More and more students are working with digital learning material. The data that’s being generated by student interaction with this material is the fuel for the Learning Analytics engine. Analyses of this data can help to create a clearer picture of the progress a student is making, the level he or she is working on, and the way students prefer to learn. Kennisnet’s The Promise of Learning Analytics Infographic you will review the road to more differentiated and personalized education. Want more? Check out 5 Reasons Why Learning Analytics are Important for eLearning, that highlights some of the most significant arguments for why Learning analytics have the power to improve eLearning in education and training.
In this infographic, Bersin makes the case that learners today of all ages are very complex knowledge brokers who define and pursue their own learning through unique, personal learning modalities. The data presented makes a compelling case for instructional design and delivery implications for educators. How effectively is your district or institution accommodating these quickly shifting learner characteristics?
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Reposted from the Gallup Blog:
“Gallup research strongly suggests that the longer students stay in school, the less engaged they become. The Gallup Student Poll surveyed nearly 500,000 students in grades five through 12 from more than 1,700 public schools in 37 states in 2012. We found that nearly eight in 10 elementary students who participated in the poll are engaged with school. By middle school that falls to about six in 10 students. And by high school, only four in 10 students qualify as engaged. Our educational system sends students and our country’s future over the school cliff every year.
The drop in student engagement for each year students are in school is our monumental, collective national failure. There are several things that might help to explain why this is happening — ranging from our overzealous focus on standardized testing and curricula to our lack of experiential and project-based learning pathways for students — not to mention the lack of pathways for students who will not and do not want to go on to college.
Imagine what our economy would look like today if nearly eight in 10 of our high school graduates were engaged — just as they were in elementary school. Indeed, this is very possible; the best high schools in our dataset have as many as seven in 10 of their students engaged, akin to the engagement levels of our elementary schools. In fact, in qualitative interviews Gallup conducted with principals of these highly engaged high schools, we heard quotes such as, “Our high school feels like an elementary school,” when describing what they are doing differently.”
Reposted from MindShift:
“Teaching students that intelligence can grow and blossom with effort – rather than being a fixed trait they’re just born with – is gaining traction in progressive education circles. And new research from Stanford is helping to build the case that nurturing a “growth mindset” can help many kids understand their true potential.
The new research involves larger, more rigorous field trials that provide some of the first evidence that the social psychology strategy can be effective when implemented in schools on a wide scale. Even a one-time, 30-minute online intervention can spur academic gains for many students, particularly those with poor grades. The premise is that these positive effects can stick over years, leading for example to higher graduation rates; but long-term data is still needed to confirm that.
Earlier, well-designed tests of simple and relatively inexpensive growth-mindset interventions had surprisingly shown improvements in students’ grades over weeks or months. For instance, promising results from one famous experiment – an eight-session workshop in 91 seventh graders in a New York City school – led psychology researchers Carol Dweck and Lisa Blackwell to start up Mindset Works, a company that offers a computer-based program called Brainology.”