Block 4 Activity 13: Why do we need social learning analytics?

Part 1 of this activity involves reading Ferguson and Buckinham Shum (2012), Social learning analytics: five approaches, up to end of summary in section 2.5.

Summary:

Online social interactions and the social construction of knowledge must be placed at the heart of learning analytic models.

The five categories from this section of the paper are:

Social Network Analytics: interpersonal relationships define social platforms.

Discourse Analytics: language is a primary tool for knowledge negotiation and construction.

Content Analytics: user-generated content is one of the characteristics of Web 2.0.

Disposition Analytics: intrinsic motivation to learn is a defining feature of online social media, and lies at the heart of engaged learning and innovation.

Context Analytics: mobile computing is transforming access to both people and content.

The five categories are considered along with diverse pedagogical and technological underpinnings.

Part 2 of this activity asked me to create a ten-minute presentation to explain to staff what social learning analytics are.

Social Learning Analytics 1

Social Learning Analytics presentation.

References:

Ferguson, R. and Buckingham Shum, S. (2012) ‘Social learning analytics: five approaches’ in Proceedings 2nd International Conference on Learning Analytics and Knowledge (29 April – 2 May 2012), Vancouver, British Columbia, Canada, New York, ACM Press, pp. 23–33; also available online at http://oro.open.ac.uk/ 32910/ (accessed 14 July 2016).

 

 

 

 

Advertisements

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s