Sunday, 30 November 2014

FW: Reminder: Transforming Assessment next session 10 Dec 'learning analytics and scientific simulations'


Transforming Assessment Webinar Update

[via JISC email list - this is not direct mail - apologies for any cross posting]

Next session 10 December
"Learning analytics to understand student learning strategies and outcomes: a study involving scientific simulations"
Presenter: A/Prof. Barney Dalgarno (Charles Sturt University, Australia)

This seminar reports on a study in which initial conclusions about the relative merits of two online learning designs were thrown into question once student learning strategies, visible through learning analytic techniques, were analysed. The study compared learning outcomes from exploration and manipulation of computer-based scientific simulations with the outcomes from the presentation of simulation output. A key implication of the study is that in order to understand the learning resources and support our students need when undertaking online learning activities we need a deeper understanding of the strategies they adopt.
As well as describing the learning resources, experimental results and findings from this study, the seminar will discuss the broader question of how we can scrutinise student learning strategies in these kinds of online tasks. Various alternative approaches to analysing student online learning log file data will also be discussed along with the potential for the use of such methods to underpin the provision of dynamic support for students based on an automated characterisation of their learning strategies.

Further info and RSVP via:

Further information:
The Transforming Assessment webinars are part of a series of free events covering a range of e-assessment topics.
Further information on this and future events, recordings of past sessions, project information and participation/technical help on using the virtual seminar system can be found on our website at

Support for this activity has been provided by the Australian Government Office for Learning and Teaching, RMIT University and the University of Queensland. The views expressed in this publication/activity do not necessarily reflect the views of the sponsoring institutions.

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Dr Mathew Hillier
University of Queensland, Australia
Transforming Assessment

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