Educational data plays an important role as we measure the effectiveness of the course design and implementation. In Project 2, we researched major learning management systems (LMSs) to know their features, especially data analytics. The assignments were threefold. We created a scavenger hunts worksheet, evaluated course quality assurance standards, and summarized them in an educational data collection research journal article.
As an instructional/learning designer, to improve the learner experience, conducting regular data analytic cycles in the design team involves educational data mining and using big data automatically collected in LMS.
I reviewed each LMS's features, capabilities, reporting, and data analytics of Blackboard Learn from Anthology, Design2Learning (D2L) from Brightspace, Canvas from Instructure, and open-source Moodle. I also added to research on data security & user privacy approach, accessibility, and multilanguage support.
Institutions and organizations use rubrics, checklists, or scorecards to evaluate the effectiveness of courses.
Quality Matter is a widely used QA standard in the US, but since I don't work at a higher education institution, I don't have access to the resource. Instead, I used the Quality of Course Teaching and Instructional Practice (QCTIP), one of a series of scorecards from the Online Learning Consortium (OLC) to identify the pros and cons of the scorecard.
The 10-page article's audience is instructional designers and researchers in educational research who subscribe to the Journal of Applied Instructional Design.
Review how to write academic papers and journal articles.
Review the journal and audience you are writing for.
Brainstorm the topics and align them with the requirements the assignment provided.
Do a preliminary read once the topics shape a rough logical flow.
Take notes of idea development, new findings from reading sources, and references.
Structure outline of the article on solid and debatable ground.
Develop the outline into paragraphs.
Review the thesis often to develop cohesive narratives. Know writing takes time and schedule to focus on a portion per session. Let it sleep and come back the next day.
Intentionally incorporate exercise or daily chores between writing sessions for the brain to rest in diffused mode.
The brain can progress ideas at any time. Write it down when it surfaces.
When a narrative flows, I usually think about a specific learner group. Think beyond data points and imagine what it means to the individual.
One by one, reach a conclusion.
Clean it up and double-check with Turn It In and Tutor.com.
If someone provided constructive feedback, review the article with insight from the feedback.
In the end
It has been a while since I wrote an academic paper, so I needed to get into the rhythm of writing. Reading articles from peer-reviewed journals was helpful in knowing the expectations and structures for the article.
References
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