In this paper from the field we will present an example of a Social Learning Analytics Tool to visualize real-time discussion activities in a MOOC environment. Practitioners and researchers can read how to implement and use such a SLA tool as a plugin in practice.
Due to the rise of Massive Open Online Courses (MOOCs), both researchers and practitioners are exploring the potential of networked learning activities.

From-field_36_4.pdf

By Beth Perry, Margaret Edwards, Katherine Janzen. Encouraging reflection in learners studying online is challenging. Yet reflection is often a priority learning outcome. Creative teaching strategies can help create learning environments conducive to reflection. One teaching strategy developed to encourage reflection in online courses is called conceptual quilting (Perry & Edwards, 2010).
Conceptual quilting is an arts-based strategy that invites students to create virtual quilts by piecing together words, ideas, metaphors and concepts from a course or unit that they found most transformational. Completed quilts are shared electronically by posting them in an online “quilt gallery” for all students in the class to browse.

From-field_36_2.pdf

By Mathieu d'Aquin, Stefan Dietze, Hendrik Drachler, Davide Taibi, Eelco Herder. Learning Analytics has a lot to do with data, and the way to make sense of raw data in terms of the learner’s experience, behaviour and knowledge. In this article, we argue about the need for a closer relationship between the field of Learning Analytics and the one of Linked Data, which in our view constitutes an ideal data management layer for Learning Analytics.
Based on our experience with organising the “Using Linked Data in Learning Analytics” tutorial at the Learning Analytics and Knowledge conference, we discuss the existing trends in the use of linked data and semantic web technologies, in general in education and in learning analytics specifically.

In_depth_36_2.pdf

By Juliana Raffaghelli. The new conceptions of teachers’ professional development (TPD) are based on personalized professional learning activities to be implemented in different moments of professional life cycle, in response to contextualized learning needs. As a result, it is expected that TPD yields creative processes that end up in transforming pedagogical practices through reflection and self-awareness on the new professional skills.
However, creating and controlling TPD environments for teachers’ creativity is still a matter of discussion, since such environments are to be connected to the professional life-cycle, and this requires very fluid learning experiences. In this paper, the use of Open Educational Resources as dimension of teachers’ professional development environments, within and beyond the school is explored, attempting to understand if the participation to OER-cycle (as the cycle of using, remixing, creating and sharing OERs) can effectively contribute to creative practices linked to professional learning.

From-field_36_3.pdf

Learning Analytics is about collecting traces that learners leave behind and using those traces to improve learning. It is similar to Analytics and Big Analytics draws techniques from a number of communities with long traditions (including data mining, information visualization, language processing, etc.). Yet, as a field of its own, it is still fairly recent: LAK, the leading conference in the field, is only in its fourth year.
Besides learning analytics, the six articles selected for the issue also embrace assessment in online learning.
The first of the two in-depth articles proposes a “teacher-led design inquiry of learning”. The second one sheds light on the potential cross-benefits that combining Learning Analytics and open linked data research could bring about. The four articles from the field introduce assessment in basic maths, concept mapping for reflection, analysis of the teachers’ learning process, and real-time visualization of discussion activities in a MOOC.
Opportunities for building massive data sets on learner behavior exist as a result of the widespread use of online learning materials, technology platforms and services. A narrow focus of learning analytics concerns itself with improved student retention, but the larger agenda is more related to the personalization of learning, self-regulated learning and the improvement of the overall learning experience. Moreover, a more data driven (or at least verified-by-data-analysis) approach in the learning sciences can help to take advantage of the approaches already well-established in the harder sciences. However, especially in this post-NSA world, privacy and ethical issues need to be taken into account as driving factors rather than as concerns that are only addressed post factum.
Data mining and information visualization can also provide valuable information on the benefits (or lack thereof) of learning technology applications, in order to support decisions in educational policy making. No doubt, Learning Analytics will be one of the hottest topics in learning technology research and development in the near future.

The latest issue of the eLearning Papers has just been published, focusing on Learning Analytics and Assessement. It features two in-depth research articles and four practical reports from the field.

Open Education Week is a celebration of the global Open Education Movement. Its purpose is to raise awareness about the movement and its impact on teaching and learning worldwide. Participation in all events and use of all resources are free and open to everyone.
The third annual Open Education Week takes place from March 10-15, with both online and locally hosted events around the world. The Open Education Week Organizing Committee invites your contributions to and participation in the third annual Open Education Week. There are many ways you can contribute to Open Education Week: upload an informational or inspirational video, host an event in your community, send links to resources about open education, hold a webinar, or even just promote Open Education Week in your social media networks. To contribute a video or resource, or to have your event or webinar featured on the Open Education Week Events calendar, please use the submission form at www.openeducationweek.org. Submissions must be sent by 28 February, 2014, and multiple submissions are welcome.

The Norwegian MOOC Commission published its first report on 13 December 2014, making the Norwegian government the first to present a governmental report on MOOCs.
The report includes a number of recommendations, including financial commitments towards research based on learning analystics as well as improving digital competences among educators.
The Commission's report is in Norwegian, but the recommendations have been translated to English. The recommendations indicate a strong level of commitment to openness in Norway, and could set a precedent for other governments to follow.

Tid for MOOC.pdf

Cet article présente un exemple d’outil d’analyse de l’apprentissage social permettant de visualiser les discussions en temps réel dans un environnement de MOOC.
Les experts de terrain et les chercheurs y apprendront comment mettre en œuvre et utiliser ce genre d’outil comme plug-in dans la pratique.
PDF Document
From-field_36_4.pdf