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Search returned 94 results using Keyword: "Data and Technology"



1. 7 things you should know about flipped classrooms.
This article explores what flipped classrooms look like, how they work, their significance, and the implications for teaching and learning.
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2. Action Analytics.
"The Public Forum on Action Analytics (PFAA) is open community designed to bring together practitioners, vendors, and policy makers to shape and share new ideas for products, services, and practices. The PFAA is the “entry point” to the private Action Analytics Community of Practice (AACoP), which is reserved for approved institutional practitioners, thought leaders, and policy makers. Please apply for membership to the AACOP using the buttons on the left. Click on the directory below to explore forums and topics of interest."
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3. Adaptive Learning.
This page provides a list of adaptive learning websites and e-learning standards organizations.
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4. 2012. Credly.
Credly is a leading digital credential service provider, helping the world recognize lifelong achievement with the most popular platforms for verifying, sharing and managing digital credentials and badges. The enterprise-class system allows organizations to officially verify skills and competencies; distribute portable and secure digital credentials and open badges; and gain actionable data and insights.
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5. Flipping your classroom.
This website features 13 must-read resources for those interested in flipping their classrooms.
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6. 2016. Mozilla Open Badges.
Open Badges is free software that institutions can use to create, issue, and verify digital badges. They are transferable to on- and off-line sources and can be displayed on social media and other websites.
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7. Quality matters.
An online subscription service that seeks to improve online education in multiple educational contexts, from K-12 to higher education. Located on the site is a host of resources that reflect a faculty focused approach towards evaluating student learning in online courses. Among other things, the site contains resources regarding workshops, faculty-centered models for online learning in addition to research reports.
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8. TRIADS Assessment of Online Learning.
A collaborative project between the University of Liverpool, the University of Derby and the Open University to improve quality of learning by promoting a “learning outcomes led” approach to curriculum design through the development of an assessment delivery system.
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9. Abramovich, S., Schunn, C., & Higashi, R. . 2013. Are badges useful in education?: It depends upon the type of badge and expertise of learner.

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10. Ady, K., Kinsella, K., & Paynter, A. 2015. Digital distinction: Badges add a new dimension to adult learning..
As a part of a professional learning team, educators are constantly looking for new approaches and designs that promote deeper adult learning. This article describes how educators at Cherry Creek School District in Colorado developed a digital badge system that recognizes the work teachers are doing, supports a culture and climate of celebration, and focuses learning on mastery of content in smaller steps.
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11. Aguaded, J. I. (Ed.). 2015, January. MOOCs in Education: Interactivity and Annotations for New Teaching Models (Comunicar No. 44).
This edition of Comunicar maintains a focus on Massive Open Online Courses (MOOCs) and their role, development, and implementation in higher education. In addition, articles report on the use of multimedia and digital communication.
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12. Alderman, K., Liang, X., & Vonderwell, S. 2013. Asynchronous discussions and assessment in online learning.
This article presents a case study that used a thematic analysis approach to analyze graduate-level asynchronous online courses towards understanding appropriate approaches for online assessments. The authors argue that both formative (assessment for learning) and summative (assessment of learning) assessments are needed in online learning environments. Emphasis is put on how discussions among students and instructors in online asynchronous courses fit into the understanding of online learning and assessments.
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13. Alliance for Excellent Education. 2013. Expanding Education and Workforce Opportunities Through Digital Badges.
This report from the Alliance for Excellence Education explains how student learning outcomes can be improved through the use of digital badges.
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14. Bady, A. 2013. The MOOC moment and the end of reform.
In this article, Bady argues that Massive Open Online Courses (MOOCs) are a troubling trend in higher education. He also argues that it is an old trend, dating back to the University of Phoenix’s online program, a for-profit university. The difference between now and then is that now the traditional non-profit university (e.g. Harvard University and Stanford University) is attempting to refashion online learning as if it is new and different, yet still profitable. Accordingly, Bady believes that MOOCs are a “speculative bubble” in higher education because the justification for such programs seems to be in response to economic concerns more so than educational concerns.
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15. Baepler, P. Mar/Apr2011. Alternative assessment in the cloud.
Abstract: The article focuses on the use of cloud computing technologies in assessing classroom activities in digital forms. YouTube LLC has developed an annotation system allowing users to add comments on video in the form of a speech bubble and a spotlight function to highlight a single aspect of a set of frames. Moreover, the VideoANT annotation tool provides the reviewer with three windows while the screenshots technology provides audio and visual support for written comments on seminar papers.
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16. Baugh, N, McNallen, A., & Frazelle, M. 2014. Concept mapping as a data collection and analysis tool in historical research.
When researchers conduct historical studies, a mass of information can be produced and potentially overwhelm researchers. The authors of this article sought to understand how to address this problem by considering mind mapping as a useful analytical tool during data analysis. In particular, in hopes of understanding how mind mapping can help organize data, the authors conducted a study were they documented their use of mind mapping during a historical study. They found that mind mapping helped them establish a big picture understanding of the research in addition to other relational thinking benefits.
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17. Berk, J. 2004. The state of learning analytics.
The term learning analytics describes the set of activities an organization does that helps it understand how to better train and develop employees and customers.
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18. Blaich, C., Keller, C., Philippe, K., Kuh, G., Provezis, S. January 2011. Can you see me now? Taking the pulse of transparency efforts.
Presentation at Association of American Colleges and Universities (AAC&U) Annual Meeting on NILOA web scan studies, the Voluntary System of Accountability (VAR), the Voluntary Framework for Accountability, and lessons learned from the Wabash study.
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19. Bowen, K. . 2014. Badges: A common currency for learning.
The article discusses the use of digital badges, or open badges, in higher education as common currency and documentation of educational outcomes. Topics include the development of the Mozilla Foundation's Mozilla Open Badges infrastructure in 2011, the mobile device application Passport, developed in 2012 by Purdue University, and the benefits of digital badges for career prospects. Commentary from Mozilla senior director of learning Erin Knight is provided.
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20. Buyarski, C.A., & Landis, C.M. 2014. Using an ePortfolio to assess the outcomes of a first-year seminar: student narrative and authentic assessment.
The authors analyzed at 47 ePortfolios of first-year seminar students. Using the combination of a rubric and identification of authentic evidence, results suggested that the ePortfolio can thoroughly assess student learning when combined with a rubric and examining authentic evidence.
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21. Campbell, J. P., DeBlois, P. B., and Oblinger, D. G. 2007. Academic analytics: A new tool for a new era.
In responding to internal and external pressures for accountability in higher education, especially in the areas of improved learning outcomes and student success, IT leaders may soon become critical partners with academic and student affairs. IT can help answer this call for accountability through academic analytics, which is emerging as a new tool for a new era.
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22. Carver, L. & Harrison, L. M. 2013. MOOCS and democratic education.
Within this article the authors take up the question of whether Massive Open Online Courses (MOOCs) are beneficial or harmful for democratic societies. Accordingly, they argue that MOOCs can be used to increase or hinder democratic societies. Depending on how people understand the purpose of education in a democratic society, MOOCs can either enhance democracies by fostering a greater sense of collective networking and individual creativity or hinder democracies by exacerbating the stratification of higher education, where the lower classes have access to MOOCs and upper classes have access to traditional higher education classrooms.
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23. Casilli, C., & Knight, E. 2014. Seven things you should know about badges.
This article provides a brief overview of badges, how they work, and the advantages and disadvantages of using badges to assess, recognize and validate learning.
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24. Chan, C. K. Y., Tam, V. W. L., & Fok, W. T. T. 2013. Traditional and modern MCQ methods as in-class formative assessment.
This study was designed to compare three different Multiple Choice Questions (MCQs) delivery methods namely clickers, pen and paper MCQs and online elearning MCQs on the effectiveness of student engagement used as an in-class formative assessment. The results were also compared without the use of any formative assessment.
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25. Chan, C. K. Y., Tam, V. W. L., & Fok, W. T. T. 2013. Traditional and modern MCQ methods as in-class formative assessment.
This study was designed to compare three different Multiple Choice Questions (MCQs) delivery methods namely clickers, pen and paper MCQs and online elearning MCQs on the effectiveness of student engagement used as an in-class formative assessment. The results were also compared without the use of any formative assessment.
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26. Crowe, M., & Sheppard, L. 2012. Mind Mapping Research Methods.
While conducting research can be a confusing process, mind mapping can help students improve their growth by visualizing the research process. For this reason, mind mapping can be a useful teaching tool for teachers in the process of helping students to learn about and/or conduct research. Not only can mind mapping help students see and make decisions regarding their research projects, but it also helps teachers facilitate students understanding of the research process.
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27. Davidson, C. N., & Goldberg, D. T. 2003. hastac: Changing the way we teach and learn.
This page provides a number of resources including articles, webinars, and videos on digital badges.
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28. Davies, M. . 2010. Concept mapping, mind mapping and argument mapping: What are the differences and do they matter?.
The author argues that the successful use of mapping regarding student learning is dependent on teachers’ purposes. The use of mapping, whether concept, mind, or argumentative, can aid in student learning, but the context and aims of the teacher ought to guide which method to engage with students. Towards addressing this dilemma, the author makes distinctions among these three forms of mapping and helps identify the advantages and disadvantages of each method.
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29. Dededzic, V., & Jovanovic, J. . 2015. Developing open badges: A comprehensive approach.
Open Badges (OBs) have evolved as novel means of recognizing and credentialing skills/competences (either hard or soft skills) acquired in various learning settings (formal or informal, online or traditional classroom). In addition, they offer new ways of motivating learners and scaffolding the learning process, while also promoting values such as openness and learners' agency, participatory learning practices and peer-learning communities. While OBs are rapidly gaining traction among educational practitioners, education-oriented companies and non-profit organizations, there have been only a few research studies aimed at deep understanding of not only OBs and their potential roles, but also of the larger educational ecosystem within which they operate and evolve. This paper aims at bridging this gap by thoroughly examining benefits, concerns and challenges related to OBs from the perspectives of different stakeholders-learners, teachers, schools, employers, and other institutions and associations. Based on these different perspectives, the paper proposes a comprehensive framework for design and development of OB ecosystems and suggests directions for future research.
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30. Dunn, J. 2012, March 26. How Adaptive Learning Technology Is Being Used in Online Courses.
This webpage gives an overview of how adaptive learning technology can be used in online courses.
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31. Eubanks, D., & Gliem, D. 2015, May. Improving Teaching, Learning, and Assessment by Making Evidence of Achievement Transparent.
Technology can change higher education by empowering students to make an impact on the world as undergraduates. Done systematically, this would allow institutions to close the credibility gap with an increasingly dubious public. Authentic student achievements that are addressed to a real world audience can lead to richly detailed Resume 2.0 portfolios of work that add value to degrees and the granting institutions. A guide is provided for implementation of new high-impact practices, including structured assignment creation.
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32. Fain, P. 2014. ETS Links Badges to New Assessments.
This Inside Higher Ed Quick Take describes how Educational Testing Service is connecting badges to two tests - the Proficiency Profile and iSkills - assessments that aim to measure what students learn in college. After completing the assessments, students can earn digital badges based on their performance.
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33. Fields, E. 2015. Making visible new learning: Professional development with open digital badge pathways.
Emerging fields of study and technological developments have provided the library profession with new opportunities to shift the role of the library and librarian. This shift, while exciting for its possibilities, complicates professional development when an attempt is made to build expertise in areas without structured learning paths as found in formalized education. This article addresses possible ways the profession can give clarity and purpose to our own educational and career growth while building a collaborative and diverse learning program through open digital badges.
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34. Frederiksen, L. 2013. Digital badges.
This column provides a list of articles about Digital Badges, along with abstracts, to serve as a resource for further research.
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35. Friedman, J. . 2016. What employers think of badges, nanodegrees from online programs.
This article suggests that employers support the use of digital badges, but would still like to know more about them.
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36. Gawande, A. 2009. The checklist manifesto: How to get things right.
This book offers real-life examples of how using checklists can result in immediate improvement in organizations.
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37. Gibson, D., Ostashewski, N., Flintoff, K., Grant, S., & Knight, E. . 2015. Digital badges in education.
Digital badges provide new affordances for online educational activities and experiences. When used with points and leaderboards, a badge can become a gamification element allowing learners to compete with themselves or others, and to know how close they are to accomplishing a goal and acquiring its accompanying reputation. In this role, badges motivate continued engagement, which increases time on task and supports skill acquisition through performance. Learning outcomes signified by badges can also be displayed in an e-portfolio or on web sites and are highly transportable to social media sites. In this role they summarize achievement and signal accomplishment. With these characteristics, digital badges have the potential to become an alternative credentialing system, providing visible recognition in digital symbols that link directly via metadata to validating evidence of educational achievements in public displays. This paper traces the brief history of digital badges, defines what they are, gives examples of their use, and discusses their educational affordances.
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38. Goldstein, P.J. & Katz, R. N. 2005.. Academic analytics: The use of management information and technology in higher education—key findings.
Producing meaningful, accessible, and timely management information has long been the holy grail of higher education administrative technology. The last decade has seen institutions make substantial investments in enterprise computing infrastructure to meet this goal. But have we met it? Our information systems produce many reports, but are we getting the information we need?
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39. Grovo Learning. 2014, December. Bite Size Is the Right Size: How Microlearning Shrinks the Skills Gap in Higher Education.
This paper is designed to educate learning and development professionals on the advantages microlearning can offer their organizations and a brief introduction on how to create it.
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40. Harmon, J., & Copeland, A. . 2016. Students’ perceptions of digital badges in a public library management course.
For the Spring 2015 semester of the Public Library Management course, students were given digital badges along with grades for their coursework. For each topic's corresponding assignment, students received a traditional grade and those achieving at least an A- received a digital badge that represented the skill or knowledge demonstrated. By using digital badges, the students were given the opportunity to experience this growing educational trend and reflect on their role in the learning that takes place in libraries for librarians and library users. To explore the effectiveness of digital badging, students were surveyed to ascertain how they perceived the digital badges they received. The survey results indicated that students were underwhelmed by the experience in terms of their own motivation, their perception of the usefulness of badges for employment and for professional development purposes, and their future personal use of badges.
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41. Hawthorne, J., & Kelsch, A. 2012. Closing the loop: How an assessment project paved the way for GE reform.
Highlights an University of North Dakota (UND) assessment project rooted in five "actionable" principles: a) the need for scholarly credibility (assessment is perceived as scholarly in method and conception), b) authenticity (the degree to which the data generated feel "real" or "true"); c) keeping it local (grounded in a specific campus context); d) a faculty-owned project, and e) driven by genuine inquiry.
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42. Howard, G., & Hickey, D. T. . 2016. Six steps to building high-quality open digital badges.
This article posits that a framework for highlighting how badges operate as meaningful educational assessment tools is needed.
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43. Hrabowski, F.A., Suess, J., & Fritz, J. 2011. Assessment and analytics in institutional transformation.
This article discusses the importance that learning analytics can have on learning outcomes assessment. Aided by IT professionals who are familiar with analytics software, assessment professionals can make sense of overwhelming datasets; and ensure that critical data is not overlooked. Harbowski, Suess, and Frtiz connect assessment to analytics in order to help institutions answer the call for accountability, potentially help increase the number of students in STEM fields, and how to support students by helping them reach intended learning outcomes.
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44. Hubert, D.A., & Lewis, K.J. 2014. A framework for general education assessment: Assessing information literacy and quantitative literacy with ePortfolios.
Examining 100 random student ePortfolios from General Education courses using two college-wide learning outcomes, the authors reflect on how use of ePortfolios can effectively assess student work. Benefits of using ePortfolios, particularly in General Education, are also discussed.
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45. Hurst, E. J. . 2015. Digital badges: Beyond learning incentives.

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46. Huynh, B., Gibbons, M.F., & Vera, F. 2009, Fall. Increasing demands and changing institutional research roles: How technology can help.
With increasing demands on institutional research professionals, the need to work more productively and efficiently, as well as to produce higher-quality products and communicate more effectively, is essential. What hardware and software programs can help?
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47. Jan Norton and Karen S. Agee. 2014, December. Assessment of Learning Assistance Programs: Supporting Professionals in the Field.
This white paper seeks to encourage learning assistance professionals by offering a practical approach to assessing their programs. The purpose is to illuminate the many assessment resources available and the methods used by individuals in the field. Good practices in assessing learning assistance are also highlighted.
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48. Jovanovic, J. & Devedzic, V. . 2015. Open badges: Novel means to motivate, scaffold and recognize learning.
This report is centered on the emerging concept and technology of Open Badges (OBs) that are offering novel means and practices of motivating, scaffolding, recognizing, and credentialing learning. OBs are closely associated with values such as openness and learners' agency, participatory learning and peer-learning communities. This report points to the distinctive features of OBs and how they have positioned OBs as suitable candidates for addressing some of the pressing challenges in the context of lifelong learning, including (but not limited to) (1) recognition of learning in multiple and diverse environments that go beyond traditional classrooms; (2) recognition of diverse kinds of skills and knowledge, including soft and general skills; (3) support for alternative forms of assessment; (4) the need for transparent and easily verifiable digital credentials. The report also offers an overview of the major issues and challenges that might delay or even prevent widespread adoption of this emerging technology.
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49. Kahn, S. Jan/Feb2011. Assessing the online learner: Resources and strategies for faculty.
Abstract: The article reviews the book "Assessing the Online Learner: Resources and Strategies for Faculty," by Rena M. Palloff and Keith Pratt.
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50. Kehoe, A., & Goudzwaard, M. . 2015. ePortfolios, badges, and the whole digital self: How evidence-based learning pedagogies and technologies can support integrative learning and identity development.

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51. Kerka, S. & Wonacott, M.E. 2000. Assessing learners online.
A wide range of tools are available to enable teaching practitioners to create web-based educational materials from PowerPoint presentations, adding a variety of different digital media, such as audio and animation. The pilot study described in this paper compared three different systems for producing multimedia presentations from existing PowerPoint files.
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52. King, J. Sep/Oct2011. Beyond the grade: Developing opportunities for course-embedded assessment.
Abstract: The article focuses on the adoption of Pearson LearningStudio by the Texas Christian University (TCU) from Pearson Education Inc. in 2002 as its Learning Management System (LMS). It says that the enhancement of LMS is Learning Outcome Manager (LOM), an analytics reporting and academic assessment application that provide TCU with a web-based repository that manages its Core Curriculum learning statements. It adds LOM makes course-embedded assessment effectively of its programs.
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53. Klein-Collins, R., Ikenberry, S.O., & Kuh, G.D. 2014, January/February. Competency-Based Education: What the Board Needs to Know.
Increasingly, higher education is moving away from credit hours toward an approach that focuses on what students actually know and can do with what they learn; such as Competency-Based Education (CBE). This article discusses the basics of CBE, the role of assessment, and what governing boards need to know.
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54. Lai, K. 2012. Assessing participation skills: Online discussions with peers.
This article describes an online assignment with a set of participation criteria and a method for assessing the quality of students’ interactions with peers.
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55. Law, P. 2015. Digital badging at The Open University: Recognition for informal learning.
Awarding badges to recognize achievement is not a new development. Digital badging now offers new ways to recognize learning and motivate learners, providing evidence of skills and achievements in a variety of formal and informal settings. Badged open courses (BOCs) were piloted in various forms by the Open University (OU) in 2013 to provide a digital acknowledgement for learners’ participation in three entry-level, unsupported courses: Learning to Learn and Succeed with Maths Parts 1 and 2. The desire to build on the OU’s badging pilots is informed by research into the motivations and demographic profiles of learners using the free educational resources which the OU makes available through its OpenLearn platform. This research activity was repeated in 2014 and found that an increasing proportion of informal learners is keen to have their informal learning achievements recognized. This paper outlines how the evaluation of the 2013 pilots has informed the development of a suite of free employability and skills BOCs in 2014 that are assessed through the deployment of Moodle quizzes. It also discusses how the motivational aspects of digital badging support the growth in free, micro-credentialized courses against a backdrop of MOOC providers issuing certification for fee. The BOC project, which aligns with the University’s Journeys from Informal to Formal Learning strategy, will help to provide accessible routes into the University for students who might not otherwise have the opportunity to participate and supports the OU Charter to promote the educational well-being of the community.
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56. London, M., & Hall, M. 2011. Unlocking the value of Web 2.0 technologies for training and development: The shift from instructor-controlled, adaptive learning to learner-driven, generative learning.
Traditional instruction is adaptive-that is, instructor-driven, face-to-face and/or online training to teach skills and knowledge and convey information, policies, and procedures. In contrast, generative learning is learner-driven, collaborative, and problem-focused. Web 2.0 technologies can support both types of learning but are especially valuable for generative learning. This article reviews learning processes and Web 2.0 capabilities, describes two case examples, outlines ways to design Web 2.0 training applications, and discusses the changing role of learning professionals from delivering structured, one-way adaptive learning to designing and facilitating generative learning opportunities.
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57. London, M., & Hall, M. 2011. Unlocking the value of Web 2.0 technologies for training and development: The shift from instructor-controlled, adaptive learning to learner-driven, generative learning.

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58. Lopes, V., & Dion, N. 2015. Pitfalls and Potential: Lessons from HEQCO-Funded Research on Technology-Enhanced Instruction.
This report from HEQCO focuses on the effective implementation of technology in the classroom, lessons learned from previous studies, and notes several best practices when researching the effectiveness of introducing new technology into educational settings.
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59. Massy, W., Sullivan, T., and Mackie, T. Winter 2012. Data needed for improving productivity measurement in higher education.
From the abstract: This article summarizes the authors’ recent National Research Council report, Improving Measurement of Productivity in Higher Education, which reviews the principles and pitfalls of measuring university productivity and proposes a practical method for doing so at the sector and institutional segment levels. The summary emphasizes the method’s data requirements and describes needed changes in IPEDS and other databases.
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60. McCollum, Daniel L. Mar/Apr2011. The deficits of standardized tests: Countering the culture of easy numbers.
Abstract: The article presents an analysis on the validity of the Voluntary System of Accountability (VSA), which requires the use of Collegiate Learning Assessment (CLA), Educational Testing Service (ETS) Proficiency Profile (EPP) or Collegiate Assessment of Academic Proficiency (CAAP) to measure student learning. It offers definition of validity which focus on supporting the use of test's scores. It adds that the use of electronic portfolios (e-portfolios) helps to engage students in deep learning.
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61. McIlvenny, L. . 2015. Open badges – glorified award stickers or valuable learning credentials? .
The article discusses the concept of badges to acknowledge skills and competencies by rank and achievement. It highlights the development of digital badges which shows the levels of achievement through the increase stages of difficulty that represent motivational value. It examines the impact of information and communication technology (ICT) in the society.
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62. Nedungadi, P., & Raman, R. 2012. A new approach to personalization: integrating e-learning and m-learning.
Most personalized learning systems are designed for either personal computers (e-learning) or mobile devices (m-learning). Our research has resulted in a cloud-based adaptive learning system that incorporates mobile devices into a classroom setting. This system is fully integrated into the formative assessment process and, most importantly, coexists with the present e-learning environment.
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63. Newstok, S. 2013. A plea for ‘close learning’.
In this article, Newstok argues that despite the celebratory discussions regarding Massive Open Online Courses (MOOCs), the field of higher education should not move away from the traditional understanding of teachers and students as being in close proximity with one another. It is this “personalized element” that Newstok points out as fundamental to any sense of caring and quality education. While technology has a role, it should not disrupt the “close learning” between a teacher and a student.
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64. Norris, D. 2010, September 29. Learning from analytics best practices in other sectors.
This blog from Donald Norris explores topics related to action analytics.
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65. Norris, D. L., & Offerman, M. 2009. Proceeding from the National Symposium on Action Analytics ’09: A national agenda for action analytics.
This White Paper presents the outcomes from the National Symposium on Action Analytics, held September 21-23, 2009, in St. Paul, Minnesota, USA.
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66. Norris, D., Baer, L., Leonard, J., Pugliese, L., & Lefrere, P. 2008. Action analytics: Measuring and improving performance that matters in higher education.
The action analytics of the future will better assess students' competencies. Using individualized planning, advising, and best practices from cradle to career, these action analytics solutions will align interventions to facilitate retention and transitions and will fully maximize learners' success. Six primary actions are needed to evolve from the current generation of academic analytics (tools, solutions, and services) to action analytics.
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67. Norris, D., Leonard, J., Pugliese, L., Baer, L., & Lefrere, P. 2008. Framing action analytics and putting them to work.
This article is a companion piece to the article “Action Analytics: Measuring and Improving Performance That Matters in Higher Education,” which describes the emergence of a new generation of tools, solutions, and behaviors that are giving rise to more powerful and effective utilities through which colleges and universities can measure performance and provoke pervasive actions to improve it.
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68. O’Byrne, W. I., Schenke, K., Willis, J. E, III, & Hickey, D. T . 2015. Digital badges: Recognizing, assessing, and motivating learners in and out of school contexts.
Digital badges are web-enabled tokens of accomplishment that contain specific claims and evidence about learning and achievement along with detailed evidence supporting those claims. Badges traditionally consist of an image and relevant metadata (e.g., badge name, description, criteria, issuer, evidence, date issued, standards, and tags). This column features findings from recent research examining the design principles for open digital badges that emerged across the 30 organizations awarded grants to develop badge content in the 2012 Badges for Lifelong Learning Initiative. The column focuses this inspection of the principles identified in the research (recognition, assessment, and motivation) on one student in the MOUSE outreach program. Results from this column provide guidance for educators in and out of traditional learning contexts.
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69. Open Badges in Higher Ed. Open Badges in Higher Ed: Case Studies.
These high-quality open digital badges case studies provide a brief overview, context, examples of criteria and evidence, challenges, and future plans.
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70. Parker, H. E. . 2015. Digital badges as effective assessment tools.
This brief, published by the National Institute for Learning Outcomes Assessment, offers an overview of the purposes and uses of digital badges.
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71. Paulson, K. 2002. Where's the Data: Conducting a First-Year Data Audit.

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72. Paulson, K., & Siegel, M. 2003. Data audit and analysis toolkit to support assessment of the first college year.
From abstract: "The Toolkit provides a process by which institutions can identify and use information resources to enhance the experiences and outcomes of first-year students. All colleges and universities should consider conducting a data audit with regard to the first year of college in order to accurately assess the implementation and impact of the first year on students, faculty, and staff."
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73. Paxman, C. 2011. Map Your Way to Speech Success! Employing Mind Mapping as a Speech Preparation Technique.
This article presents information regarding how mind mapping may help students in public speaking classes to reduce speech anxiety and become more confident in the ability to give a speech. Mind mapping has the ability to help students with their speech outlines and thus improve their ability to communicate information. In illustrating the benefits of mind mapping for speech classes, the author discusses a mind mapping activity for speech classes.
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74. Pedro, L., Santos, C., Aresta, M., & Almeida, S. 2015. Peer-supported badge attribution in a collaborative learning platform: The SAPO campus case.
The development of technology and namely of the Internet changed the way learners and educational institutions see and understand learning, collaboration and knowledge construction. In the educational field, game-based elements such as digital badges have been proposed and used to assess, recognize and validate knowledge construction and are considered as an effective way to improve and structure collaborative peer-based learning communities. This paper introduces the SAPO Campus badging system, a project that is being developed at the University of Aveiro (Portugal), which addresses the potential of a peer-supported badging system in the promotion of a more participatory learning community.
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75. Randall, D., Harrison, J., & West, R. . 2013. Giving credit where credit is due: Designing open badges for a technology integration course.

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76. Ravishanker, G. 2011. Doing academic analytics right: Intelligent answers to simple questions (Research Bulletin 2).
This ECAR research bulletin explores the various factors that must come together for an institution to have an academic analytics infrastructure that is flexible, agile, appropriately structured, and cost-effective. It examines not only appropriate technologies but, more importantly, the critical roles that stakeholders and governance play in setting the stage for success. There is a tremendous amount at stake for American higher education right now. How can IT facilitate—and motivate—our institutions to adopt the tools that can help mine the gold that resides in our very own vaults?
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77. Reid, A., & Paster, D. 2013. Digital badges in the classrooms.
Digital badge programs, which were originally developed for MOOC classes and distance learning, are becoming integrated into traditional course formats. Learners are rewarded with a digital badge upon completion of certain skills, and early research argues that badges can increase motivation and add incentive to the learning process.
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78. Richards-Schuster, K., Ruffolo, M. C., Nicoll, K. L., Distelrath, C., & Galura, J.A. 2014. Using ePortfolios to assess program goals, integrative learning, and civic engagement: A case example.
Analyzing 51 student ePortfolios from a capstone class for an Interdisciplinary Community Action and Social Change minor, the authors share results on how ePortfolios can be utilized to assess civic engagement. The authors also reveal the program’s impact.
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79. Rudestam, K., Schoenholtz-Read, J., Fontaine, G., Chun, G., Shapiro, J., Hughes, S., & Kramer, S. 2010. Handbook of online learning (2nd ed.).
This book addresses the issue of online learning in a multifaceted approach. Included in this book are discussions regarding the theoretical understandings of online learning and discussions regarding practical considerations. In particular, the book addresses the conceptual understanding of online learning, learning how to build cultures and communities in online environments, online learning and globalization and ethical considerations. There are also discussions regarding what it means to have an online course from an institutional perspective, the relation between faculty and students in online learning, and issues of online programs and accreditation.
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80. Sams, A. 2010. The flipped classroom.
This video features Aaron Sams' flipped classroom.
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81. Seitzinger, J. 2015. Organisational learning with open badges.
The article focuses on the emergence of digital badges in education and their role in organizational learning. Topics discussed include issues with open badges such as difficulty in verification, easily copied and not portable between systems, requisities of open badges such as information about the issuer, work of the learner, use of open badges in social learning approaches, recognizing mentoring relationship and providing recognition to learners.
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82. Shiu-Li, H., & Jung-Hung, S. 2012. A User-Centric Adaptive Learning System for E-Learning 2.0.
The success of Web 2.0 inspires e-learning to evolve into e-learning 2.0, which exploits collective intelligence to achieve user-centric learning. However, searching for suitable learning paths and content for achieving a learning goal is time consuming and troublesome on e-learning 2.0 platforms.
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83. Shiu-Li, H., & Jung-Hung, S. 2012. A user-centric adaptive learning system for E-Learning 2.0.
The success of Web 2.0 inspires e-learning to evolve into e-learning 2.0, which exploits collective intelligence to achieve user-centric learning. However, searching for suitable learning paths and content for achieving a learning goal is time consuming and troublesome on e-learning 2.0 platforms.
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84. Shu-Chuan, S., Bor-Chen, K., & Yu-Lung, L. 2012. Adaptively Ubiquitous Learning in Campus Math Path.
The purposes of this study are to develop and evaluate the instructional model and learning system which integrate ubiquitous learning, computerized adaptive diagnostic testing system and campus math path learning. The researcher first creates a ubiquitous learning environment which is called "adaptive U-learning math path system".
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85. Siemens, G., & Long, P. 2011. Penetrating the fog: Analytics in learning and education.
This article helps explain the role that analytics can play in higher education and learning outcomes; especially the ways in which analytics can serve educators to improve teaching techniques and student learning. In addition, the article also touches upon how analytics can help administrators deal with the problems of resource allocation and improve the quality of education in tumultuous economic times.
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86. Springfield, E., Gwozdek, A., & Smiler, A.P. 2015. Transformation rubric for engaged learning: A tool and method for measuring life-changing experiences.
This paper shares how the Transformation Rubric for Engaged Learning is an effective assessment tool in relation to ePortfolios, including how it can be replicated and used in a variety of current assessment methods.
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87. Tara Kingsley and Susan Tancock. 2014, February. Internet Inquiry.
"This article showcases the online research and comprehension competencies students will need to successfully engage with Internet Inquiry. The Common Core State Standards, the research on new literacies skills, and the future of technology-based assessments require educators to fully take on the challenges of meaningfully embedding and supporting innovations in authentic, inquiry-based learning with digital texts. This manuscript focuses on four fundamental competencies that are important for Internet inquiry tasks: 1) generate high-quality inquiry topics, 2) effectively and efficiently search for information, 3) critically evaluate Internet resources, and 4) connect ideas across Internet texts. A rationale, what it looks like in the classroom, what scaffolds are needed to support and guide students to independence are provided for each competency."
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88. Thigpen, K. 2014. Digital badge systems: The promise and potential.

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89. Vasilyeva, E., Pechenizkiy, M., & Puuronen, S. 2005. Proceedings from I-KNOW ’05: Knowledge management challenges in web-based adaptive e-learning systems.
A number of recent studies have contributed to Knowledge Management (KM) and E-learning integration. They are mainly based on organizational learning analysis. In this paper, KM is discussed from the viewpoint of adaptation in e-learning systems. The main components of adaptive e-learning system are discussed with respect to the KM processes. We analyze users and developers of adaptive e-learning systems and the knowledge, with which they operate.
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90. Wagner, E., & Ice, P. 2012. Data changes everything: Delivering on the promise of learning analytics in higher education.
Analytics can aid educators across all sectors to create significant learning experiences for students, which can lead to increased student engagement and development. Seemingly miniscule aspects of professor and student online habits and personal preferences, combined with systematically tracking information, can come together, through patterns identified by analytics, to improve learning outcomes.
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91. Waters, J. K. . 2014. Adaptive learning: Are we there yet?.
This article offers a brief background into what adaptive learning is, and then dives right into seeing the concept in action. While the focus is on assessment driven learning in the K-12 sector, this type of adaptive learning holds interest for the collegiate level, as well.
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92. WICHE Cooperative for Educational Technologies (WCET). 2010. No significant difference.
This website has been designed to serve as a companion piece to Thomas L. Russell's book, "The No Significant Difference Phenomenon" (2001, IDECC, fifth edition). Mr. Russell's book is a fully indexed, comprehensive research bibliography of 355 research reports, summaries and papers that document no significant differences (NSD) in student outcomes between alternate modes of education delivery, with a foreword by Dr. Richard E. Clark. Previous editions of the book were provided electronically; the fifth edition is the first to be made available in print from IDECC (The International Distance Education Certification Center).
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93. Yang, T. C., Hwang, G. J., & Yang, S. J. H. 2013. Development of an adaptive learning system with multiple perspectives based on students’ learning styles and cognitive styles.
This study attempts to reassess adaptive learning in terms of both students’ cognitive and learning styles as opposed to the conventional method of thinking about adaptive learning in terms of student achievement (considering their strengths and weaknesses). The purpose of rethinking active learning in this way is to decrease student’s mental load while simultaneously increasing learning outcomes/gains.
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94. Young, J. . 2012. ‘Badges’ earned online pose challenge to traditional college diplomas.
The article discusses certifications for completing free online higher education courses by the OpenStudy organization, adapted from "'Badges' Earned Online Pose Challenge to Traditional College Diplomas" by Jeffrey R. Young in the January 8, 2012, issue of the "Chronicle of Higher Education."
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