[Air-L] Learning Analytics & Knowledge: February 27-March 1, 2011 in Banff, Alberta
haythorn at illinois.edu
Mon Sep 13 14:00:23 PDT 2010
Learning Analytics & Knowledge: February 27-March 1, 2011 in Banff,
The growth of data surpasses the ability of organizations to make sense of it.
This concern is particularly pronounced in relation to knowledge, teaching,
and learning. Learning institutions and corporations make little use of the
data learners "throw off" in the process of accessing learning materials,
interacting with educators and peers, and creating new content. In an age
where educational institutions are under growing pressure to reduce costs
and increase efficiency, analytics promises to be an important lens through
which to view and plan for change at course and institutions levels.
Corporations face pressure for increased competitiveness and productivity, a
challenge that requires important contributions in organizational capacity
building from work place and informal learning. Learning analytics can play a
role in highlighting the development of employees through their learning
In enterprise settings, information flow and social interactions can yield novel
insights into organizational effectiveness and capacity to address new
challenges or adapt rapidly when unanticipated event arise.
Thirdly, as we witness the expansion of learning and knowledge work beyond
formal institutional boundaries, myriad platforms in the cloud hosting the
activity of individuals will be providing/exchanging analytics.
Advances in knowledge modeling and representation, the semantic web, data
mining, analytics, and open data form a foundation for new models of
knowledge development and analysis. The technical complexity of this
nascent field is paralleled by a transition within the full spectrum of learning
(education, work place learning, informal learning) to social, networked
learning. These technical, pedagogical, and social domains must be brought
into dialogue with each other to ensure that interventions and organizational
systems serve the needs of all stakeholders.
Learning Analytics 2011 will focus on integrating the technical and the
social/pedagogical dimensions of learning analytics.
Learning analytics is the measurement, collection, analysis and reporting of
data about learners and their contexts, for purposes of understanding and
optimising learning and the environments in which it occurs
Please direct any questions to gsiemens at gmail.com
I will be using this @illinois email for a few more months for projects started at UIUC.
However, if your email is in relation to my position as Director, SLAIS, UBC please use haythorn at interchange.ubc.ca
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