Emerging Technologies for ONLE
Goals
Discuss and learn Learning Analytics & Educational Data mining.
Discuss and learn Information Graphics (Infographics).
Develop an Open Educational Resources Textbook.
Instructor's Notes
We have better understandings of Data-Driven Instruction which is grounded in data science. In this lesson, we will explore data science from the perspectives of Learning Analytics (LA) and Educational Data Mining (EDM) to comprehend "where" we can obtain data and "how" we can analyze the collected data to improve teaching and learning. LA and EDM frequently are presented as Information Graphics (Infographics) to help educators to digest the findings.
The major task in this lesson is to complete our final project, Assignment 4 The Development of an Open Educational Resource Textbook. I hope your team has been working on this since last-minute preparations may not always work well with technologies.
Activity
Online Discussions (4 Points): Respond to KEY #1 first, and then you may address KEY #2 if you prefer.
REQUIRED: L7-KEY-1-Learning Analytic (LA) & Educational Data Mining (EDM)
This question is a series of discussions on data literacy. In Lesson 3, we covered Social Network Analysis (SNA) and network/community building. In Lesson 6, we discussed the importance of Data-Driven Learning/Instruction (DDL/I). In Lesson 7, we will ponder Learning Analytics and Educational Data Mining to understand data literacy in a broader sense.
Read
Wise, A. F. & Vytasek, J. (2017). Chapter 13: Learning analytics implementation design.
Focus on the section of Implementation Design Consideration that discusses the three principles of (Coordination, Comparison, & Customization).
Wise, A. F. (2021). What is Learning analytics? NYU Learn. Video: 21:16.
Optional
Dede. C. & Ho, A. (2016). Big data analysis in higher education: Promises & pitfalls. Educause Review.
Baker, R. S., & Inventado, V. S. (2016). Chapter 6: Educational Data Mining and Learning Analytics: Potentials and Possibilities for Online Education. G. Veletsianos. (Eds.) Emergence and Innovation in Digital Learning: Foundations and Applications. Athabasca, AB, Canada: AU Press.
Learning Analytics, Office of the Educational Technology, Department of Education.
Resources:
Zeide, E. (2017). The structural consequences of big data-driven education. Big Data 5(2).
Educause. (2019). Horizon Report-Higher-Education, Chapter Analytics Technologies (p.23-24)
Educause. (2017). Horizon Report K12, Chapter Analytics Technologies.
Rogers, P. C., McEwen, M. R., & Pond, S. J. Pond (2010) Chapter 12. The Use of Web Analytics in the Design and Evaluation of Distance Education.
Scenario
You have been selected as a director for the Center of Learning Analytics at your institution. The missions of your center are:
uses a blend of large-scale and small-scale research methods, from analytics and data mining to study learning and engagement.
conduct research on both online and traditional classroom learning environments and instruction, investigating what approaches and methods can best enhance student long-term outcomes.
Discussion question:
Discuss the THREE goals that your center will achieve in its first year of operation to support teaching and learning. Justify and elaborate your goals comprehensively.
L7-KEY-2-Infographic
Highly recommended to address this key question, if you are interested in further expanding your knowledge.
Within a large information and data set, it is challenging to observe key patterns or results. Information graphics (Infographics) or Information visualizations (InfoViz) are an effective method to observe information and data results. Here are the examples of mobile learning infographics.
Read
Venngage (2016). 7 essential rules to create infographics.
Use these 7 rules to guide your design.
Use these 7 rules to conduct your peer review.s
McCandless, David. (2010): The beauty of data visualization. TED.com. Length: 18:02
Resources:
This site offers many examples of educational and learning infographics.
Design & Create
an infographic for your Assignment 6 Pedagogy InfoDoc that uses graphic visual representations of information, data, or knowledge intended to present information quickly and clearly to improve cognition and to enhance the human visual system's ability to see patterns and trends.
This can be a rough-cut, or a prototype. The one to be included in your Assignment 6 should be a final draft.
A word cloud is not acceptable in this activity.
Free and beginner-friendly infographic tools
diagrams and flowcharts, easy-to-use drag-and-drop interface
drag-and-drop interface
interactive charts, bar graphs, column tables, word clouds, and maps for visualizing data
drag-and-drop interface
interactive timeline creation tool
public data and forecasts from a range of international organizations and academic institutions including the World Bank, OECD, and Eurostat
Discussion question:
The 1st posting period:
Share your infographic with explanations.
The 2nd posting period: Peer review
Use Venngage's 7 rules to review two classmates' infographics.
Share your feedback to help the classmates to improve their infographics.
See the discussion board for further information.
Assignment 4, Final Project: The Development of an Open Educational Resource Textbook (Signature Assignment)
Grade: 18 points
Group Project
Assignment Tags: ETC655, Assignment
Submissions:
Bb Learn Assignment Submission
This is an ETC655 Signature Assignment. All individual students should submit their group textbook chapter for evaluation in the ETC655 DRF in Bb Learn.
Submit your book chapter in PDF or other file formats to Bb Learn.
Sharing with the class and the editors
Share the link and the privilege with the book editors and the instructor
Use a wiki platform, such as Google Sites, Google Docs, or other tools, such as iBooks Author etc. that have capabilities to support your PLE & ONLE designs.
Notes:
One team grade will be assigned to all team members.
There is no length limitation. Be sure to be comprehensive.
Scenario
You are professional educators, and experts in Educational Technology and network learning. You are true global digital citizens (GDC). Not only do you learn for yourselves as a “component” global digital citizen, but you also take leading roles to become active global digital citizens and advocates to support other GDC by developing open educational resources (OER) in PLE and ONLE to support other GDC. Our class will create an OER e-textbook for other educators to learn about the design, development, and practices of PLE and ONLE. Each group will take the responsibility to develop a chapter as part of this e-textbook. Group 1 will develop chapter 1 which is related to Lesson 1 topics. Group 7 will be the book editors who coordinate the textbook development. The textbook we develop in this session will be used by ETC655 students in the future semesters to enhance community-community interaction and collaboration. This project uses the “product-based learning” approach which says that we do not just learn and create something for our own learning; we create something to help others to learn as well.
Topic & Content: (As the authors for each chapter, please choose a relevant and an appropriate chapter title.)
Chapter 1: Group 1/Lesson 2: Foundations & Theory of ONLE
Chapter 2: Group 2/Lesson 3: Instructional strategies for ONLE
Chapter 3: Group 3/Lesson 4: Mobile, & Gaming Technologies in ONLE
Chapter 4: Group 4/Lesson 5: Designs of ONLE
Chapter 5: Group 5/Lesson 6: Development & Practices/Teaching for PLE & ONLE
Chapter 6: Group 6/Lesson 7: Emerging Technologies for ONLE
Editors’ Notes/Forward & Chapter 7: Conclusions; Group 7: The book editors
Select your Chapter:
View previous students' eTextbooks.
Chapter development concept
Integrate ONLE instructional strategies from Lesson 2 with Network Learning Linkage Design Model and Learning Experience Design (LXD) from Lesson 5 to develop the chapter content, network & Web 2.0 technologies, network learning activities, network learning resources, and network teaching resources, etc.
It is more than just creating chapter content. It should be a living chapter. The chapter content and resources should not be static that is controlled by the content developers. We are designing an “environment” that is organic; therefore, our chapters should learn and grow with our learners. In addition, the chapter activities should be grounded in LXD. How to design such organic and living network instructions that enrich learners' experiences? Challenge yourself! This is what we are learning in ETC655.
Chapter components & Requirements
Each chapter should have the required chapter components (see below). See Group 7 book editors’ book chapter template (due Lesson 2) to guide you to develop your chapter. The chapter components are not necessarily presented in the sequence presented below. See the book editor's chapter template for more information.
Chapter learning objectives
Chapter content in the assigned topics
Comprehensive chapter content development
Remix and aggregate chapter content is appropriate but should balance with your own chapter content.
The chapter content should be "interactive" and "live" rather focusing on "learner-content" and static content, like traditional books.
Network learning activities/assignments
Design at least THREE network learning activities grounded in the linkage design model and LXD to support the chapter learning.
Network learning activities should:
Integrate certain network/Web 2.0 technologies to engage learners in active network learning.
Integrate PLE & ONLE instructional strategies to engage network learners in “interactive” and “network collaborative” learning.
Strengthen on experiential learning.
Integrate effective assessment design to evaluate the network learning technologies, PLE & ONLE instructional strategies, and the content. Assessment designs should include evaluation methods, evaluation instruments, etc.
Readings
Required readings
Optional/Suggested readings
Network learning resources & References
Social tagging architectures
How to bookmark journal articles and books?
How to tag:
Using social tagging architecture is one of the critical strategies to make your chapter become a living and organic network learning environment.
Learning resources on Diigo, or other social bookmarking tools. Coordinate with the book authors.
Be sure to coordinate with the book editors’ and other group authors on the book’s social tagging architecture; therefore, all chapters should have consistent social tagging architecture.
30 bookmarks minimum.
References
Follow the APA format to present the references.
All references should be tagged as chapter references and resources.
All paraphrased, remixed, aggregated, and quoted information and content should be properly cited.
Glossary
At least five items
Teaching resources
PowerPoint, Google Slides, or Prezi presentation(s) for the chapter as teaching resources.
Discussion questions
Chapter content visualization
Use Word Art or other word art tool
Put your chapter to Wordle Art and include the Wordle Art image in your chapter.
Why do we apply data visualization to support our learning?
Data visualization is critical in the discovery of new information, not just in the final presentation of data (2010 Horizon Report).
Analyze your Wordle Arts whether it depicts your chapter well. Use Wordle to analyze the contents of your chapter visually for insights into what points might need further development, and whether or not certain language has been overused etc. You do not need to describe these processes in your chapter.
Based on your Wordle art, provide at least a few paragraphs to help your readers to obtain deeper understanding of the chapter.
Platform to develop the chapters
Use a wiki platform, such as Google Sites, Google Docs, or other tools, such as iBooks Author etc. that have capabilities to support your PLE & ONLE designs.
For Group 7 book editors
Your tasks are very different from other chapter authors since you are the book editors. Your roles are to coordinate, to communicate, and to support the chapter authors to develop the book.
The editors’ tasks
Lesson 1-7
As the book editors, constantly coordinate and communicate with your team members and the chapter authors in creating and developing this e-textbook.
Choose a relevant and appropriate title for your book. You can decide later in the session since you will have a better idea when the book is developing by classmates.
OPTIONAL: but highly encouraged to turn your book into
iBooks format. See previous editors' work.
AND/OR the Kindle Direct Publishing (KDP) format. (There is a fee involved in publishing ebook in Kindle store)
See Amazon Delivers Kindle Textbook Creator for more information. To make eBook available on the Kindle database, there is a cost involved. Alternative is to convert PDF into Kindle format (.mobi) for others to download and read it on Kindle devices or apps. See the instructions below.
Calibre: Free application to convert and manage ebooks format: For example, you can convert PDF into ePub or into Kindle format (.mobi). With mobi format, we can read the ebook on Kindle devices and Kindle mobile apps.
If you need any support from previous students' experiences, please feel free to contact eBook Advisory Board.
Due: Lesson 3
Create a chapter template to support the authors and ensure the book is presented in a uniform fashion. Be sure to communicate with all chapter authors to develop the template based on our chapter requirements.
Be sure to take the e-book format into consideration when you are creating the chapter template for the chapter authors to use.
Due: Lesson 7
Determine a book title
Book forwards
Select a chapter as an Editor's Pick
Come up with two additional categories for your picks, such as Best Content, Best Practice etc.
Explain the process of your selections.
OPTIONAL:
You allow the classmates to vote for the two additional picks; therefore, you may call them Peer's pick of best content...
You may integrate a graphic, a ribbon, or a badge to indicate your picks for the selected chapters.
Chapter 7: Conclusions to wrap up the book
How to use this book as learners
How to use this book as educators
Conclusions and whatever you think appropriate for the chapter.
You do not need to follow the chapter components to complete your Chapter 7. Certainly, you could but not required.
Assemble all chapters into one e-textbook format, such as PDF or iBook Author, etc.
Be sure to conduct a comprehensive search about e-book format and select the best one to deliver our e-book.
Share with the chapter authors.
While editing, be sure to preserve book chapter authors' original ideas and content. Be sure to have the chapter authors to proofread the book draft before publishing it online.
Evaluate & Grade all chapters
Use the rubrics below to assess all SIX chapters and share the rubrics with the instructors.
Suggestions from previous editors for your references.
TIPS
Start planning your e-book chapter as early as possible since it is time-consuming.
Resources: Resources for creating-textbooks and the chapters created by previous ETC647students.
or https://sites.google.com/site/etc655/onle-textbook-development
ETC647 piloted the e-textbook instructions. Their requirements were different from ETC655. These chapters developed by them are for our references only.
Be sure to read the Q & A to help your group to complete this assignment.
If you think this is an assignment to use wiki to create some content for other educators, you may need to rethink your understanding in PLE and ONLE. We are creating “environments” not just content. Environments are live and organic while content is not.
Rubrics