Abstract:This article presents an overview of the development and use of analytics in the context of education. Using Buckingham Shum's three levels of analytics, the authors present a critical analysis of current developments in the domain of learning analytics, and contrast the potential value of analytics research and development with real world educational implementation and practice. The article also focuses on the development of education content analytics and considers the legal and ethical implications of collecting and analysing educational data. Looking to the future, the authors also highlight new developments including exploration of data from massive open online courses (MOOCs).
This paper presents a comparative case study from two UK universities that contextualises their use of the Carpe Diem Learning Design methodology. The aim of the case study is not to share an evaluation of the Carpe Diem process per se, as both institutions are confident in the validity of the design process it scaffolds. Rather, it explores the different contexts, institutional drivers and evolutions of the original process in both institutions: supporting the development of online programmes at Glasgow Caledonian University and blended programmes through the CAIeRO framework (Creating Aligned Interactive educational Resource Opportunities) at the University of Northampton. It then shares common challenges and opportunities; in particular the use of Carpe Diem to support open educational practice. The aim is to contribute to a continuing collaborative narrative about the processes involved in implementing and embedding a formal learning design process such as Carpe Diem.
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