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Something to think about …

September 1, 2011

…for the second semester:

I resonate with the author’s views here too, and I have suggested the application of Assumption Theory in my post – that there are lots of assumptions made in the theory and pedagogy, that may need to be questioned, contested, debated, and re-tested under different context and networks/groups of learners.  What are our assumptions in adopting learning analytics? Is it a tool for the educators/administers lens for monitoring and control purpose? Or for intervention when educators/administers noted outliers and inactivity in the learners within or outside the networks? What are the assumptions held by actual learners who are under the “lens” of learning analytics? What reactions and issues would they have when it comes to their privacy and personal security?  What assumptions have been made on those self-directed or paced learners who might just be visitors to the web and internet?  Would these learners have left traces on the networks?  Is inactivity in connections over networks equated to inactive learning?  How about those learners who prefer to learn through reading of books, artifacts, watching TVs, videos, doing physical activities and playing educational games, or socializing with other groups and individuals face to face, without much traces on the virtual or digital networks?  How do we know whether these learners’ connectedness is well enough if their learning is outside the “radar” of the learning analytics?

PLE, Do it Yourself and Education and the assumptions behind

(via @pgsimoes)

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