MOOCs: So Many Learners, So Much Potential ...
TL;DR: Where MOOCs fit within the e-learning and Artificial Intelligence in Education (AIED) landscape is explored.
Abstract: Massive open online courses (MOOCs) have exploded onto the scene, promising to satisfy a worldwide thirst for a high-quality, personalized, and free education. This article explores where MOOCs fit within the e-learning and Artificial Intelligence in Education (AIED) landscape.
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TL;DR: Rituals, Ceremonies, and Cultural Meaning in Higher Education as discussed by the authors is an important contribution to higher education and educational anthropology literature. But it is not part of the critical studies in education and culture series.
Abstract: riches understanding of the foundations and value of the constructivist methodology. Oddly, this book is part of Bergin and Garvey's \"Critical Studies in Education and Culture Series.\" Those familiar with this series might be disappointed with the book's lack of critical/cultural studies emphasis, especially in the theory and methods discussions, although Manning occasionally weaves critical and cultural studies issues (e.g., resistance, struggle, power) into her constructivist tapestry. Despite the unusual placement of this important book in this series, Rituals, Ceremonies, and Cultural Meaning in Higher Education makes an important contribution to the higher education and educational anthropology literature. In summary, Manning has prepared a scholarly work that will attract a diverse readership. It promotes a much-needed discussion about the role of anthropology, qualitative inquiry, and rituals in higher education. Hopefully it will serve as an inspiration for colleagues to continue to fill this void and enhance cultural learning.
420 citations
TL;DR: Learning space research is a relatively new field of study that seeks to inform the design, evaluation and management of learning spaces as mentioned in this paper, and one of its primary goals is to clear the ground for the construction of models of learning space that can be used by the various parties involved in the design and evaluation of new learning spaces.
Abstract: Learning space research is a relatively new field of study that seeks to inform the design, evaluation and management of learning spaces. This paper reviews a dispersed and fragmented literature relevant to understanding connections between university learning spaces and student learning activities. From this review, the paper distils a number of core concerns and identifies some gaps in the literature. One of its primary goals is to clear the ground for the construction of models of learning space that can be used by the various parties involved in the design and evaluation of new learning spaces: teachers, architects, interior designers, IT managers, educational leaders and students. A closely related goal is to help those participating in learning space research locate and understand each other's contributions. Fragmentation in research related to learning and physical spaces makes progress in the field slow. Our review makes two passes over the field: drawing together research from architecture, the learning sciences, environmental psychology, human computer interaction and elsewhere to identify research foci and gaps, and then also capturing some work by learning space researchers that directly attempts to model the main relationships in the field. The paper ends with a summary of implications for research and practice.
182 citations
TL;DR: Learner interactions in social networks outside of MOOC platforms, notetaking, and the contexts that surround content consumption are reported on to contribute to a greater understanding of the MOOC phenomenon and to the limitations of clickstream-based research methods.
Abstract: Researchers describe with increasing confidence what they observe participants doing in massive open online courses ( MOOCs). However, our understanding of learner activities in open courses is limited by researchers' extensive dependence on log file analyses and clickstream data to make inferences about learner behaviors. Further, the field lacks an empirical understanding of how people experience MOOCs and why they engage in particular activities in the ways that they do. In this paper, we report three findings derived by interviewing 13 individuals about their experiences in MOOCs. We report on learner interactions in social networks outside of MOOC platforms, notetaking, and the contexts that surround content consumption. The examination and analysis of these practices contribute to a greater understanding of the MOOC phenomenon and to the limitations of clickstream-based research methods. Based on these findings, we conclude by making pragmatic suggestions for pedagogical and technological refinements to enhance open teaching and learning. [ABSTRACT FROM AUTHOR]
176 citations
01 Jan 2015
TL;DR: The irruption of Information and communication technologies as educational tools mean both a conceptual and a methodological turning point in the way that institutions, educational or not, face training processes and learning management, especially with regard to the concept of distance education, which evolves when it adopts Internet as media.
Abstract: Los continuos avances en el plano tecnologico provocan flujos de innovacion-aceptacionconsolidacion-obsolescencia propios de las estrategias, ya sean ad hoc o planificadas, de gestion del conocimiento y de la tecnologia de las corporaciones, y, a otra escala, de los propios individuos. Los procesos de ensenanza+aprendizaje no son, obviamente, ajenos a esta circunstancia. La irrupcion de las tecnologias de la Informacion y la comunicacion como herramienta educativa supone un punto de inflexion conceptual y metodologico en la forma en que las instituciones, educativas o no, afrontan los procesos educativos y la gestion del aprendizaje, especialmente en lo tocante al concepto de educacion a distancia, que evoluciona, de una manera mas o menos significativa, al adoptar Internet como medio, the continuous advances in technology cause innovation-acceptation-consolidationobsolescence flows regarding the knowledge and technology management strategies, both ad hoc and planned, of the corporations and also, in a different scale, of the individuals. teaching and learning processes are not obviously unaware of this situation. the irruption of Information and communication technologies as educational tools mean both a conceptual and a methodological turning point in the way that institutions, educational or not, face training processes and learning management, especially with regard to the concept of distance education, which evolves, in a more or less significant way, when it adopts Internet as media; that is how the eLearning concept rises. however, from the first eLearning experiences, too much settled http://dx.doi.org/10.14201/eks2015161119144
156 citations
TL;DR: This paper aims to review the similarities and differences between Educational Data Mining and Learning Analytics, two relatively new and increasingly popular fields of research concerned with the collection, analysis, and interpretation of educational data.
Abstract: Technological progress in recent decades has enabled people to learn in different ways. Universities now have more educational models to choose from, i.e., b-learning and e-learning. Despite the increasing opportunities for students and instructors, online learning also brings challenges due to the absence of direct human contact. Online environments allow the generation of large amounts of data related to learning/teaching processes, which offers the possibility of extracting valuable information that may be employed to improve students’ performance. In this paper, we aim to review the similarities and differences between Educational Data Mining and Learning Analytics, two relatively new and increasingly popular fields of research concerned with the collection, analysis, and interpretation of educational data. Their origins, goals, differences, similarities, time evolution, and challenges are addressed, as are their relationship with Big Data and MOOCs.
112 citations
References
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Book•
05 Apr 2005
TL;DR: Friedman and Friedman went to the same high school and used the Golden Arches Theory of Conflict Prevention as inspiration for his column "The GoldenArches theory of conflict prevention" as discussed by the authors.
Abstract: People always wonder, where does a talent like this come from? They ask, where does he come up with the inspiration for his columns and the titles for his books? Well, it just so happens that, in this case, I know I have insider information Tom Friedman and I went to the same high school, St Louis Park Senior High School, St Louis Park, Minnesota I know, for example, that there was a McDonald's directly across the street from our high school This first franchise McDonald's in America was the inspiration for his widely acclaimed column, "The Golden Arches Theory of Conflict Prevention"
3,763 citations
Journal Article•
TL;DR: In this article, the authors compared student learning under three conditions of instruction: 1. Conventional, 2. Mastery Learning, and 3. Tutoring, and concluded that the need for corrective work under tutoring is very small.
Abstract: T w o University of Chicago doctoral students in education, Anania (1982, 1983) and Burke (1984), completed dissertations in which they compared student learning under the following three conditions of instruction: 1. Conventional. Students learn the subject matter in a class with about 30 students per teacher. Tests are given periodically for marking the students. 2. Mastery Learning. Students learn the subject matter in a class with about 30 students per teacher. The instruction is the same as in the conventional class (usually with the same teacher). Formative tests (the same tests used with the conventional group) are given for feedback followed by corrective procedures and parallel formative tests to determine the extent to which the students have mastered the subject matter. 3. Tutoring. Students learn the subject matter with a good tutor for each student (or for two or three students simultaneously). This tutoring instruction is followed periodically by formative tests, feedback-corrective procedures, and parallel formative tests as in the mastery learning classes. It should be pointed out that the need for corrective work under tutoring is very small.
2,273 citations
TL;DR: In this article, the authors compared student learning under three conditions of instruction: 1. Conventional, 2. Mastery Learning, and 3. Tutoring, and concluded that the need for corrective work under tutoring is very small.
Abstract: T w o University of Chicago doctoral students in education, Anania (1982, 1983) and Burke (1984), completed dissertations in which they compared student learning under the following three conditions of instruction: 1. Conventional. Students learn the subject matter in a class with about 30 students per teacher. Tests are given periodically for marking the students. 2. Mastery Learning. Students learn the subject matter in a class with about 30 students per teacher. The instruction is the same as in the conventional class (usually with the same teacher). Formative tests (the same tests used with the conventional group) are given for feedback followed by corrective procedures and parallel formative tests to determine the extent to which the students have mastered the subject matter. 3. Tutoring. Students learn the subject matter with a good tutor for each student (or for two or three students simultaneously). This tutoring instruction is followed periodically by formative tests, feedback-corrective procedures, and parallel formative tests as in the mastery learning classes. It should be pointed out that the need for corrective work under tutoring is very small.
1,959 citations
"MOOCs: So Many Learners, So Much Po..." refers background in this paper
...The rhetoric about MOOCs refers to personalised learning, with reference to Bloom’s classic 2-Sigma paper about one-to-one tutoring [23]....
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01 Oct 2009
TL;DR: This paper reviewed the history and current trends in the field of EDM and discussed trends and shifts in the research conducted by this community, and discussed the increased emphasis on prediction, the emergence of work using existing models to make scientific discoveries, and the reduction in the frequency of relationship mining within the EDM community.
Abstract: We review the history and current trends in the field of Educational Data Mining (EDM). We consider the methodological profile of research in the early years of EDM, compared to in 2008 and 2009, and discuss trends and shifts in the research conducted by this community. In particular, we discuss the increased emphasis on prediction, the emergence of work using existing models to make scientific discoveries ("discovery with models"), and the reduction in the frequency of relationship mining within the EDM community. We discuss two ways that researchers have attempted to categorize the diversity of research in educational data mining research, and review the types of research problems that these methods have been used to address. The most cited papers in EDM between 1995 and 2005 are listed, and their influence on the EDM community (and beyond the EDM community) is discussed.
1,217 citations
TL;DR: In this article, a review of literature based on the analysis of 63 studies suggests that the use of a combination of different new assessment forms encourages students to become more responsible and reflective.
Abstract: The growing demand for lifelong learners and reflective practitioners has stimulated a re-evaluation of the relationship between learning and its assessment, and has influenced to a large extent the development of new assessment forms such as self-, peer, and co-assessment. Three questions are discussed: (1) what are the main findings from research on new assessment forms such as self-, peer and co-assessment; (2) in what way can the results be brought together; and (3) what guidelines for educational practitioners can be derived from this body of knowledge? A review of literature, based on the analysis of 63 studies, suggests that the use of a combination of different new assessment forms encourages students to become more responsible and reflective. The article concludes with some guidelines for practitioners.
1,142 citations
"MOOCs: So Many Learners, So Much Po..." refers background in this paper
...These forms already have a recognised place in higher education [21]....
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