#LTMOOC16 – Success in a MOOC

November 8, 2020 / MOOC
Reading Time: 2 minutes

[youtube https://www.youtube.com/watch?v=r8avYQ5ZqM0]

I started the Curatr ‘elearning…. beyond the next button!’ MOOC this week, facilitated by Craig Taylor. I found the introductory ‘Success in a MOOC’ video really useful. This is a video by Dave Cormier from 2010, shared under Creative Commons on YouTube and pulled in to the MOOC to provide some orientation / guidance. I’ve completed a few MOOCs over the years and have dropped out of many more and found Dave’s advice really useful. He suggests that success in a MOOC can be achieved in 5 steps.

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Building a learning analytics platform

January 28, 2021 / data, learning analytics, learning technology, lms, moodle, open source
Reading Time: 4 minutes

As learning analytics continues to rise up the agenda in the corporate learning & development (L&D) sector, one thing is becoming glaringly apparent: we should not expect a one-size-fits-all, off-the-shelf approach to learning analytics.  This is a specialist discipline that cannot be bottled up into a single product. Sure, there are products such as Knewton, a Product as a Service platform used to power other peoples’ tools. There are also LMS bolt-ons like Desire2Learn Insights or Blackboard Analytics but even they are not sold as off-the-shelf products, for example the Blackboard team “tailors each solution to your unique institutional profile”.  There are just far too many organisational factors at play for an L&D practitioner to be able to implement a learning analytics programme using an off-the-shelf tool.

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xAPI Barcamp – a Learning Technologies fringe event

January 28, 2021 / analytics, data, learning analytics, learning technology, moodle, open source
Reading Time: 3 minutes

The xAPI Barcamp at the end of the first day of the Learning Technologies conference attracted around fifty people, eager to talk xAPI over a few free drinks at the local pub! I was one of five invited experts alongside Andrew Downes from Rustici (@mrdownes), Mark Berthelemy from Wyver Solutions(@berthelemy), Ben Betts from Learning Locker (@bbetts) and Jonathan Archibald from Tesello (@jonarchibald). Moving around five tables in turn, each expert began by talking for a few minutes about what they were doing with xAPI, then the table held an open discussion.

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DrupalCampBrighton does the business!

January 28, 2021 / open source
Reading Time: 6 minutes
dc_logo

I attended DrupalCampBrighton today for their Business Day, the first day of a three day Drupal extravaganza! LEO were sponsoring the business day which I was really pleased about, we do a fair amount of Drupal work and it’s great to both give something back to the open source community and to get involved in supporting local events. The event was attended by about 60 people at Brighton Media Centre, with the rest of the weekend focussed on more developer-oriented stuff. Today was all about case studies and keynotes though, a bit more at my level! It was a really great event and I came away enthused and energised for all things open source. A great way to end the week!

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Data science: the new skillset for learning technologists

January 28, 2021 / data, learning analytics, learning technology
Reading Time: 3 minutes
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For all the talk of big data being the next big thing in learning technology, few people mention that in workplace learning there just aren’t any examples of big data to speak of. The data collected just isn’t at the same scale. However, big data has led to an explosion in data analysis tools and techniques that learning technologists can use in their work. Throughout 2014 I’ve been dipping into data science MOOCs, learning the basics of R programming, and thinking about how to apply this within learning and development. These are some of my initial thoughts and notes.

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What we can learn from the ephemeral web

January 28, 2021 / data, learning analytics, MOOC
Reading Time: 4 minutes

Learning Platforms have flourished in the past decade, and as they have scaled with the rise of MOOCs, the data inside them has also become increasingly valuable. Different people see different value in this data. Some want to analyse data to predict outcomes and trigger early interventions when needed. Others want to analyse large datasets to advance machine learning techniques. Many more just see dollar signs in anything related to ‘big data’ so, in true startup fashion, they start collecting huge quantities of learner data now in anticipation of monetising it later.

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Virtual College trademarks the term VOOC

January 28, 2021 / MOOC
Reading Time: 3 minutes
VOOC_Batman

A few times in recent months I’ve had a new MOOC term pass through my Twitter feed.  We haven’t had a new MOOC spin-off acronym for a good 6 months. I don’t know what’s happened to the edtech marketers, maybe they’ve been off on holiday on their new yachts spending all those edtech venture capital billions. Anyway, after a quiet start to 2014, we finally have a new buzzword to get excited about: VOOCs. Yay!

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Moodling around in Edinburgh

January 28, 2021 / learning technology, lms, mobile, moodle, open source
Reading Time: 9 minutes

It was great to be at the UK MoodleMoot in Edinburgh this week. It has become an annual highlight for me as a place to meet old and new friends alike, to share some of the things we’ve been working on and to learn from the vast experiences of the Moodle community around the UK and wider afield. The event ran over four days but myself and Andrew Downes went up for the two conference days, along with a whopping 400 delegates from 29 countries.

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Is Google Glass failing our children?

January 28, 2021 / immersive tech, reviews
Reading Time: 4 minutes

Following on from my initial exploration of Google Glass, I was keen to see what my kids would make of this device. As anyone who has seen a toddler using an iPad will know, some technology is just so intuitive that kids take to it like a duck to water. So I wondered what challenges Glass would throw up for a child, whether they would reflect my own challenges and frustrations in getting familiar with this device. After all, I had to undo decades of engrained user interface practice, whereas my daughter only had a few years of computing under her belt. Sharing Google Glass with my daughter turned out to be just as exciting and eye opening as I had hoped, but what really surprised me was the rather sobering reflection it led to, about just what kind of future we are leading our children towards.

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