The focus of week four was on the impact of data analytics on education: is it a fad? What are the consequences of data-driven education? How does (or should) this drive change in higher education? My favorite speakers this week were John Baker, Founder, President & CEO and Erik Duval, Professor at Katholieke Universiteit Leuven.
Erik Duval, spoke about Open Learning Analytics October 31 session with Erik Duval (slides) His focus is on
using learning analytics to make the student and the teacher more powerful. Dashboards are designed to help learners visualize their learning so they can be better drivers of their learning, thus more powerful.
I especially like how Eric likened the learning analytics movement to what is called quantified self. Data is used to trigger self-reflection. The Quantified Self is “a movement to incorporate technology into data acquisition on aspects of a person's daily life in terms of inputs (e.g. food consumed, quality of surrounding air), states (e.g. mood, arousal, blood oxygen levels), and performance (mental and physical).[1] (http://en.wikipedia.org/wiki/Quantified_Self)
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