How to use e-analytics. When big is not so big

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Hagerstown Community College Flickr How to use e-analytics when big is not so big CUBEnet and the future of biomedical education Canberra, 13 December 2013 Abelardo Pardo The University of Sydney slideshare.net/abelardo_pardo

description

How can learning analytics can be used to support active learning biomedical education? The talk describes three concepts to explore to bring students to the center of a learning experience and how technology can support that shift.

Transcript of How to use e-analytics. When big is not so big

Page 1: How to use e-analytics. When big is not so big

Hagerstow

nC

omm

unityC

ollegeFlickr

How to use e-analyticswhen big is not so big

CUBEnet and the future ofbiomedical educationCanberra, 13 December 2013

Abelardo PardoThe University of Sydney

slideshare.net/abelardo_pardo

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@D

oug88888flickr.com

Big Data /Little Data

Data inLearningExperiences

Biomedicale-Learning

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@D

oug88888flickr.com

Big Data /Little Data

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diffusorflickr.com

How big is “big data”?

Few terabytes (today)

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ww

w.projecthealthdesign.org/resources/observations-of-daily-living

(lastaccessedO

ct.2013)

Sensors everywhere

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jseliger1flickr.com

Abundant personaldata

Millions of records

Personalization+Interventions

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Soren

Rajczyk

flickr.com

Data-based decision making

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@D

oug88888flickr.com

Big Data /Little Data

Data inLearningExperiences

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Shaylorflickr.com

Did they learn?

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ChefC

ookeFlickr.comObserve while

working

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CG

PG

reyPersonalization

Sustained improvement

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http://ww

w.learninganalytics.net/?p=131

(lastvisitedS

ep2013)

Little

Data

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apod.nasa.gov/apod/image/1302/gravtug_durda.jpg

How to create innovative learning environments?

Focus on: engagement,social collaboration,motivation, emotions,differences, feedback.

(OECD (2013), Innovative Learning Environments, Educational Research and Innovation, OECD Publishing.)

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@D

oug88888flickr.com

Big Data /Little Data

Data inLearningExperiences

Biomedicale-Learning

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patdami822

flickr.com

Challenges:Quality,throughput, cost

(Mehta et al. 2013, Just Imagine: New Paradigms for Medical Education, Academic Medicine, 88(10), 1418-1423)

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Henrik

Moltke

flickr.com

Inflexibility

Not centered on student

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Bruce

Guenterflickr.com

Radical change ofdirection required

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tochisflickr.comFrom: Teacher centered, test performance

To: Learner-centered,ability to apply and integrate knowledge

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IngyThe

Wingy

flickr.com

MOOCsFlipped ClassroomBadges

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IAN

RA

NS

LEY

DE

SIG

NP

LUS

ILLUS

TRATIO

Nflickr.com

Learners generatingcontent workingcollaboratively in socialnetworks

Learning Analytics:automate feedback,tutor awareness,personalization.

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Prepare with interactiveonline materialParticipate in classactivities

Learning Analytics:student/tutorawareness,motivation,personalization.

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Ask them about activityduration

See how they interact

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Hyperdashery

flickr.com

Badges: recipient,institution, information,evidence of skills

Learning Analytics:reliability.

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Visual Annotations

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Mercy Health flickr

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FastLizard4flickr.com

New scenarioAmbitious goals, variety of toolsStudent centered approachObservation, personalization are key

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Hagerstow

nC

omm

unityC

ollegeFlickr

How to use e-analyticswhen big is not so big

CUBEnet and the future ofbiomedical educationCanberra, 13 December 2013

Abelardo PardoThe University of Sydney

slideshare.net/abelardo_pardo