Paul Prinsloo
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Tag Archives: learning analytics
Decolonising the collection, analyses and use of student data: A tentative exploration/proposal
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
Posted in Change.mooc.ca, Uncategorized
Tagged decolonised, decolonising, higher education, learning analytics, Paul Prinsloo, student data
20 Comments
Seeing Jesus in toast: Irreverent ideas on some of the claims pertaining to learning analytics
“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
Posted in Uncategorized
Tagged e-learning, higher education, learning analytics, predictive modelling, student success
3 Comments
Students’ role in learning analytics: From data-objects to collaborators
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
Cattle in the mist: the promise of learning analytics (#CFHE12)
“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
Posted in #CFHE12
Tagged distance education, George Siemens, higher education, learning analytics, massification, MOOCs
4 Comments
Learning analytics and epistemic arrogance in higher and distance education
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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