Tag Archives: learning analytics

Decolonising the collection, analyses and use of student data: A tentative exploration/proposal

Posted on November 14, 2016 by opendistanceteachingandlearning

Voices from the Global South* (*I know the term is contentious) increasingly demand to not only be recognised in the extremely uneven and skewed terrain of knowledge production and dissemination, but to actively take part and contest and reshape knowledge … Continue reading →

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Seeing Jesus in toast: Irreverent ideas on some of the claims pertaining to learning analytics

Posted on December 7, 2015 by opendistanceteachingandlearning

“In 2004 Diane Duyser sold a decade-old grilled cheese sandwich that bore a striking resemblance to the Virgin Mary. She got $28,000 for it on eBay” (Matter, 2014), and in 2009 Linda Lowe found an image of Jesus staring at … Continue reading →

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Students’ role in learning analytics: From data-objects to collaborators

Posted on November 30, 2015 by opendistanceteachingandlearning

Image credit: http://www.forensic-news.com/hackers-copy-fingerprint-data-from-android-devices-3/ In most of the discourses on learning analytics students and their data are seen as mere data-points or data-objects and recipients of services. Student data are the source for many hours of enjoyment as data analysts, educators, … Continue reading →

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Cattle in the mist: the promise of learning analytics (#CFHE12)

Posted on November 5, 2012 by opendistanceteachingandlearning

“If you have three pet dogs, give them names. If you have 10,000 head of cattle, don’t bother” (David Gelernter in Long & Siemens, 2011, p. 32). Once upon a time, education consisted of small, intimate Socratic circles where learners … Continue reading →

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Learning analytics and epistemic arrogance in higher and distance education

Posted on September 3, 2012 by opendistanceteachingandlearning

It is not a good time in higher and distance education to say: “I don’t know.” The use of technology is increasingly changing the higher education landscape; we face unprecedented changes in funding regimes; the private for-profit higher education sector … Continue reading →

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