Brigitte's post "Learning Analytics and Beyond" raises some valid points about these tools. With regard to LMSs, I would like to see a balance between the use of LMS and a student’s personal cyber-infrastructure, rather than an eradication of LMSs. I’m sure you didn’t mean getting rid of them all together Brigitte. Both tools have advantages and disadvantages; and is there any reason why both can’t remain part of an individual learners’s toolkit? Personally, I enjoy using LMS and appreciate the analytic capability; although, I do concede that the data from LMS alone is limited. Suthers and Rosen (2011) claim that: Learning and knowledge creation is often distributed across multiple media and sites in networked environments. Traces of such activity may be fragmented across multiple logs and may not match analytic needs. As a result, the coherence of distributed interaction and emergent phenomena are analytically cloaked. This quote applies to some of my activity in this course. I posted a couple of questions in the forum of our course page about commenting directly on participant's blogs. David pointed out that I can do this, but these comments will not be captured and counted in my marks for Assignment 1. Hence, I am modifying comments that I made on Brigitte's page into a post.
How I use LMS data I use LMS data primarily for course design purposes – to understand what the students do not participate in and where an alternative may need to be included. I’ve mostly used the data in a general way to diagnose issues relating to a cohort as a whole, rather than issues relating to individuals. However, I must admit I have found data pertaining to individual student activity useful when combined with other data; meaning the LMS data is never enough to complete the picture on its own. References Learning analytics and beyond. (2016) BeeLearningBlog. Retrieved from https://beelearningblog.wordpress.com/2016/08/12/learning-analytics- and-beyond/ Suthers, D. D., & Rosen, D. (2011). A unified framework for multi-level analysis of distributed learning Proceedings of the First International Conference on Learning Analytics & Knowledge, Banff, Alberta, February 27-March 1, 2011.
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