#design4learning: from blended learning to learning analytics in HE
26 November 2014 - 27 November 2014
The Open University, Walton Hall, Milton Keynes, MK7 6AA, UK
An OU/HEA conference
Cloudscape created by:
27 January 2015
An OU/HEA conference
Dates: 26-27 November 2014
Venue: The Open University, Walton Hall, Milton Keynes, MK7 6AA, UK
To contact us: IET-D4Lfirstname.lastname@example.org
The Conference aimed to advance the understanding and application of blended learning, design4learning and learning analytics. The conference was of particular interest to those involved in the pedagogic and technical aspects of learning design and those involved in strategy, policy and implementation. The conference theme was timely since the pace of change of eLearning and learning technologies in higher education was (and still is) faster than ever before (e.g. MOOCs, Open Educational Resources and learning analytics). While many higher education institutions (HEIs) continue to provide “standardised” courses and training programmes, the most innovative HEIs, teachers, researchers and technology experts are experimenting with more flexible, design-based approaches and learning analytics to offer flexible pathways, just-in-time solutions and targeted, personalised support to students-at-risk. For the #design4learning conference, our ambition is to bring together state-of-the-art research and the development of innovative practices in blended learning, learning design and learning analytics.
1. #design4learning: what works?
Given the inherently complex and dynamic nature of the learning processes required for successful engagement with blended and online educational material, educators have an almost infinite number of decisions to make and must continuously fine-tune their learning designs to meet diverse learning needs. Consequently, HE has witnessed the development of a wide range of pedagogical approaches, learning designs and ways of managing delivery technologies over the last twenty years . Theme 1 will present experiences of learning designs and learning approaches that have been robustly analysed to ascertain whether these do indeed enrich and improve learning performance.
2. Sharing state-of-the-art blended learning designs, tools and experiences
Twitter, Facebook, MOOCs, VLEs, PLEs, Open Access, YouTube, etc. Learners, teachers, HEIs, businesses, and governments are critically affected by how technology and technology-enhanced learning are shifting the balance and boundaries of who owns, creates and generates information and knowledge. Theme 2 will showcase share their state-of-the-art blended learning designs, using ICT tools (new or existing) in an innovative manner, or who have developed new tools.
3. Implementing learning analytics in practice
The media frequently covers the promises, challenges and opportunities of Learning Analytics such as the improved understanding of learning processes, the ability to provide personalised support and feedback, and cost-effective interventions. With the increasing availability of large datasets, powerful analytics engines, and skilfully designed visualizations of analytics results, institutions can now use the experience of the past to create supportive, insightful models of primary (and perhaps real-time) learning processes. This means that ‘Education is getting very close to a time when personalization will become commonplace in learning’ (Bienkowski, Feng, and Means (2012, p. 5). Theme 3 will showcase examples of how learning analytics might work in practice to deliver this vision.
Conference papers: terms and conditions
Please note that by submitting or uploading any materials for this conference, you agree that the OU can copy and distibute these materials to other attendees of the conference. You also consent to your paper being published in a special issue of the Journal of Interactive Media in Education if it is selected as one of the best papers of the conference. You also promise that you own all copyright and other intellectual property rights in those materials, and you acknowlege that the OU is relying on that promise when accepting your registration and reproducing those materials.