Basics of qualitative research: Grounded theory procedures and techniques

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Experience and Education.

Social Psychology of Organizations

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Learning To Teach In Higher Education

脳卒中の回復期から慢性期治療 2. 危険因子の管理と再発予防

This article reports key findings from the first phase of a research project investigating Net generation age students as they encounter e-learning at five universities in England. We take a critical view of the idea of a distinct generation which has been described using various terms including Net generation and Digital Natives and explore age related differences amongst first year university students. The article draws on evidence from a survey of first year undergraduates studying a range of pure and applied subjects. Overall we found a complex picture amongst first-year students with the sample population appearing to be a collection of minorities. These included a small minority that made little use of some technologies and larger minorities that made extensive use of new technologies. Often the use of new technology was in ways that did not fully correspond with the expectations that arise from the Net generation and Digital Natives theses. The article concludes that whilst there are strong age related variations amongst the sample it is far to simplistic to describe young first-year students born after 1983 as a single generation. The authors find that the generation is not homogenous in its use and appreciation of new technologies and that there are significant variations amongst students that lie within the Net generation age band.

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Net generation or Digital Natives: Is there a distinct new generation entering university?

Can we apply the best of Web 2.0 principles to an educational context? More specifically can we use this as a means of shifting teaching practice to a culture of sharing learning ideas and designs? This paper describes a new social networking site, Cloudworks, which aims to provide a mechanism for sharing, discussing and finding learning and teaching ideas and designs. We describe the development of the site and the key associated concepts, 'clouds' and 'cloudscapes'. We provide a summary of recent activities and plans for the future. We conclude by describing the underpinning theoretical perspectives we have drawn on in the development of the site and in particular the notion of 'social objects' in social networking and a framework for 'sociality' for transforming user practice online.

Cloudworks: Social networking for learning design

There is an urgent need to develop an evidence-based framework for learning analytics whereby stakeholders can manage, evaluate, and make decisions about which types of interventions work well and under which conditions. In this article, we will work towards developing a foundation of an Analytics4Action Evaluation Framework (A4AEF) that is currently being tested and validated at the Open University UK. By working with 18 introductory large-scale modules for a period of two years across the five faculties and disciplines within the OU, Analytics4Action provides a bottom-up-approach for working together with key stakeholders within their respective contexts. A holistic A4AEF has been developed to unpack, understand and map the six key steps in the evidence-based intervention process. By means of an exemplar in health and social science, a practical illustration of A4AEF is provided. In the next 3–5 years, we hope that a rich, robust evidence-base will be presented to show how learning analytics can help teachers to make informed, timely and successful interventions that will help each learner to achieve the module’s learning outcomes.

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Analytics4Action Evaluation Framework: A Review of Evidence-Based Learning Analytics Interventions at the Open University UK

Substantial progress in learning analytics research has been made in recent years to predict which groups of learners are at risk. In this chapter, we argue that the largest challenge for learning analytics research and practice still lies ahead of us: using learning analytics modelling, which types of interventions have a positive impact on learners’ Attitudes, Behaviour and Cognition (ABC). Two embedded case-studies in social science and science are discussed, whereby notions of evidence-based research are illustrated by scenarios (quasi-experimental, A/B-testing, RCT) to evaluate the impact of interventions. Finally, we discuss how a Learning Analytics Intervention and Evaluation Framework (LA-IEF) is currently being implemented at the Open University UK using principles of design-based research and evidence-based research.

Implementing a Learning Analytics Intervention and Evaluation Framework: what works?

This report presents an evaluation of the Open Learning Design Studio MOOC (OLDS MOOC) that took place between January and March 2013. This evaluation focuses on the experience of those who registered, participated and actively contributed in the public course space. In particular the evaluation focuses on participant expectations, a detailed analysis of participation rates, use of the course space and technologies, and the effectiveness and challenges presented by collaborative group working. The evaluation also looks at how participants understood and used the series of nine badges on offer. Throughout, a broad evidence base of qualitative and quantitative information is used including data from pre- and post-course surveys, from page view and contributions data available in the public spaces and from hundreds of participant blog, discussion forum and social media posts.

Simon Cross

Papers

Net generation or Digital Natives: Is there a distinct new generation entering university?

Cloudworks: Social networking for learning design

Analytics4Action Evaluation Framework: A Review of Evidence-Based Learning Analytics Interventions at the Open University UK

Implementing a Learning Analytics Intervention and Evaluation Framework: what works?

Evaluation of the OLDS MOOC curriculum design course: participant perspectives, expectations and experiences