M McEwen's List: Analytics in Elearning

• Also defined in the same paper is ambient intelligence (AmI): smart interactive technology that is both invisible and ubiquitous (omnipresent) and that adapts to its environment and users.
  
  Mobi-sodes are short episodes of mobile learning, while an intraverse is the online universe that is available through your company's intranet.

  • I think that this is the 'next' big wave, that's already lapping at the beach. It will hit corporate first, and as usual adoption will be slower with education.

• only one-third of companies profiled try to measure learning effectiveness, and that 12 percent or less try to measure job and business impact.
• the leading reason that companies fail to measure training more rigorously is that they lack the experience, tools, and infrastructure to do so. It isn’t lack of interest or importance that slows or stops measurement initiatives.
• Bersin & Associates research has found that organizations that spend US$2-$10 per learner on a training analytics system notice improvements in the measurability and ROI of their training.

  • And this is just corporate training!
• “The investment in analytics is far outweighed by the risks of inadequate training.
• Analysis requires data. If your organization has implemented some kind of LMS which houses enrollments, fees, completion data, scores, and certifications, then you have the basis for an analytics system.
• • How much did something cost?
     
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    What were the components of the cost?
     
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    Who took or completed a learning offering?
     
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    What can we do to improve it?

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• Do these generalize to educational content? - M McEwen on 2008-10-19

• Discovery learning is simply re-inventing the wheel. The time spent in "discovering" could be better spent using the wheels that have already been designed.

  • Exactly what I dislike about "discovery heavy" investigational math!
• Interestingly, the same people who promote this perspective are often the same ones who give presentations in lecture mode at a conference.
• And again, we can say, yes, students construct their understanding and in terms of previous experience. However, this does not mean that they cannot "generate relationships" from the information in lectures to their own experiences.
• If lectures are "bad," so are books and any other "containers" of information.

  • Here, here!

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