Educational Technology

Educational Technology

  • Nancy Wasser added an answer:
    What is the best way to train reading comprehension naturally?

    Hi, Im researching on reading comprehension and I need to read literature about how to train reading comprehension naturally. Thank You.

    Nancy Wasser · New Mexico State University

    I'm going to take a different approach here that reflects my research interests and publications. I think one successful way to teach reading comprehension is to have students write; not read first, write first. This approach may be taken on any level from first grade to post graduate engineering students. Have students write about something they know! If it's a first grader he may, with teacher scaffolding, write a sentence story such as, "My dog Pete is funny." Then have him point to each word as he reads it back to you. Betcha he can read and comprehend that sentence. Then he can, with teacher/peer scaffolding, begin to build sentences into a story. For the engineering student ask her to write about some facet of engineering she knows well or wants to know well. Then ask her to study her treatise and read it aloud to colleagues. Betcha she will comprehend her own text and collegiate feedback and input and enthusiasm will build her comprehension. Then go to a text that treats that same concept; expands on it, explains it in a new way, etc. Ask her to read that and write a summary of her understanding of the main discussion points. Betcha she can read with comprehension!

    Namaste! Nancy

  • Krishnan Umachandran added an answer:
    Whats is your opinion regarding the future of e-Learning?

    I am interested to do a prospective analysis about the e-Learning

    Krishnan Umachandran · Professor
    • Increased quality and value of learning achieved through greater student access and combination of appropriate supporting content, learner collaboration and interaction, and on-line support
    • Increased reach and flexibility enabling learners to engage in the learning process anytime, anyplace and on a just-in-time basis
    • Decreased cost of learning delivery, and reduced travel, subsistence costs and time away from the job
    • Increased flexibility and ability to respond to evolving business requirements with rapid roll-out of new and organisational-specific learning to a distributed audience.
  • Julio Ernesto Rojas Mesa added an answer:
    Is it possible to design environments / Networks of glocal agency to learning and knowledge, from to MOOC?

    The MOOC phenomena is not exclusively an issue of Massive Online Open Course, on the conversely, it has become a scenario of new ways of getting learning and knowledge. This is radically affecting the processes of research, innovation and learning management in contemporary high education.
    New constructions of social organization generate these emerging forms. These are our theoretical and methodological ideas. Then, these forms are associated to concepts such as “ciberculture, societies and learning and knowledge ecosystems”. In that sense, MOOCs become a methodological strategy to strengthen the cultural multiplicity and diversity in “glocal” contexts, as well as interface to democratize processes of certification and legitimation of knowledge and learning in great excluded population masses, facilitating their social projection.

    Julio Ernesto Rojas Mesa · Santo Tomás University

    Hello. So sorry for my late answer. I'm building a Knowledge agency concept. This concept is on a glocal context (a simultaneously local and global knowledge) inside of learning process. I will do it through a cyberculture course. In this course, I will research about the affordances proposal by Cope&Kalantzis (2009). 

    Thanks

  • Nikolaos Pellas added an answer:
    How can I approach the concept of sustainable educational technology in universities to improve learning?

    I am currently working on my proposal for my PhD studies and I found few of literature concerning to this conceptual approaching of pedagogical innovation, ICT for learning and sustainable development of learning communities especially in university context. Your advice and ideas will be valuable.

    Nikolaos Pellas · University of the Aegean

    Dear Castro

    Please check my profile (https://www.researchgate.net/profile/Nikolaos_Pellas) in order to get a first view on what the future will bring to e-learning and especially the candidate platforms (see eg 3D multi-user virtual worlds).

    I have 2 papers published in Computers in Human Behavior that you may found them as fundamental for your research. Please see them below:

    http://www.sciencedirect.com/science?_ob=ArticleListURL&_method=list&_ArticleListID=-717418043&_sort=r&_st=13&view=c&md5=3c972f35394641854f1bba136065ef42&searchtype=a

    With kind regards

    NP

  • Nikolaos Pellas added an answer:
    What are the skills of designing Learning Objects ?

    The skills of designing LOs include both instructional design skills and technological skills such as content development skills

    Nikolaos Pellas · University of the Aegean

    Dear Mohamed

    Please check my profile (https://www.researchgate.net/profile/Nikolaos_Pellas) in order to get a first view on what the future will bring to e-learning and especially the candidate platforms (see eg 3D multi-user virtual worlds).

    With kind regards

    NP

  • Nikolaos Pellas added an answer:
    What can be the most important factors that influences students to use moocs, massive open online courses?

    i need just the factors

    Nikolaos Pellas · University of the Aegean

    Dear Aisha

    I believe that these factors may be the same as those that endorsed in 3D virtual worlds.

    Please check my profile (https://www.researchgate.net/profile/Nikolaos_Pellas) in order to get a first view on what the future will bring to e-learning and especially the candidate platforms (see eg 3D multi-user virtual worlds).

    I have 2 papers published in Computers in Human Behavior that you may found them as fundamental for your research. Please see them below:

    http://www.sciencedirect.com/science?_ob=ArticleListURL&_method=list&_ArticleListID=-717418043&_sort=r&_st=13&view=c&md5=3c972f35394641854f1bba136065ef42&searchtype=a

    With kind regards

    NP

  • Saleh Alresheed added an answer:
    Do you feel that you know CALL/MALL best practices?

    Computer Assisted Language Learning and Mobile Assisted Language Learning is popular and many studies have been published about them, but I am not convinced that faculty have the resources to know the instructional design best practices.  

    I am NOT asking what you think the best practices are, but whether you think that the academic literature has sufficiently defined best practices for instructional design.  Why or why not?

    Saleh Alresheed · University of Bedfordshire

    Interesting 

    I was trying to find the same answers like you as my PhD topic is about the factors affecting CALL use and trying to create a model to integrate CALL in my country. 

    So, It was hard to find what is the best practice of CALL as there enough sources. 

    I tried to discover it by myself in my country Saudi Arabia but I found that the use of CALL face many barriers even with the huge funding for education and ICT integration but it seem its not just about money and devices. Its a big circle starting from the culture of the context to the Policy of education including many parts.

    Its interesting question and hope we find an example of best practice.

  • Ljubomir Jerinic added an answer:
    eEducation - forty years of promises?
    Instructional computer programs (or the usage of computers in education) are being developed since the early ‘70s. Rapid development of Information Communication Technology, introduction of computers into schools, and daily use of computers by people of different vocation, education and age, has made education a very important field to researchers. Their main goals have been to develop programs that can teach humans and to achieve individualization of the educational process. The methods and techniques of Artificial Intelligence have been successfully used in these systems, since the end of last century. Hierarchical modeling, interoperable and reusable software components, and ontology are modeling techniques that have only recently penetrated into the eLearning. In addition, these Artificial Intelligence methods are used in new “field” I called it "eEducation", a new approach to education with the help of Information and Communication Technologies, Computer Science and Artificial Intelligence.

    Your thoughts on:

    Could we described "eEducation" = "eLearning" + "eTeaching", by this “simple” equation? Alternatively, do we need more "+"?

    Are we all (researchers, teachers and students) have succeeded in eEducation (eLearning) so far? Do "users" of eEducation (eLearning) systems are "better" than traditional students are, in a since of learning gain?

    Do we have right pedagogy (teaching methods/strategies) for eEducation (eLearning)?

    Do we have right learning strategies (models/theories) for eEducation (eLearning)?

    At the end, what is the future of eEducation (eLearning)?
    Ljubomir Jerinic · University of Novi Sad

    @Afaq, yes, that is one of reasons why "eEducation - forty years (...and counting...) of promises?" is!

  • Tholakele Xulu added an answer:
    When and where should we use technology for education--in the classroom, outside the classroom, or both?

    I think most of us would agree that Technology Assisted Education (TAE), including both general technology and technology specifically for educational purposes, is of immense value for students of any age in any Learning Environment (LE).  However, the attached article points out some serious impediments to learning when allowing free and open access to laptops, tablets, and smart phones in the classroom.  Should these be "banned" from classrooms?  Should technology for education be focused primarily on outside class activities--homework, research, group activities, reading, testing, and the like? 

    Tholakele Xulu · Monash University (South Africa)

    Technology in education plays an important role in improving the educational skills and knowledge of the people. This is very important especially those who need improve their knowledge in order for them to achieve a successful life in the future. Technology in education is manifested through the use of computers. This is also a great help for teachers since they can already enhance their teaching skills and strategies every time they are facing their class. This technology is very essential for both the students and the teacher but there are some instances wherein this technology is seen to be disadvantageous for both of them as well. Be that as it may, this facility may also impact in the following:-

    Laziness in Studying
    Since students are already relying more on working and studying in computers they are already relying all the information n the computer. This is not good since there are some claims that computers are not reliable for the students to be learned. They are not anymore reading books and answering their homework since there are already specific answers in the computer.

    Forgetting the Basic Way of Studying
    They would no longer rely on the books that are lent by their teachers for them to study since they are already interested to study using the computer. Even simple problems and homework that they need to answer, they are more of seeking the assistance of computers already.

    Discovering Unusual Things in the Computer
    Allowing the students to surf the internet doesn’t necessarily mean that all the things that they are going to discover are good for their mind and studies. There are several things that are found in the internet which are not good for the students hence they need to be properly guided by their teachers and parents every time they are going to use the computer.

    Technology in education plays an important role in the study habits and skills of your child. But, you need to make sure that you are going to be very careful in allowing them to use their computer and surf the internet for them to avoid discovering things that are not part of their studies. It is always important to let them used some of these technology in education as often as it is in order to prevent forgetting the basic way of studying.

    What needs to be mentioned as well in this digital age is that, it is difficult to think of significant disadvantages when it comes to incorporating computer technology into the class room. Students today "speak computer," and their interest level rises instantly and appreciably when they are allowed to work on the computer. Students learn best by doing instead of listening, and using computers in instruction is hands-on for them, requiring active involvement and participation. Many instructional programs are interactive, giving students the opportunity to answer a question or work a problem and receive immediate feedback. The correlation between feedback and improvement in learning is indisputable.

  • What is your opinion about international rankings such as Scimago?
    There is an increase of international rankings that rank universities fundamentally for their research results.
    Gonzalo Galileo Rivas Platero · Instituto Interamericano de Cooperación para la Agricultura

    College rankings are especially useful as a guide for students and professionals, as they help them choose the university where they want to develop. For educational institutions, the rankings are an indicator of whether they are pordebajo than expected according to their academic excellence and be able to apply the accionespertinentes
     
    There are different types of college rankings, the main features that are classified geography where focus and type of studies that measure. One of the main university rankings is the SCIMAGO Institutions Ranking (SIR), which ranks over 2000 universities to present a report that serves as a tool-analysis and evaluation of the research activity of the Institutions of Higher Education. This ranking highlights aspects of size, performance, scientific impact and the degree of internationalization of higher education institutions, based on criteria such as scientific production, International Collaboration, Quality and Percent Average Scientific Journal Publications First Quarter SCIMAGO Journal Rank.

    In modern times where competition is the order of the day, these rankings are relevant to measure the academic potential of knowledge-generating institutions.

  • What are the implications of emerging technologies for the future of universities?
    The contemporary university is an interconnected set of three core competencies: learning communities, knowledge resources, and the certification of knowledge skills.
    Gonzalo Galileo Rivas Platero · Instituto Interamericano de Cooperación para la Agricultura

    Universities should develop sophisticated cognitive learning processes, before changing unrepertorio and expansion of teaching practices based on research, training and continuous professional self-assessment, learning partnerships, the development and use of collective intelligence and cultivation of a profession that values deproblemas resolution, risk taking, professional confidence, coping with change and engagement withthe continuous improvement. This also involves developing appropriate skills in the knowledge society that can promote community values, democracy, humanitarianism and cosmopolitan identity. This leads, develop dedication to character building of students with these attributes; help them think and act above and beyond the seductions and demands of the knowledge economy. It also requires teachers to work together in groups of long-term collaboration, to commit and challenge each other, as a concerned and committed professional community, to build a profession in which teachers can experience and become effective working with colleagues (knowledge management networks).

  • Jorge E. Benavides B. added an answer:
    What is definition of emergent technology in the context of pre-service teacher education?
    I am puzzling that how to define what is emergent technology / software in the context of pre-service teacher education and what are such examples of technology / software which should be integrated into curricula and instructional practises
    Jorge E. Benavides B. · University of Nariño

    I think another meaning of 'emergent' is that of a noun, that is, something that 'emerges' as a result of a new context or necessity. If this is so in then case of the person who asked this question, then my best response is: simple authoring programs are the best option when pre-service teacher training comes into place. The programs that alow the adapting and manipulation of content to serve the specific needs of students, for instance. These type of programs empower the teacher students who need to integrate or modify existing programs to serve their students needs (i.ed. grammar, vocabulary and reading). 

    My five cents

  • Katherine Bowen added an answer:
    What is the best data collection method to qualitatively analyze students perceptions' about using a new technology in the classroom?

    I am planning to conduct a qualitative research about a mobile app that I used with my students and I want to analyze their perceptions about the usefulness of this app. I have only about 10-15 students who are willing to participate in my study and am wondering what is the best data collection instrument, procedure or set of questions that I should use.

    Katherine Bowen · Northcentral University

    Might want to check out this article - Student perceptions of satisfaction and anxiety in an online doctoral program. Doris U. Bolligera* and Colleen Halupab

  • Norbert Boruett added an answer:
    How can South-South health cooperation be improved?

    What are your thoughts on improving regional knowledge sharing in East, Central and Southern Africa? http://bit.ly/1xF80tb

    Norbert Boruett · Masinde Muliro University of Science and Technology

    Jarret, you are spot on you have the correct URLs of the institutions, i derived this from nepad http://www.nepad.org/humancapitaldevelopment/news/1492/minister-state-kent-promotes-maternal-and-child-health-africa 

  • Sheila Macrine added an answer:
    Does anyone know of a measurement tool for risk taking in gaming and learning technology programs?
    I am putting together a proposal for a quantitative research class. I am looking at any correlations between risk taking in gaming that carry over to risk taking when learning new computer programs. I am looking for a valid and reliable measurement that is already created.
    Sheila Macrine · University of Massachusetts Dartmouth

    Try http://education.mit.edu/papers/MovingLearningGamesForward_EdArcade.pdf

    https://www.academia.edu/1713097/Sensation_seeking_and_risk_taking_behaviour_in_video_game_play_and_addiction

  • Wen (Stella) Tian added an answer:
    What are the current component of CSCL framework?

    With the current existing of CSCL system, many research paper proposing the new framework used in education setting. What are the latest or updated of CSCL framwework can be used as guidance?

  • James Winter added an answer:
    Is k-12 public education a business? What is a viable model for education?

    I agree with the writer that education is not a business.  I don't agree with the comments on educational technology.  Ed tech can be misused and overused but when integrated judiciously it offers great benefits to students in K-12 and beyond. 

    Do you agree with the writer's model for "personalization/socialization" in education?  Would that plus ed tech provide a viable model?  What other elements should be included?

    http://www.nytimes.com/2014/08/17/opinion/sunday/teaching-is-not-a-business.html?action=click&contentCollection=Opinion&region=Footer&module=MoreInSection&pgtype=Blogs

    James Winter · University of Southern California

    I definitely feel that public education SHOULD NOT be considered an industry or a business.  However everything surrounding education tells me the contrary.  From the very word of the educational publisher Pearson among others, there is a bucket of money waiting to be stuffed into pockets from the very well educated parents to the naive parent whose only interest is to see their child progress in school.  When we consider school materials that are purchased every year to the clothes that are worn there is a constant reminder that there is a LOT of money in this non-profit program called k-12 education.  I have 5 children and am a candidate for my EdD at USC, believe me-EDUCATION IS A BUSINESS.  It is a business from the moment teachers are paid to the stickers and pencils bought at Wal-Mart.  Schools  pay exorbitant amounts of money for their academic materials for school from Pearson whether they are the best schools in the country or whether they are in last place...the ranking of schools is not the issue, the cost of an education per capita IS the issue and it is an expensive venture no matter how you look at it.  Districts across America have busses that take students to and from school and if you consider the costs of maintaining these vehicles, there is another cost.  It all comes out of our income taxes and property taxes so in what way is Education NOT a business?  Districts provide bonuses for Master's degrees and PhDs and EdDs in order to promote continual studying and progress of the teachers.  If Education was not a business, then why promote the spending of money in other educational institutions as well?  Why wouldn't a Bachelor's degree and teaching credential be enough?  Because again....it is an industry whether on the public sector or private, you are still involving a lot of companies in the education of your children and for teachers, for their professional development and resume filling.  I would LOVE to see the day where we could exempt ourselves from the costs of education, but to what end? If there is no incentive to teach, provide materials, or administrate (let's not forget the cut of money provided to the administration of every school) how can we expect the students to want to come to school to learn?  My son had 6 homeroom teachers in the same schoolyear...that was in a private school...they were reasonably paid and yet, did not finish the year for reasons only known to themselves....yes, sadly it is a business.

  • Jason Andrew Chen added an answer:
    What are some ways to help students identify with science? And how might technology be used?
    Sure ... cool, immersive, interactive virtual worlds can bolster interest, self-efficacy, and savviness of scientific thinking. But if kids don't identify with science, the affordances of tech are greatly diminished. By the way, shout out to the EcoMUVE crew.
    Jason Andrew Chen · College of William and Mary

    Thanks, Larysa!  Yes, I've read Gee's work.  Thanks for the other recommended readings ... I'll definitely have a look.

  • Stefan Svetsky added an answer:
    What topics in educational technology innovation are not focused mainly on using devices or software in the classroom?

    Are educational leaders pursuing other ways technology might influence education, such as integrating "big data" analysis to increase our understanding of how effective our educational practice is?  I'm a novice in this area, but would be interested in learning about issues such as adaptive learning, for example, but don't really know where to start. 

  • Stefan Svetsky added an answer:
    What theoretical models to integrate technology in the classroom are being used to teach history?

    I am a PhD student and am interested in other theoretical models (eg, TPACK and SAMR, see link) which is evidence that are being used in the teaching of social sciences, especially in history.Can you help me?

  • Parag Chatterjee added an answer:
    What are the trends in virtual learning environments?
    For my research, I want to evaluate a university distance learning system
    Parag Chatterjee · St. Xavier's College, Kolkata

    In my country India, the scenario of virtual learning is quite disappointing.

    Digitized education is not a profusely used paradigm and the formal education is mostly practiced and encouraged.

    However, very recent days have seen significant efforts of the Government to introduce MOOCs conducted by the premiere national institutes (like IITs) and take other measures to make digitized education usable.

    Still a large gap in status exists between formal education and virtual learning.

    Also I personally believe that virtual learning could never be a comprehensive better choice than formal university based education.

    Yet, virtual learning needs to be introduced as an alternative entity to education basically to reach out to a larger audience.

    Regards...
    PARAG (parag2700@gmail.com)
    St. Xavier's College, Kolkata, India

  • Maud Foerster added an answer:
    What do you understand as a Personal Learning Environment (PLE) in your everyday practice?
    Recent research has brought up a number of definitions, explanations and first prototypes of a so called Personal Learning Environment (PLE). Definitions reach from a fully integrated, adaptive platform with tools to support individual cognitive processes on the one hand, to "your tablet PC and everything that can be run on it" on the other hand. While the latter one does not seem to justify a hype neither in Technology Enhanced Learning research nor in education at all, the first one did not really come to practice - as far as I know.

    Moreover, the term of an institutional PLE (iPLE) came up. This may underline the active role that educational institutions still play in providing educational technology to learners, despite all innovations of the Web 2.0 and beyond. However, I still don't know about any succesful realization of such an iPLE that is used in a university.

    What do you say: Was PLE just a hype? Are there any projects that delivered more than a prototype, any platforms that are currently used? What did you expect from a PLE that existing teaching and learning platforms do not provide? Or maybe, is PLE not the right term for what we expect from such a platform?
    Maud Foerster · High Pedagogical School Fribourg

    At the University of Fribourg (Switzerland) (in collaboration with University of Geneva), we developed many scenarios about tools and tasks of students. All these scenarios can be found here: https://ple-connect.unige.ch/. These tools (written in french for the moment) are used to help students to be more efficient and autonomous during their studies. Actually, we also propose a class to help students to improve their PLE's skills and knowledge.

    Moreover, we also did two other studies about PLE enabler, "Intégrer les Environnements d'Apprentissage Personnels (EAP) dans un environnement institutionnel" and "Looking for a platform that can be proposed to students as a PLE enabler".

    Moccozet, L., Platteaux, H., Foerster, M., &Benkacem, O. (2013). Intégrer les Environnements d'Apprentissage Personnels (EAP) dans un environnement institutionnel. Environnements Informatiques pour l’Apprentissage Humain, Toulouse 2013.

    Moccozet, L., Foerster, M., Benkacem, O. & Platteaux, H. (2014). Looking for a platform that can be proposed to students as a PLE enabler. Conference: 5th International workshop on Interactive Environments and Emerging Technologies for eLearning (IEETeL 2014), At Birmingham, UK.

  • Sandra Sinfield added an answer:
    How do we encourage students to produce more interesting/engaging presentations?
    'Death by Powerpoint' is a problem but really what are the alternatives? Prezi? Machinima?
    Sandra Sinfield · London Metropolitan University

    Jean makes such excellent points about supporting students to succeed in presentations. Imagine that we were asking students to write a sonnet or a haiku - we would definitely explain what these forms were - and we would discuss perhaps why we had asked the students to produce them - and we might even give them some tips on how to do the task well. In my practice I do something on the what, why & how of presentations (see also http://learning.londonmet.ac.uk/epacks/studyhub/presentations.html) - i do something on positive thinking (http://learning.londonmet.ac.uk/epacks/studyhub/positive.html) - and often I will do a session on collage as well -asking students perhaps to represent themselves - or a text - or 'their learning so far' - visually - in simple and easily affordable ways - to get them thinking creatively about how to visually support the presentation...

  • Jose Carlos Barceló added an answer:
    What hardware equipment can you recommend for capturing and streaming audio and video from lectures (microphones, webcams, streaming devices)?

    We plan to record and stream video from lectures (room for 20 students, one teacher with notebook connected to data projector). Can you recommend hardware for capturing voice of teacher and students and video of teacher and image from data projector? We do not need to record teacher and signal from data projector separately. Do you have experience with special hardware for capturing and streaming of lectures?

    Jose Carlos Barceló · Universidad Nacional Autónoma de México

    I think there are two different styles of  producing video conferences,

    Some people pretend produce videoconferences and lectures like television, uses profesional video cameras, green screens, lavaliere microphones etc.

    In the other hand  is  the low cost style, using web cams, cheap microphones, screen sharing and/0r screncast software,

    Every one have advantages and disadvantages, the firth looks more professional and  could be great in certain topics like medicine were image quality is critical.

    While the second is more flexible and can be organized by he teachers without any technical support and at a very low cost.

    Echo 360 and Camstacia or  Adobe Captivate with Adobe Conect

  • Barbara Miller Hall added an answer:
    What are some viable alternatives to the threaded structure of asynchronous discussions in online learning?
    Most learning management systems still use a similar structure of threading discussions for asynchronous student-to-student and student-to-instructor dialogue. Working from the assumption that robust dialogue is a necessary component of instruction designed within a social constructivist environment, are there any viable, existing or emerging alternatives to the threaded structure of discussions?
    Barbara Miller Hall · Ashford University

    Thanks, Timna.

    I recognize the value of VoiceThread, though I am not the staunch advocate of the technology as others might be. I should investigate more why that is!

    With thanks for the contributions,

    Barb

  • Alexander J. Babchin added an answer:
    Could Transport Phenomena be removed from chemical engineering undergraduate curriculum?
    I am considering proposing that TRANSPORT PHENOMENA be removed from chemical engineering undergraduate curiculum. This subject is more appropriate for graduate levels, because it is heavily theoretical. Moreover, experience have shown that only about the top 10% of the students pass the subject with good grades. For undergraduate level it is sufficient, I think, that students acquire deep knowledge of MATERIAL AND ENERGY BALANCES. I would like to have your consideration in this matter.
    Alexander J. Babchin · Tel Aviv University

    That would be a major mistake.

  • Jisha Panackal added an answer:
    How can we differentiate between smart board and interactive white board (IWB)?
    There is a confusion about the terms "smart board" and" Interactive white board". The question is whether these two are identical or is there some tangible difference between the two?
    Jisha Panackal · Vidya Academy of Science & Technology

    A white board is merely a board that can be used for writing, but an interactive white board is used to interact with the computer. For example, the contents written on an interactive  white board can be stored for future use.

  • Kevin Larkin added an answer:
    What is the difference between "Serious Games" and "Epistemic Games"?
    There is a significant difference between these two technological learning mediators.

    When and where should one use them?
    Kevin Larkin · Griffith University

    Hi Angel,

    A colleague of mine, Professor Catherine Beavis (Griffith University), has just finished a major 3 year research project on Serious Games. She might be worth following.

    Cheers, Kevin.

  • Ashish Dutt added an answer:
    Does your institution offer learning analytics tools in the central LMS? If yes, which tools?

    Learning analytics (or educational data mining) provides a chance to improve teaching and learning quality, which is a major objective of educational institutions. Thus, such tools should be an integral component of the learning management system that is used by an institution. However, though research on learning analytics has led to numerous developments so far, tools are hard to be seen in official LMS. Does your institution already offer learning analytics tools in the central LMS? If yes, which tools?

    Ashish Dutt · University of Malaya

    Most institutions are also using online web based platforms, one notable mention is www.edmodo.com 

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