewees are reluctant to claim any significant outcomes from their learning analytics activities to date – again perhaps demonstrating that it is still early days for the technologies and processes”

That gives me hope that we are not too far off the mark here at GCU. Our analytics adventures have been on the back boiler for a bit but I’m hoping to get them back on track again soon.

Finally, it’s awards time again. David Hopkins has been nominated for the Edublogs awards – he’s getting my vote as his blog is just really useful for anyone involved in implementing ed tech. David has also nominated a fab list of UK folks for the awards. I feel very privileged to have been included. So if you have a minute or two, dear reader, then please vote and get some UK ed tech people winning.

And because every blog should have a picture, here are some clouds from my flight to London yesterday for my first ALT Trustees meeting.

picture of blue skies

What Sheila’s seen this week: learning analytics policy for students and lots of open-ness

This week I’ve been doing lots of writing as part of my application for HEA fellowship. I’m doing this via the portfolio route of GCUs AcceleRATE CPD programme. Over the past 6 years, I’ve become increasingly reliant of my blog as my professional memory.  In many ways it is my portfolio and one my main contributions to open practice. As I develop my case studies for my HEA application, it has proved to be an invaluable reference point,  as well as reminding myself that I actually do know a wee bit about a lot of stuff.

Martin Weller wrote a nice post this week on the benefits of an open by default approach. One of the comments highlighted another benefit of being open – that it’s easier to find your own stuff. I have certainly found that this week. In fact, that’s one of the main reasons I keep blogging.

I also spotted that there has been an update to the Open Education Handbook from the Linked Up project  – lovely example of open practice creating a resource on open education.

It was also great to see this article on the OU’s policy on the ethical use of student data for learning analytics.  I know Sharon Slade has been working on this for a number of years now. The policy and the FAQ (both available on the OU website) are really useful – not just for students but for anyone who is thinking about or implementing learning analytics. Hopefully it will be available via CC soon too. Another win for open-ness.

Reusing Open Resources with a dash of learning analytics

Following the special edition of JIME, the whole book, Reusing Open Resources, is now in print and available here.  It includes a chapter on Analytics for Education written by Lorna Campbell, Martin Hawksey and myself. It’s almost a year since we wrote the chapter so its not completely up to date, but I think it is still a very useful overview.

The book editors, Chris Pegler and Allison Littlejohn have done a great job putting the book together. It offers a fresh perspective on the reuse of open resources for learning by placing learning and learners (rather than resources) as the central focus and by taking into consideration all forms of open learning, formal, non-formal and informal learning, not only open education. Like them, I hope the (sometimes opposing) views expressed in the book feed into debates across the related fields of education, professional learning and lifelong learning.

Screen shot of book homepage

Where Sheila’s been this week – Engaging with learning analytics and Blackboard

Another week, another workshop on learning analytics. This time hosted by Blackboard, in the University of Salford’s rather fabulously shiny MediaCity building in Manchester.

As GCU is a Bb customer we are obvioulsy exploring the Blackboard Analytics solution, however yesterday wasn’t just a sales pitch, a large part of the day was given over to discussion and finding out what “our” priorities are. It isn’t lost on Bb colleagues that many of their case studies are from North America, so although of interest are very skewed the priorities of the educational system there.

Retention is of course high on everyone’s list, but I’m more interested in seeing how, and if, learning analytics can help make improvements in the wider student experience.  We seem to be obsessed with the bottom 20% and top 5% (Nb these are just made up numbers) but what about the forgotten middle who make up the majority of our student population? Improving their educational experience is probably more important isn’t it? Aren’t they the ones who are the key to getting all our NSS scores up?

Although many people are interested in learning analytics, getting started is quite difficult. Not least because it’s difficult to know where to start. Last week at #cetis14, we were looking at creating an institutional learning analytics policy, and I think everyone there agreed that senior management support was vital. In some ways, yesterday was more about bottom up approaches /needs, but again senior management buy-in was identified as key for any developments.However, it is crucial that everyone, including senior management, do understand the implications of taking a more data driven approach. Developing data literacy has to be part and parcel of any learning analytics work

During our discussions, the notion of “academic embarrassment” came up as a possible barrier to adoption. This was said in the context of sometimes work/projects being blocked because someone (perhaps quite senior) doesn’t understand the full implications of that piece of work, and often doesn’t (a) admit that they don’t know what everyone else is talking about , and/or (b) take/ or have the time to find out. This little doodle of mine seem to strike a chord with a few folk on twitter.

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The Blackboard product does offer a lot, but of course at a price. But any serious work on analytics will have time and cost implications.  Identifying and selling those internally is the tough bit for many of us. The Bb product (and indeed, any analytics product/package) is just part of the overall solution.  However as I’m discovering just starting the conversations with some key stakeholders such as Information Services is a great way of starting new collaborations.

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