Chapter 6

Emerging Technologies for PLE and ONLE

by Jorge Chacon, Amber Moore, Eric Okorie,

Anne Schons, Gina Taylor-Stevens

Editor: Suzanne Hunt

Overview

Emerging technologies are still widely disputed as to a specific definition. The Law Dictionary defines emerging technologies (ET) as, “New technologies that will substantially alter the business and social environment. These include information technology, wireless data communication, man-to-machine communication, on-demand printing, biotechnologies, and advanced robotics. All of these are currently improving or developing, or will be developed within the next five to ten years” (thelawdictionary.org). ET is also described as a technology that is fast growing, addresses global issues, and has a large impact on society (Rotolo, Hicks, & Martin, 2015). George Veletsianos (2015) also defines emerging technologies using these four characteristics:

Emerging Technologies and Emerging Practices are Not Defined by Newness
Emerging Technologies and Emerging Practices are Evolving Organisms that Exist in a State of “Coming into Being”
Emerging Technologies and Emerging Practices Are Not Yet Fully Understood or Researched
Emerging Technologies and Emerging Practices Have Promising But as Yet Unfulfilled Potential (Veletsianos, 2015)

At the end of the chapter, take a moment to reflect on the potential differences or similarities in each of these definitions. Which do you feel is a best fit, or is it a combination?

Our Wordle, or data visualization, is a preview of information developed in this chapter. The focus, or larger words, represent the emerging technologies. As you read through the chapter, you will observe a connection with these emerging technologies and PLE and ONLE and a deep connection to learning.

In chapter six, we will address four different emerging technologies:

InfoViz or Information Visualization
MOOCs - Massive Open Online Courses
Games and Game-Based Learning/Gamification
Learning Analytic (LA)

Readers will gain insight into the definition and history, strengths and weaknesses, and uses in improving education, as well as, ONLE and PLE connections for these emerging technologies. Emerging technologies are changing the way educators and learners approach educational needs, Open Network Learning Environments (ONLE), and Personal Learning Environments (PLE).

Learning Objectives:

Learners will gain an understanding of what defines emerging technologies.
Learners will identify four types of emerging technologies.
Learners will demonstrate their understanding of Info Viz for PLE and ONLE.
Learners will demonstrate their understanding of MOOCs for PLE and ONLE.
Learners will demonstrate their understanding of Games and Game-Based Learning for PLE and ONLE.
Learners will demonstrate their understanding of Learner Analytics for PLE and ONLE.

InfoViz

Have you ever thought about how much data and information people are exposed to in an ordinary day? From the news feed read on tablets at breakfast, to the e-mails receive throughout the day, to the bank statements generated whenever people withdraw money or spend it, to the online conversations, and so on? Information visualization, the art of representing data in an easily manipulated and understood way, can help us make sense of all this information and in turn make it useful in our lives. Data can be very powerful. If you can actually understand what it's telling you, that is (Crooks, 2015).

InfoViz, Infographics or Informational visualization is the communication of abstract data through the use of interactive visual interfaces.

Introduction to Information Visualization and it’s rich history

Computer generated visualisation, whilst a relatively new subject area has its roots in a long historical tradition of representing information using pictures in ways that combine art, science and statistics (DataArt, 2017).

Figure 1. Stone tablet from Mesopotamia. Stone tablets from Mesopotamia that date back over 2,000 years BCE that show representations of tabulated data. Author/Copyright holder: Gavin.collins. Copyright terms and licence: Public Domain

In fact, the first visualisations may have taken the form of drawings in sand or scratched on rock and it is possible that the famous Palaeolithic cave paintings in Lascaux, southern France, may have functioned as both hunting guides and directions to the spirit world (Data Art, 2015).

Ancient cultures, such as the Babylonians, Egyptians, Greeks, and Aztecs, all developed ways to visually show information. They plotted the stars and constellation, produced navigational maps, planned crops and cities. Rendered first in stone and clay, on papyrus and later paper, to books, computers, smartphones, tablets, and so on into the future, on whatever technology awaits creation and/or discovery next.

Figure 2. 600 BC map of Mesopotamia world. 600 BC map of the Mesopotamian world, with Babylon in the center

Great strides have been made since the 17th century, with modern infographics beginning between 1800-1849, continuing through the golden age of data graphics between 1850-1900. From 1900 until 1949 there was a dark period in data visualization before a renaissance began in 1950. With the integration of the computer a new frontier in informational visualization began in 1975 that continues today (Friendly, 2008).

Figure 3. Milestones in Data Visualization

Uses for Information Visualization

InfoViz can be used for presentation of information for understanding (Interaction Design Foundation, 2017). If a class were learning about the Titanic Disaster, they could easily see comparisons and information about the ship and it’s passengers in a single poster.

Figure 4. Sinking of the Titanic Infographic

Activity: Surviving the Titanic

Go to Workbook:Titanic
Using the interactive Infographic
1. Choose a Class and / or Gender by clicking on the images to view the survival rates for the people in that group and select ages in the chart below (desktop only).
2. Explore their stories by hovering over the people.

Infographics can be used to persuade others by showing data to support opinions or facts, such as global temperatures. Global Temperatures from 1881-2010.

Infographics can help change mindsets about the way the world, learning, or other topics are perceived. Growth Mindset Zone 2016.

Information Visualization is used everyday when people look up direction to locations using Google Maps, or to read stock market reports. In the classroom, Infographics can be used to display data in different ways, including having students become the data.

ONLE/PLE connections

There are many ways to learn about Information Visualization and how to make and use them including completion of MOOCs-Information Visualization MOOC 2017 .They can also be used to assist people in figuring out data as part of the personal learning to support becoming lifelong learners.

The effective use of any technology in teaching requires thoughtful consideration and planning. Whether low tech (a chalkboard) or high tech (a 3-D interactive visualization), a tool’s learning benefits depend on when, where, how, and why you use it (CMU, 2017).

Activity: Web 2.0-Creating an Infographic/Infographic Lesson by Creative Educator

Students will create an infographic to share knowledge and data about an issue or science topic they are studying.
Task-Infographics are an increasingly popular way of sharing information in newspapers, magazines, and online news sites. These visual representations of knowledge and information are designed to make complex ideas and large amounts of data easy to understand. There are many ways to create infographics. After exploring a variety of examples, you will create your own infographic poster that will help others better understand an issue or concept you are studying.
Here are a few examples to get you started. Explore your textbooks, support resources, and classroom posters for more examples.
70 Years of Batman Evolution
Facebooking Your Parents
+50 Ways of Visualizing BP’s Dark Mess
Then/Now: Same Camping Gear Essentials, But Better
You can also watch a snippet from the “Beauty of Data Visualization” TED Talk by David McCandless.
Answer the following questions:
1. Which infographic was the best? Why?
2. What made them interesting, content or design? Or both?
3. How did the use of fonts, color, graphics, and imagery contribute?
4. Did the design contribute to how you felt about the information?
Create-The process begins not with making the infographic, but with research. Remember to cite all sources of data.
1. As you plan out the design,you should ask and answer questions like:
2. Which information, facts, and data are essential to include? Which aren’t?
3. What colors and layout works best in sharing the information?
4. What graphs and graphics best convey information and data to the viewer?
5. What is the order, or flow, of information?
Create your own infographic visualization using any of these tools or apps.
Share-Print or Publish for others to see
Assessment: Infographic Rubric

Infographics are an effective (Kolowich, 2014) and important tool because our brains do less work to digest visual content so we are able to process data more efficiently, as shown in this this visual.

Additional Readings/Links

Resources/Tools

Introduction to MOOC

Definition and history

A Massive Open Online Course (MOOC) has had a changing, broad meaning during its evolution. At its core, a MOOC is open for all to access, online, with unlimited enrollment. According to Weller (2014), MOOC began as an extension of the open education movement, and as an idea attached to a person, usually a professor, before later changing to be associated with the university. Once a MOOC enrollment reached the tens of thousands, more media began to report on them, and the possibilities of free education, and the use of it as a tool to repair the expensive college system in the United States, caught everyone's attention. This began the era where MOOCs began to look more like they do today.

Types of MOOC

The difference in these two distinct times (before widespread attention, and after) is apparent in the execution of MOOCs - with the early MOOCs mostly containing connectivist strategies with student networking, and the later MOOCs forming with a focus on video lectures and automatic evaluations (Weller, 2014, p. 95). This aligns with the definitions of a cMOOC (the early MOOC model) and an xMOOC (a MOOC model that came later). cMOOCs are more in line with ONLE and PLE concepts, where students are encouraged to aggregate and remix information, with a social and collaborative environment, and typically have start and end dates (Bates, 2014). xMOOCs are more individual in their approach, with the teacher or website serving as the gateway to knowledge (Bates, 2014). Students engage with the content, instructor (if there is one), and automatic testing, more than each other (Touro College, 2013). Currently, both types of MOOCs coexist.

Due to the changing, broad definition of MOOCs (as seen in Figure 1), a MOOC can come in many formats, which is beneficial to students looking for a variety of instructional frameworks to choose from. Some MOOCs, like cMOOCs are laid out very similarly to a traditional course, with a syllabus, lectures, and graded assignments. These MOOCs are likely to be found on websites such as EdX or Coursera, where MOOCs from universities like MIT are indexed for easy searching. Other MOOCs, like xMOOCs, are more similar to business education, where users move through a module at their own pace and assessments are graded by software. MOOCs that follow this format are found on websites such as Alison.

Figure 8. MOOC as a flexible definition (Plourde, 2013).

Khan Academy plays an interesting role, in that it was instrumental in the early creation of MOOCs, but the creator no longer considers it to be a MOOC (Akanegbu, 2013). Indeed, Khan Academy is not a linear course, but rather a resource where users can pick and choose which areas to access. Perhaps this is another form of the xMOOC, as it contains many other aspects of an xMOOC, like self-paced learning, video lectures, automatic assessments, and limited social interaction when not paired with classroom activities.

Strengths and Weaknesses of MOOCs

Different MOOC formats should be applied appropriately. For rote memorization, an xMOOC might be the best solution for learning terms quickly with instant feedback through tests. Self-pacing also enables learners who are memorizing material to review or skip ahead as needed. On the other hand, a cMOOC might better suit a class with high orders of thinking and examination, where social construct concepts would strengthen student learning. cMOOCs also have a more structured course schedule and would help students who need assignment or content deadlines to be accountable. Certainly, each MOOC format is a tool to apply meaningfully to a subject when considering the needs of the course.

According to Figure 9 (Online Colleges, n.d.), there are several strengths and weaknesses that need to be considered when discussing MOOCs. The benefits include low to no-cost of instruction, the ability to move at the student’s own pace (in some MOOCs), accessibility to anyone with a computer and an internet connection, collaborative aspects, and access to subject matter experts - indeed, the amount of students who can enroll under leaders in the field are far beyond the limits of a traditional class.

Figure 9. Benefits and issues of MOOCs (Online Colleges, n.d.).

There are some concerns with MOOCs, however. Online Colleges (n.d.) mentions that MOOCs may not always be free, but current models are able to make some money through offering paid certificates or credit as an optional addition to the free MOOCs (Davis, 2016). Some MOOCs are parallel to courses that take place in a physical classroom, with recorded or live lectures. Access to these courses using this format adds very little cost to the institution. This “freemium” model allows students to learn for free, while still enabling the universities to make enough money to support the MOOC, and seems to be what will become the norm with MOOCs into the future (Davis, 2016). Until employers accept certificates from free courses, students will continue to pay for proof that they took a MOOC from an accredited university.

The remaining criticisms are not unique to MOOCs, but apply to online education as a whole, where many of these issues have already been addressed. One foreseen problem is that students are not able to engage in social learning when receiving instruction online. This is an issue that ONLE and constructivist strategies address through purposeful instruction that fosters social interactions in online education (PLE & ONLE Instructional Strategies, n.d.).

Likewise, the issue of technical problems is also addressed in existing online learning programs, where students have access to training on technology used in class, as well as direction to prepare for computer issues and allow extra time for potential delays (Lorenzetti, 2014). Instructors and students are encouraged to predict and make backup plans for their technology.

Students who are concerned with their ability to learn outside of a traditional classroom are able to choose between the cMOOC format, where students are in a more structured course, or an xMOOC, if the student favors self-pacing. Just as students are tasked to track their assignments and schedule in traditional schooling, when students are given clear expectations and direction in online education, they should be able to adjust their study and time management habits to be successful (Lorenzetti, 2014).

And lastly, academic dishonesty is a concern in all digital learning, but can be mitigated with appropriate learning management systems, online tools, such as Turnitin, and most importantly, by elevating student work to high level thinking - where students are asked to evaluate, create, and analyze (Cabrera, 2013). This work is harder to cheat on because it asks students to connect and apply material through demonstration. Presentations, discussions, and projects, are all examples of assignments that would be effective in mitigating academic dishonesty in MOOCs. Assessments can be chosen that also encourage integrity. Mixing in subjective questions, drawing from a pool of questions, randoming order of questions, timing, and limiting the number of questions on the screen, are assessments that support honesty (Cabrera, 2013).

MOOCs are not without issues, like any new technology, but they have already shown improvement and evolution in their short history. As students and instructors continue to examine the role of MOOCs, concerns will be addressed more thoroughly, and their place in our education system will progress to meet the needs of the community (Carey, 2012).

MOOC in Education

MOOCs have impacted education, and will continue to impact education as we move into the future. According to Weller (2014), there is somewhat of a dividing line between established, traditionally-minded educators, who see MOOCs as a threat to the education system as a whole, and newer, more progressive educators, who see MOOCs as an exciting way to open learning to anyone who has access to the internet.

ONLE/PLE connections

MOOCs utilize ONLE strategies when creating a social environment for learners (PLE & ONLE Instructional Strategies, n.d.). This is especially apparent in cMOOCs, where there is more interaction between students. Strategies like User-Generated Content, Social Content Sharing, Information Visualization, Mobile Learning, and Game-based learning, can be effective tools for ensuring a MOOC maintains a space conducive to social learning.

Education Activities/Assignments.

MOOCs are not limited to non-traditional learners. xMOOCs may fit this need more readily, as students receive social learning in the traditional setting, and xMOOCs generally use ready-made media and assessments that complement the interactions in a classroom.

There are several ways to use MOOCs in educational activities:

Teachers looking to implement a flipped classroom can use MOOCs to support the out-of-class content requirements (Luján-Mora & Saquete, 2013).
Blended classrooms can utilize a MOOC material in the online setting (Israel, 2015).
MOOC content can be suggested as supplementary material outside of the classroom to support learners who may be ahead or behind the group as a whole (Israel, 2015).

Additional Readings

Cormier, D. (2010). What is a MOOC? Retrieved from https://www.youtube.com/watch?v=eW3gMGqcZQc

Tools

Links

Games and Game-Based Learning/Gamification

Games and Game-Based Learning

Game-based learning isn’t completely new for education. For the U.S. education system it is somewhat new to the scene. Game-based learning has its roots as far back as the middle ages, and farther, with chess (Van Eck, R., Shute, V. J., & Rieber, L., 2017, p. 277). Now we are making the move to video-game based learning. So, what is game-based learning? It’s not gamification, though they both share some of the same ideas. Game-based learning is simply using games (video games) as the medium for learning. This brings into two ideas: At play (in the flow) and playing the game (no flow, just doing it because you have to) (p. 278). Pairing game-based learning with the right instructional design plan can yield and at play learning experience that can help students reach higher learning. The games can’t be multiple choice game quizzes that are candy coated, but games that actually provide an immersive experience for learners (Farber, 2016, para. 2).

Gamification

This is simply taking a task that is already being used for instruction and applying some type of reward to it. This is already been applied to classrooms in authentic manners and created classrooms that are living games (Inservice Guest Blogger, 2015, para 3.) This would be considered gamifying the classroom. The rewards could be just about anything. A teacher could assign badges, points, or extra time on an assignment. Tasks could be classified as quests to reach these rewards and offer students the ability to do them more than once in case of failure. A perfect example of this is the corporate reward system that exists for consumers, to get them to buy more products (Isaacs, 2015, para 2). Figure 10 gives some details on both.

Figure 10. Visual Differences (Farber, 2016)

Positives and Negatives

Like anything, even these two have positives and negatives to offer, and often times these are because of they are implemented. Let’s start with the positives of game-based learning/gamification. Games can provide meaning for learners through actual experiences that relate to the content being taught (Farber, 2016, para. 5). Students show increased engagement on their assignments and work they are given. Immersive games can promote real-world problem solving and authentic learning, and even help learners reach a higher level of learning (Van Eck, R., Shute, V. J., & Rieber, L., 2017, p. 280). Depending on the game/gamification learners work through collaboration and building trustful relationships.

Like all things there are negatives. Assessing students can be difficult, since when it comes to these two there is no single skill that is being assessed. Games employ a set of skills, and assessments would have to be tied into the game or game elements themselves. Another problem is there is not enough research on pairing game-based learning and gamification with other instructional theories (Van Eck, R., Shute, V. J., & Rieber, L., 2017, p. 282). Much of the previous research was on the wrong area. This is perhaps the biggest issue in this area.

ONLE/PLE connections

Game-based learning and gamification are a perfect match for ONLE/PLE. Most MMO games operate like ONLE in terms of teams of people communicating, working as a team, learning from one-another, having discussions on how to do better, and passing along information from resources that help in their process. The biggest game in this case would be World of Warcraft, and it uses constructivist principles when it comes to learning. Another way game-based learning relates to PLE is that users can customize their interfaces to meet their needs. Well, most games can let you. Games like minecraft require exploration and collaboration among players and learners.

Activities

Classcraft (Gamification) - https://www.edutopia.org/blogs/beat/game-based-learning

Instructors can use this tool to have students be rewarded different items to their created character based off whatever the instructor sets consequences for. Consequences can be whether students are on task, quality of work, turned in work, or other areas of the classroom. The instructor can add or take away HP, XP, GP, and other items within the tool. A teacher in my school already uses this and it does help with motivation.

3D Gamelab (gamification) - http://rezzly.com/

Your classroom can be a quest-based where students earn experience and level-up, instead of traditional grades (Isaacs, 2015, para. 4).

Minecraft (Game-Based Learning): https://education.minecraft.net/

Teachers cans use this to have student create structures, instead of using physical objects for that construction. This game can also give students a sense of experience pertaining to something like surviving in early America (Jamestown) (Farber, 2016, para. 5). Students can also use this as a medium to show their learning for geometry through showing square footage.

Plague Inc (Game-Based Learning): http://www.ndemiccreations.com/en/22-plague-inc

This game can help students see how the bubonic plague spread through the silk road (Farber, 2016, para. 8).

Watch

Links for Additional Readings

Learning Analytic (LA)

Activity A (pre-activity): First Look at Learning Analytics

Google Forms Survey ( https://goo.gl/nn1V24 ): What words or tagging do you associate with the term “learning analytics”?

When resources are limited for any project, metrics are used to measure performance. The metrics are often included in the data set to help project managers make decisions on optimal allocation of project time and resources (Nightingale, 2005). This is the premise of learning analytics in education.

Learning Analytics (LA) provide valuable and timely information for teachers, learners and content interfaces. Well, let’s not get nuts. Sometimes the information is valuable; sometimes it is just noise. We do know that the data are produced by interactions between elements of the learning environment, where this data can be analyzed in order to generate new knowledge about the results of instruction.

The Gates Foundation has recently made learning analytics a point of interest in their funding plans (Swan, 2012). The creation of useful knowledge can lead to valuable feedback. This feedback can be used to make changes to learning environment that improve instructional strategies for better learning. In the case of charitable funding, more organizations want to ensure their contributions are delivering actual impact. The phenomenon of increased donor control is an attempt to ensure that philanthropy is applied in more meaningful ways, with data-driven decisions informed by analytics (Barman, 2008; National Philanthropic Trust, 2017; Ostrander, 2007).

As the professional needs for learning analytics became more specialized, two different approaches emerged in communities of practice: educational data mining and learning analytics knowledge (Siemens & Baker, 2012). The educational data mining (EDM) approach focuses on exploring and traversing data sets in hopes of discovering meaning through computational analysis of various subsystems. The other approach, known as learning analytics knowledge (LAK), is more concerned about holistic investigations into the complexities of the entire system. While EDM depends on algorithms and automation, LAK utilizes the insight of human judgment.

While instrumentation for logging and recording teacher-learner and learner-learner interactions is not always available, the proliferation of MOOCs (massive open online courses) has afforded academic researchers an opportunity to analyze learner-content interaction in detail (Gasevic, Dawson, & Siemens, 2015).

Activity 1: Ice Cream Data Toppings

Data collection can also exist outside of the MOOCs on cloud computing platforms, such as Google Docs. For example, Figure 3 is bar chart that is connected to “live data” from an ice cream flavor survey ( https://goo.gl/mmld4E ) in Google Sheets, using data submitted by users with Google Forms (ETC655 Group 6, 2017). If the vote counts are updated, the chart can be refreshed by clicking “update chart” in the upper right hand corner.

Figure 3. Live chart of votes from Google Sheets

Activity 2: Aggregate Price Action

In addition to data collection, aggregation of data can also take place in Google Sheets, where special functions can import data from multiple data source. For example, we can save a CSV listing of DOW 30 companies to Google Drive. The plain text file can be opened in Google Sheets, where the symbols can be used as input for aggregating price data as seen in Figure 4.

Figure 4. Price quotes imported into Google Sheets

Practice this activity’s core actions (save, convert, aggregate) on the Learning Analytics demo home page ( https://etc655g6.appspot.com ), powered by the cloud computing platform called Google Cloud .

Of course, there are limitations to the scope of the data analyzed based on data logs, as evidence of learning can only be captured in proper research environments. For example, even though the number of visits, clicks and downloads are readily available in learning analytics, other important data, such as student cognitive load or as social context, are not readily or easily measured. Thus, improvement in the modeling of learning analytics is required, which must also include information visualization in dashboards for better comprehension of the enormous data processed.

Just because they are not easily or readily measured, does not mean they are beyond measurement. The Internet of Things (IoT) has introduced a new layer of sensory input that can allow academic researchers and teachers to better understand the physical learning environment as it pertains to ONLE (open network learning environment) strategies, such as mobile learning. For example, if a WiFi-enabled Raspberry Pi circuit board with an accelerometer (Adafruit, 2017), as seen in Figure 5, is inserted into a teddy bear, a primary school teacher can track the usage of that learning object throughout the school day.

Figure 5. Adafruit accelerometer as motion sensor (Adafruit, 2017)

The teacher would not need to reinvent a measurement platform because Google allows the any event to be tracked and logged using the Measurement Protocol (Google, 2017). The data can be uploaded in real-time or in batches, depending on their circuit board configuration, which provides flexibility of resolution for this special type of analytics. Just as the amount of foot traffic in a store can uploaded to Google Analytics using the Measurement Protocol, school librarians can measure the amount of students checking out books or simply browsing special collections.

With the increase in popularity of online learning at major universities, there has already been an increase in implementation of learning management systems (LMSs). For example, the LMS that is chosen by higher education administrators, such as BBLearn, may be enhanced with complementary analytics platforms, such as plagiarism prevention tools, to enforce academic integrity policies. This intersection of academic and administrative requirements is an example of why teaching in higher education has become nuanced and complex (Macfadyen & Dawson, 2012), as depicted in Figure 6.

Figure 6. Academic and Administrative Learning Analytics Requirements

Learning analytics are readily available to learners, teachers, and administrators, but if there is no behavioral change by the student or cultural change by the academic institution, these data are simply useless decorative graphics. Other concerns about learning analytics include timely and costly delivery of critical data, the ability to interpret that data, the stewardship of that valuable data, and the over-dependence on data-driven decision making (Picciano, 2012). For example, Rio Salado College created a real-time learning analytics platform, called PACE (Progress and Course Engagement) or RioPACE, designed to improve student retention through automated student progress tracking. The dashboard interface includes three indicators: a red light, yellow light and green light.

Figure 7. Traffic lights are skeuomorphic cues for student status (Rio Salado, 2012)

The indicators provide the overall status of the student to all stakeholders. If the student appears to be struggling, the platform notifies instructors who may take corrective action (Picciano, 2012; Rio Salado College, 2013).

Activity 3: NAU GPS (Mash-up)

Similar to the RioPACE program, Northern Arizona University (NAU) also implements a learning analytics system called GPS (Grade Performance Status). GPS provides formative assessment that is designed to improve student retention and GPAs (Inside NAU, 2009; Picciano, 2012). Both NAU and Rio Salado College have online degree programs for flexibility needed by non-traditional students. In this activity, you will create a mashup of both learning analytics programs with a new name and new mission. Be sure to include information visualization that quickly describes your program with an image or diagram.

The stewardship of the valuable data collected has been questionable as the Maricopa County Community College District waited several months to notify the victims of a massive data breach (Faller, 2013).

While there are many concerns, there are more significant barriers and difficulties that require more research and development in learning analytics. The most obvious barrier is the inability for machines to perform assessment on open-ended projects or tasks, such as software coding or design (Blikstein, 2011). Although there are new political concerns about educational standards, the current approaches originate from the traditional centers of business intelligence, web analytics, and data mining (Ferguson, 2012). This lack of variety in perspectives and approaches has made learning analytics all about number crunching. This unfortunately turns every solution into hammer, and every problem into a nail, even though student success and engagement is a complex issue. Student engagement is a very important factor in academic retention (Picciano, 2012; West, Heath & Huijser, 2015), but it is difficult to quantify. In fact, Swan (2016) and other researchers have posited that the algorithms, instead of the actual data, are the secret sauce that will help academic researchers determine the keys to better academic performance, engagement and retention.

Chapter Reflections

As examined in this chapter, emerging technologies and online network learning environment (ONLE), create a more innovative and meaningful approach to education. The four emerging technologies addressed, Info Viz, Gaming and Game-Based Learning, MOOCs, and Learner Analytics, contain characteristics of at least one or a combination of the discussed definitions. Utilizing these technologies or other emerging technologies, does not guarantee, but largely increases chances of engagement, better academic performance, and retention of information.

References

https://groups.diigo.com/group/etc655-e_book/content/tag/Ch6

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Crooks, R. (n.d.). 16 Captivating Data Visualization Examples. Retrieved April 27, 2017, from https://blog.hubspot.com/marketing/great-data-visualization-examples#sm.00000f3u770klzfqatqba73dm4bo8

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ETC655 Group 6. (2017). Ice cream flavors survey in Google Forms. Retrieved from https://goo.gl/mmld4E

Faller, M. B. (2013, November 27). Maricopa colleges waited 7 months to notify 2.4 million students of data breach. Arizona Republic. Retrieved from https://goo.gl/F7mflZ

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