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Preparing the books to read every day is enjoyable for many people. However, there are still many people who also don't like reading. This is a problem. But, when you can support others to start reading, it will be better. One of the books that can be recommended for new readers is experience and education. This book is not kind of difficult book to read. It can be read and understand by the new readers.

Experience and Education.

We propose that the design and implementation of effective Social Learning Analytics (SLA) present significant challenges and opportunities for both research and enterprise, in three important respects. The first is that the learning landscape is extraordinarily turbulent at present, in no small part due to technological drivers. Online social learning is emerging as a significant phenomenon for a variety of reasons, which we review, in order to motivate the concept of social learning. The second challenge is to identify different types of SLA and their associated technologies and uses. We discuss five categories of analytic in relation to online social learning; these analytics are either inherently social or can be socialised. This sets the scene for a third challenge, that of implementing analytics that have pedagogical and ethical integrity in a context where power and control over data are now of primary importance. We consider some of the concerns that learning analytics provoke, and suggest that Social Learning Analytics may provide ways forward. We conclude by revisiting the drivers and trends, and consider future scenarios that we may see unfold as SLA tools and services mature.

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Social learning analytics

About the book: Computer Supported Argument Visualization is attracting attention across education, science, public policy and business. More than ever, we need sense-making tools to help negotiate understanding in the face of multi-stakeholder, ill-structured problems. In order to be effective, these tools must support human cognitive and discursive processes, and provide suitable representations, services and user interfaces.

Visualizing Argumentation is written by practitioners and researchers for colleagues working in collaborative knowledge media, educational technology and organizational sense-making. It will also be of interest to theorists interested in software tools which embody different argumentation models. Particular emphasis is placed on the usability and effectiveness of tools in different contexts.

Visualizing Argumentation: Software Tools for Collaborative and Educational Sense-Making

A design rationale (DR) is a representation of the reasoning behind the design of an artifact. In recent years, the use of semiformal notations for structuring arguments about design decisions has attracted much interest within the human-computer interaction and software engineering communities, leading to a number of DR notations and support environments. This paper examines two foundational claims made by argumentation-based DR approaches: that expressing DR as argumentation is useful, and that designers can use such notations. The conceptual and empirical basis for these claims is examined, firstly by surveying relevant literature on the use of argumentation in non-design contexts (from which current DR efforts draw much inspiration), and secondly, by surveying DR work. Evidence is classified according to the research contribution it makes, the kind of data on which claims are based (anecdotal or experimental), the extent to which the claims made are substantiated, and whether or not the users of the approach were also the researchers.In the survey, a trend towards tightly integrating DR with other design representations is noted, but it is argued that taken too far, this may result in the loss of the original vision of argumentative design. In examining the evidence for each claim, it is demonstrated firstly, that research into semiformal argumentation outside the design context has failed to substantiate convincingly either of the two claims implicitly attributed to it in current DR research, and secondly, that there are also significant gaps in the DR literature. There are emerging indications, however, that argumentation-based DR can assist certain kinds of design reasoning by turning the representational effort to the designer's advantage, and that such DRs can be useful at a later date. This analysis of argumentation research sets an agenda for future work driven by a concern to support the designer in the whole process of externalizing and structuring DR, from initially ill-formed ideas to more rigorous, coherent argumentation. The paper concludes by clarifying implications for the design of DR training, notations, and tools.

Argumentation-based design rationale

This paper proposes that Social Learning Analytics (SLA) can be usefully thought of as a subset of learning analytics approaches. SLA focuses on how learners build knowledge together in their cultural and social settings. In the context of online social learning, it takes into account both formal and informal educational environments, including networks and communities. The paper introduces the broad rationale for SLA by reviewing some of the key drivers that make social learning so important today. Five forms of SLA are identified, including those which are inherently social, and others which have social dimensions. The paper goes on to describe early work towards implementing these analytics on SocialLearn, an online learning space in use at the UK's Open University, and the challenges that this is raising. This work takes an iterative approach to analytics, encouraging learners to respond to and help to shape not only the analytics but also their associated recommendations.

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Social learning analytics: five approaches

Theoretical and empirical evidence in the learning sciences substantiates the view that deep engagement in learning is a function of a complex combination of learners' identities, dispositions, values, attitudes and skills. When these are fragile, learners struggle to achieve their potential in conventional assessments, and critically, are not prepared for the novelty and complexity of the challenges they will meet in the workplace, and the many other spheres of life which require personal qualities such as resilience, critical thinking and collaboration skills. To date, the learning analytics research and development communities have not addressed how these complex concepts can be modelled and analysed, and how more traditional social science data analysis can support and be enhanced by learning analytics. We report progress in the design and implementation of learning analytics based on a research validated multidimensional construct termed "learning power". We describe, for the first time, a learning analytics infrastructure for gathering data at scale, managing stakeholder permissions, the range of analytics that it supports from real time summaries to exploratory research, and a particular visual analytic which has been shown to have demonstrable impact on learners. We conclude by summarising the ongoing research and development programme and identifying the challenges of integrating traditional social science research, with learning analytics and modelling.

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Simon Buckingham Shum

Papers

Social learning analytics

Visualizing Argumentation: Software Tools for Collaborative and Educational Sense-Making

Argumentation-based design rationale

Social learning analytics: five approaches

Learning dispositions and transferable competencies: pedagogy, modelling and learning analytics