Transforming the measurement of learning and teaching in higher education / Alan Bain and Nicholas Drengenberg.
By: Bain, Alan [author.]
.
Contributor(s): Drengenberg, Nicholas [author.].
Material type: 
BookPublisher: New York : Routledge, 2016Copyright date: ©2016Description: xii, 172 pages : illustrations ; 23cm.Content type: text Media type: unmediated Carrier type: volumeISBN: 9781138118898 (paperback).Subject(s): Education, Higher -- Evaluation | Education, Higher -- Aims and objectives | Educational evaluationDDC classification: 378 | Item type | Current library | Call number | Copy number | Status | Barcode | |
|---|---|---|---|---|---|---|
| General lending | MTU Bishopstown Library Lending | 378 (Browse shelf(Opens below)) | 1 | Available | 00161507 | |
| General lending | MTU Bishopstown Library Lending | 378 (Browse shelf(Opens below)) | 1 | Available | 00161508 |
Enhanced descriptions from Syndetics:
Transforming the Measurement of Learning and Teaching in Higher Education proposes a dynamic new model for educational measurement by reconceptualizing the field of learning analytics. Revolving around the agency and daily work of those in the field, this book describes how colleges and universities can be better structured for quality learning, showcases new tools for gathering emergent feedback, and demonstrates how that feedback can be used effectively across higher education organizations. Leaders and practitioners at all levels are offered new approaches for organizational and technological design that ensure the type of data and the way it is gathered serve the ultimate goal of high quality learning and teaching.
Includes bibliographical references and index.
Is there learning in learning analytics? -- Creating the context for emergent feedback -- Emergent feedback -- Agency -- The emergent feedback organization -- Ethics of emergent feedback -- Technology of emergent feedback -- Change -- Where to from here?
Table of contents provided by Syndetics
- Foreword (p. xi)
- Acknowledgments (p. xv)
- 1 Is There Learning in Learning Analytics? (p. 1)
- Introduction and Overview (p. 1)
- How Is Learning Analytics Done? (p. 2)
- What Are We Doing and Why? (p. 3)
- How Do People Really Use Data? (p. 6)
- The Education Gap 8 Proximal and Distal Data (p. 8)
- Organizations, Scale, and Networks (p. 9)
- Surveillance and Ethics (p. 10)
- Smarter Tools, Edge Technology (p. 11)
- Maturity of a Young Field (p. 12)
- Takeaways (p. 13)
- References (p. 14)
- 2 Creating the Context for Emergent Feedback (p. 16)
- Introduction and Overview (p. 16)
- The Problem (p. 16)
- Understanding Context (p. 18)
- Context for Learning and Teaching (p. 22)
- Comparability (p. 22)
- Models of Learning (p. 22)
- Educational Productivity Research (p. 23)
- Visibility (p. 25)
- Professional Control (p. 25)
- Scope of the Learning and Teaching Context (p. 29)
- Implications for Emergent Feedback and Learning Analytics (p. 32)
- Takeaways (p. 33)
- Notes (p. 33)
- References (p. 34)
- 3 Emergent Feedback (p. 37)
- Introduction and Overview (p. 37)
- Understanding Emergent Feedback (p. 37)
- Emergent Feedback in Action (p. 38)
- Emergent Feedback at Scale (p. 46)
- Attribution (p. 51)
- Technology (p. 52)
- Clarifying (p. 53)
- Ultimate Thule-The Ultimate Goal (p. 56)
- Takeaways (p. 57)
- Note (p. 58)
- References (p. 58)
- 4 Agency (p. 59)
- Introduction and Overview (p. 59)
- What Is Agency? (p. 59)
- Networked Agency: Actor Network Theory (p. 64)
- Agency without Professional Control (p. 66)
- Why Is Education Different? (p. 67)
- Tardean Turn (p. 69)
- Gabriel Tarde: Agency and Scale (p. 70)
- Scale (p. 74)
- Takeaways (p. 75)
- Notes (p. 76)
- References (p. 76)
- 5 The Emergent Feedback Organization (p. 78)
- Introduction and Overview (p. 78)
- Characteristics of an Emergent Feedback Organization (p. 78)
- Absence of Professional Control (p. 81)
- Distal Schema (p. 82)
- Agency of Hierarchy (p. 83)
- No Emergent Feedback (p. 85)
- External Forces (p. 86)
- Busy with Distal Data (p. 86)
- The Emergent Feedback Organization in Action (p. 87)
- Professional Control (p. 88)
- Agency (p. 89)
- Self-Similar Distributed Leadership (p. 90)
- Emergent Feedback (p. 91)
- Dynamic Change (p. 93)
- Implications (p. 93)
- Takeaways (p. 95)
- Notes (p. 95)
- References (p. 96)
- 6 Ethics of Emergent Feedback (p. 97)
- Introduction and Overview (p. 97)
- Ethical Issues: Current Perspectives (p. 98)
- Getting It Right-Ethical Utility (p. 101)
- Best Practice Commitments (p. 102)
- Accuracy and Transparency (p. 103)
- Rights and Ethical Process (p. 104)
- Ethical Themes in an Emergent Feedback Organization (p. 105)
- Professional Codes of Ethics-A Point of Comparison (p. 106)
- Implications: Making a Different Case (p. 109)
- Takeaways (p. 112)
- Notes (p. 113)
- References (p. 113)
- 7 Technology of Emergent Feedback (p. 116)
- Introduction and Overview (p. 116)
- Technology in Education (p. 116)
- Thinking Differently about Technology-Actual and Virtual (p. 118)
- Actual (p. 119)
- Virtual (p. 119)
- Conway's Law (p. 121)
- Principles of Professionally Controlled Technologies: A True "Virtual" (p. 123)
- Agent-Based Development (p. 124)
- Design Methodology (p. 125)
- Smarter Tool-Kits (p. 130)
- Implications: New Technologies (p. 131)
- Takeaways (p. 133)
- Notes (p. 134)
- References (p. 134)
- 8 Change (p. 138)
- Introduction and Overview (p. 138)
- The Proximal Issue (p. 138)
- State of the Art (p. 139)
- Paradigm Building (p. 142)
- Crossing the Border (p. 144)
- Implications for Learning Analytics (p. 145)
- 1 Remap the Landscape (p. 146)
- 2 Instantiate the Models (p. 146)
- 3 Test the Models (p. 146)
- 4 Edge Technologies (p. 147)
- 5 Change Agency (p. 147)
- Expecting the Incomplete (p. 148)
- Takeaways (p. 149)
- Notes (p. 150)
- References (p. 150)
- 9 Where to from Here? Compatibility (p. 153)
- Maturity Index (p. 154)
- Culture / Process (p. 154)
- Data/Reporting/Tools (p. 156)
- Investment (p. 157)
- Expertise (p. 157)
- Governance / Infrastructure (p. 158)
- Sameness and Competition (p. 159)
- Changing the Game (p. 160)
- Potential Differentiators (p. 161)
- Final Thoughts (p. 166)
- Takeaways (p. 167)
- Note (p. 167)
- References (p. 167)
- Index (p. 169)
Author notes provided by Syndetics
Alan Bain is Professor of Innovation in Learning, Teaching, and Technology in the Faculty of Education at Charles Sturt University, Australia.Nicholas Drengenberg is Academic Secretary and Manager in the Office of Academic Governance at Charles Sturt University, Australia.