Zoekresultaten voor deci

Symposium Hart voor Onderwijs

Hallo Marcel,

Gisteren was ik aanwezig op het symposium Hart voor Onderwijs: Op weg naar leren in authentieke leeromgevingen [programmaboekje] georganiseerd door de Nieuwste Pabo en Faculteit Bèta. Voor mij een uitgelezen kans om ook het nieuwe iXperium in Roermond te bezoeken. Prachtig hè? Als ik docent zou zijn op een basisschool bij Swalmen en Roer wist ik het wel 🙂

Deze slideshow heeft JavaScript nodig.

Deze ‘oude KiB-dag’ vond plaats in de Oranjerie in Roermond, dat ik wel ken als theater maar ook als congreslocatie top is. Naast collega’s van de Nieuwste Pabo en Bèta was er ook nog een collega van mijn dienst en docenten ergotherapie. Dus weer fijn bijgepraat met deze en gene.

Naast de tweetal workshops en een afsluitende omdenkshow wil ik in dit blog terugblikken op de keynote van Ferre Laevers, hoogleraar aan de KULeuven en grondlegger van het ervaringsgericht onderwijs. Zoals Paul Hennissen, lector Opleiden in de School van de Nieuwste Pabo in zijn welkomstwoord al zei, begon Laevers ook te benoemen dat de wereld om ons heen zo aan het veranderen is door oa informatie-overload, en robotisering. Dat de tijd van optimisme na het vallen van de muur verdwenen is en we ons zorgen maken over klimaatveranderingen, armoedekloof, geestelijke gezondheid, migrantenstroom, etc. Wat is er dan didactisch nodig om de realiteit in te zetten? Daarbij moeten we ons wel van bewust zijn dat die realiteit, of authentieke leeromgeving, voor iedereen anders is.

Volgens Laevers draait alles om de basisattitude van verbondenheid, met jezelf, met anderen, de samenleving, de materiële wereld & natuur, de kosmos. Welbevinden en betrokkenheid zijn de indicatoren van goede onderwijskwaliteit. We zoudenbetrokkenheid moeten meten dan wordt ook leerrendementen inzichtelijk. We horen hier wel dé grondlegger van ervaringsgericht onderwijs die belangrijk vindt dat je als leerkracht (als persoon) het perspectief van de kinderen (anderen) in te nemen. Daarom komen ook grondleggers van flow (Csikszentmihalyi), zone van naaste ontwikkeling (Vygotsky en soles (Sugata Mitra) voorbij in zijn keynote. Belangrijk in leren is creativiteit. Drietrapsraket naar creativiteit verloopt volgens Laevers via betrokkenheid en verbeeldingskracht (‘je moet processen kunnen verbeelden ipv het einddoel’).
Op een slide zag ik de term ‘emergent curriculum’, die term kende ik niet. Heb het even opgezocht.

Emergent curriculum is a philosophy of teaching and way of planning curriculum that focuses on being responsive to children’s interests to create meaningful learning experiences. It can be practiced at any grade level.

Het waarborgen van de ethische kant is een taak van het onderwijs. Niet het leren is het punt maar wel hoe het geleerde te gebruiken. Laevers eindigde met deze woorden op zijn laatste slide:

Verwondering
Verbondenheid
De ander in zijn
wezen laten zijn
en
Doen gedijen.

Het viel me op, misschien is het toeval, dat zowel op dit symposium als tijdens de Onderwijsdagen het gaat over de morele en ethische kant van het docent zijn. Het gedachtegoed van Gert Biesta dat onderwijs aandacht hoort te besteden aan kwalificatie, socialisatie en persoonsvorming komt steeds vaker terug. Ook in de adviezen van de Onderwijsraad wordt de relatie tussen docent en student steeds vaker centraal gesteld. Mooi. Belangrijk. Het betekent ook nadenken over je eigen verbondenheid met de ander. Relationele verbondenheid (Ryan & Deci) is een subjectief proces. Blijven praten over normatieve professionalisering in het onderwijs is belangrijk. Kan ook ingewikkeld zijn omdat we ook allemaal in organisatorische structuren zitten. Moeten we het negeren of aan de slag met een emergent curriculum?

Groet,
Judith

Link naar presentatie van Ferre Laevers

TED inspiratie voor Zuyd -voor in mijn buitenboordbrein-

Ha Marcel,

Zoals je weet heb ik vanaf 2012 (na de Kennis in Bedrijf 2012 doorlopende voorstelling met favoriete TEDTalks van medewerkers en studenten van Zuyd) in de Nieuwsflits die ik wekelijks binnen Zuyd verspreid een TEDtalk gedeeld, als inspiratie voor onze collega’s. Op de website van het I-team (nu Dienst Onderwijs & Onderzoek) hield ik een overzicht bij van de ruim 150 TEDtalks die ik tot maart 2017 heb gedeeld. De website onderwijsontwikkeling.zuyd.nl wordt binnenkort in een nieuw jasje gestoken en dan is er voor dit overzicht geen ruimte meer. Ik wil het overzicht graag bewaren. Daarom geef ik het een plekje in mijn buitenboordbrein.

De wekelijkse rubriek is gestopt. Ontbreekt er echter volgens jou/jullie nog een mooie TEDtalk in dit lijstje, deel het alsjeblieft onder dit blog. Ik wil altijd geïnspireerd, verrast, geraakt of verwonderd worden. Op ons blog (zie de rubriek TED JAMs) en zo nu en dan in de Nieuwflits deel ik nog wel eens een TEDtalk

Groet,
Judith

De nummering achter de TEDtalks verwijzen naar editie van de Nieuwsflits. Via de overzichtspagina met nieuwsflitsen zijn de omschrijving van de TEDtalks te bekijken.

Tom Wujec: Build a tower, build a team (205) – Kevin Kelly: How AI can bring on a second Industrial Revolution (204) – Greg Gage: How to control someone els’s arm with your brain (203) – Helene Polatajko: Mastering a new a skill in a matter of hours (202) –  Pam Warhurst: How we can eat our landscapes.(201) – Charlie Todd: The shared experience of absurdity (200) – Rajiv Maheswara: The math behind basketball’s wildest moves (199) – Tristan Harris: How better tech could protect us from distraction (198) – Angela Lee Duckworth: Grit: The power of passion and perseverance (197) –  Zeynep Tufekci: Machine intelligence makes human morals more important (196) – Johann Hari: Everything you think you know about addiction is wrong (195) – Sanne Blauw: Putting numbers back where they belong (193) – Jonathan Haidt: The moral roots of liberals and conservatives (192) – Arnaud Collery: Real and Raw (191) – Jim Hemerling: 5 Ways to lead in an era of constant change (190) – Michael Bodekaer: This virtual lab will revolutionize science class (189) – Michael Norton: How to buy happines (188) – James Veitch: This is what happens when you reply to spam email (187) – Alejandro Aravena: My architectural philosophy? Bring the community into the process (186) – Don Tapscott: How the blockchain is changing money and business (185) – Julia Galef: Why you think you’re right – even if you’re wrong (184) – Terry Moore: How to tie your shoes (183) –  Brian Little: Who are you, really. The puzzle of personality (181) – David Brooks: Should you live for your résumé … or your eulogy? (180) – Starr Sackstein: A recovering perfectionist’s journey to give up grades (179) – Lidia Yuknavitch: The beauty of being a misfit (178) – Yuval Noah Harari: What explains the rise of humans? (177) – Joshua Prager: In search of the man who broke my neck (176) – Ji-Hae Park: The violin, and my dark night of the soul (175) –  Kenneth Shinozuka: My simple invention designed to keep my grandfather safe (174) – Dan Pallota: The dream we haven’t dared to dream (173) – Amy Cuddy:Your body language shapes who you are (172) – Benjamin Zander:The transformative power of classical music (171) – Adam Grant: The surprising habits of original thinkers (170) – Harald Haas: Forget Wi-Fi. Meet the new Li-Fi Internet (169) –Tim Urban: Inside the mind of a master procrastinator (168) – Vijay Kuma:The future of flying robots (167) – Robert Waldinger: What makes a good life? Lessons from the longest study on happiness (166) – Celeste Headlee: 10 ways to have an better conversation (165) – Mihaly Czikszentmihalyi: Flow, the secret to happiness (164) – Jon Ronson: When online shaming spirals out of control (163) – Simon Sinek: Why good leaders make you feel safe (162) – Alex Faaborg: Designing for virtual reality and the impact on education (161) – Dan Ariely: How equal do we want the world to be? You’d be surprised (160) – Barry Schwartz: The way we think about work is broken (159) – Becky Blanton: The year I was homeless (158) –  Alessandro Acquisti: What will a future without secrets look like? (157) –  Ben Wellington: How we found the worst place to park in New York City – using big data (156) – Andreas Ekström: The moral bias behind your search results (155) – Maajid Nawaz.: A global culture to fight the extremism (154) –  Nina Paley: Copyright is brain damage (153) –  Zarayda Groenhart: The story chooses you (152) – Zeynep Tufekci: Online social change: easy to organize, hard to win (151) – Arthur Benjamin: The magic of Fibonacci numbers (150) –  Linda Hill: How to manage for collective creativity (149) – Sakena Yacoobi: How I stopped the Taliban from shutting down my school (148) – Isabel Allende: How to live passionately-no matter your age (147) – Will Stephen: How to sound smart in your TEDx talk (146) – Oliver Sacks: What hallucination reveals about our minds (145) – Nigel Marsh:  How to make work-life balance work (144) – Sophie Scott: Why we laugh (143) – Margaret Gould Stewart: How giant websites design for you (and a billion others, too) (142) – Jack Andraka: A promising test for pancreatic cancer … from a teenager (141) – Linda Cliatt-Wayman: How to fix a broken school? Lead fearlessley, love hard (140) – Hannah Fry: The mathematics of love (139) – Jef Staes: The naked sheep (138) – Cosmin Mihaiu: Physical therapy is boring – play a game instead (137) – Nicholas Negronte: A 30-year history of the future (136) – Derek Muller: The key to effective educational science videos (135) – Jan de Lange: Curious minds, serious play (134) – Claire Boonstra: The educational (r)evolution. Ask the “why” question (133) – Joseph DeSimone: Wat if 3D printing was 100x faster? (132) – Monica Lewinsky: The price of shame (131) – Sherry Turkle: Connected, but alone? (130) – Adora Svitak: What adults can learn from kids (129) – Zak Ebrahim: I am the son of a terrorist. Here’s how I chose peace (128) – Miquel Nicolelis: Brain-to-brain communication has arrived. How we did it (127) –Sajan George: The future of education (126) – Stuart Brown: Play is more than just fun (125) – Christopher Emdin: Teach teachers how to create magic (124) – Peter Doolittle: How your “working memory” makes sense of the world (123) – David Grady: How to save the world (or at least yourself) from bad meetings (122) – Deborah Gordon: What ants teach us about the brain, cancer and the internet (121) – Louie Schwartzberg: Gratitude (120) – Hans and Ola Rosling: How not to be ignorant about the world (119) – Adele Diamond: Turning some ideas on their head (118) – Annemarie Steen: What happens when you press PLAY(117) – Jeff Lliff: One more reason to get a good night’s sleep (116) – Midas Kwant: Finding your passion (115) – Glenn Greenwald: Why privacy matters (114) – Kadir van Lohuizen: Contemporay migration in the Americas (113) – Uri Alon: Why truly innovative science demands a leap into the unknow (112) – Edward Deci: Promoting motivation, health, and excellence (111) – David Kwong: Two nerdy obsessions meet – and it’s magic (110) – Stefan Larsson: What doctors can learn frm each other (109) – Jill Shargaa: Please, please, pleople. Let’s put the ‘awe’ back in ‘awesome’ (108) – AJ Jacobs: The world’s largest family reunion … we’re all invited (107) – Frans Timmermans: Be like Jack Sparrow; embrace your fears (106) – Sue Austin: Deep sea diving in a wheelchair (105) – Stella Young: I’m nor your inspiration, thank you very much (104) – Ray Kurzweil: Get ready for hybrid thinking (103) – David Eggers: My wish: Once upon a school (102) – Philip Evans: How data will transform business (101) – Malcolm Gladwell: Choice, happiness and spaghetti sauce (100) – Mark Ronson: How sampling transformed music (99) – Shimon Schocken: The self-organizing computer course (98) – Edward Snowden: Here’s how we take back the internet (97) – Hugh Herr: The new bionics that let us run, climb and dance (96) – Ed Yong: Zombie roaches and other parasite tales (95) – Maysoon Zayid: I got 99 problems … palsy is just one (94) – Nicholas Negroponte: 5 predictions from 1984 (93) – Richard Culatta: Reimagining learning (92) – Richard Baraniuk: The birth of the open source learning revolution (91) – Anant Agarwall: Why massive open online courses (still) matter (90) – Adam Savage: How simple ideas lead to scientific discoveries (89) – Onora O’Neill: What we don’t understand about trust (88) – Kate Hartman: The art of wearable communication (87) – Willem Jan Renger: Games as design language for teaching and learning (86) – Alastair Parvin: Architecture for the people by the people (85) – Claire Boonstra: The shift to value-centered education (84) – Amy Cuddy: Your body language shapes who you are (83) – Jill Bolte Taylor: My stroke of insight (82) – Sebastian Thrun: Google’s driverless carr (81) – Amy Webb: How I hacked online dating (80) – John Searle: Our shared condition – consciousness (79) – Erik Martin: How World of Warcraft saved me and my education (78) – Margaret Heffernan: Dare to disagree (77) – Ken Jennings: Watson, Jeopardy and me, the obsolete know-it-all (76) – Kelly McGonigal: How to make stress your friend (75) – Dan Meyer: Doing the impossible, swallowing the sword, cutting through fear (74) – Ramsey Musallam: 3 rules to spark learning (73) – Rita Pierson: Every kid needs a champion (72) – ShaoLan: Learn to read Chinese … with ease! (71) – Salman Khan: Let’s use video to reinvent education (70) – Itay Talgam: Lead like the great conductors (69) – Juan Enriquez: Your online life, permanent as a tattoo (68) – David Pogue: 10 top time-saving tech tips (67) – Ken Robinson: How to escape education’s death valley (66) – Tyler DeWitt: Hey Science teachers – make it fun (65) – Dan Ariely: What makes us feel good about work (64) – Jan Bommerez: The promise of co-intelligence (63) – Eric Whitacre: A virtual choir 2.000 voices strong (62) – Marjolein Caniels: How to unlock creative potentional at the workplace (61) – Sugata Mitra: Build a school in the cloud (60) – Amanda Palmer: The art of asking (58) – Tony Buzan: The power of a mind to map (57) – Matthew Peterson: Teaching without words (56) – Steven Johnson: Where good ideas come from (55) – Susan Cain: The power of introverts (54) – Andy Puddicombe: All is takes is 10 minutes mindful (53) – Peter Norvig: The 1000.000 student classroom (52) – Dan Pink:The puzzle of motivation (51) – Hans Rosling: New insights on poverty (50) – Nice Nailantei Leng’ete: Changing Traditions (49)

 

Opportunities and Challenges in Learning Analytics for Learning Design

Hi Judith,

Wouldn’t it be great to be able to give insight in how students perform and like a certain learning activity? As a teacher I often ask them how did they like several learning activities during a coffee break or one of our social activities. As an institution we ask them after an Educational period of 10 weeks with a survey. This survey (called blokenquete) has one question in it about all of the learning material in the course. Besides the extra comments students can make in general there isn’t a question on separate learning activities.

Wouldn’t it be great to be able to give teachers but also students insight in how students perform in and like the learning activities they are provided. I believe that this would help students to increase performance and results and that teachers and institutions are able to provide better fit learning activities. Now often I only use my gut feeling or the “results” of conversation with the students at the coffee machine. It would be great to have an extra instrument, which based on data and input from students generates information on a learning activity level.

In a literature review, soon to be published and presented at the EC-TEL 2017 conference, I searched peer reviewed journals for experiments with learning analytics for learning design. I have been trying to identify opportunities and challenges in this field. I found it in three opportunities, who each have their own opportunities and challenges within them.

  1. Using on demand indicators for evidence based decisions on Learning Design
  2. Intervening during the run-time of a course
  3. Increasing student learning outcome and satisfaction

In the table below I have categorized the articles I found into the three opportunities and the subopportunities and subchallenges within. I have specific tried to look for experiments and research on Learning Design, Learning Analytics, Learning Dashboards and Metacognitive Competences. This last item is interesting to me because from a Knowledge Engineering perspective the topic of “learning to learn”, which we do as we use our meta-cognitive competences is especially interesting. Taking these competences into consideration while designing a Learning Analytics for Learning Design solution seems very relevant.

After publication of the article in the Conference Proceedings I will put a link to the article here and if my presentation is ready the slides will be available here to. For now I can only share the keynote presentation of Prof. Dr. Hendrik Drachsler who is my supervisor. He talks about the place of my and my colleagues research in the world of Learning Analytics.

After this literature review on the state of the art I am going to try to design a Learning Dashboard which incorporates a Learning Analytics for Learning Design solution, which can give information during the course and which tries to make the most of the meta-cognitive competences of the students.

If I project the opportunities and challenges on a model for a solution you will get the next figure:

I will keep you posted. But feel free to ask.

Marcel

Laatste nog te beoordelen huiswerk: Learning analytics for learning design, an opportunity for better learning.

Ha Judith,

Om je deelgenoot te maken van het laatste nog te beoordelen huiswerk van de laatste van vier online cursussen die ik nodig heb voordat ik aan mijn eindwerk mag beginnen, post ik bij deze mijn bijdrage. Het gaat over learning analytics for learning design kortom een onderwerp dat zeker past op dit blog.

Enjoy!

Groet Marcel

Learning analytics for learning design, an opportunity for better learning.

          Despite the great success surrounding learning analytics and the increasing amount of available learning analytic tools, most educational organizations, are only aware of the potential of learning analytics regarding personalized learning and have limited experience with its application (Bichsel). All educational organizations use some form of learning design to organize their education. Analyzing the behavior and actions of students with regard to the learning design enables institutions to adapt for better learning. In order to shift the educational sector towards a more data-driven educational science, it is necessary to gain more insights in the effects of applying learning analytics in learning design.

First to illustrate, learning analytics is the field of learners data, which can be automatically harvested and analysis of these data has the potential to provide evidence-based insights into learner abilities and patterns of behavior, cognition, motivation, and emotions. The use of learning analytics to inform decision-making in education is not new, but the scope and scale of its potential has increased enormously with the rapid adoption of technology over the last few years (Siemens). At the data side, the rise of Big Data leads, in addition, to rapid development of useful techniques and tools to analyze large amounts of data. Better analysis on bigger amounts of data can be made within educational institutions by combining information across faculties. At the visualization side, better and more informative dashboards have come commercial available for institutions to use to get more insights in the actions and behaviors of students. These insights in turn can provide a crucial guidance for a more personalized curriculum design and can help teachers with the design of their education.

Secondly, illustrating Learning design as the combination of the learning activities and the support activities that are performed by different persons (students, teachers) in the context of a unit of learning e.g. a module or course. Donald et al. stated that “A learning design (product) documents and describes a learning activity in such a way that other teachers can understand it and use it in their own context. Typically a learning design includes descriptions of learning tasks, resources and supports provided by the teacher. learning design is also the process by which teachers design for learning, when they devise a plan, design or structure for a learning activity” (179). In further detail, developing a learning design a teacher or educational designer works on all phases of an instruction; starting from the definition of prior knowledge prerequisites of the target student group, design of learning objectives and outcomes, and design of the assessment to test if the outcomes have been achieved. In between are many choices for appropriate learning activities and sequences, content, teaching methods, materials and other resources that contribute to achieving the learning objectives. Efforts to incorporate personalized learning into learning designs are sought, because personalized learning is a potential approach to meeting future educational needs. Little educational concepts embed tools into their learning design to optimize personalized learning. Thus, little knowledge considering the actual use of learning analytics in educational practice and its contribution for educational theories is available (Wise). A lot of opportunities are available to improve the usage of learning design.

After illustrating learning analytics and learning design, the potential of the combination of them both, to improve education to a more personal level can be shown. The teaching activities and resources evolving from the learning design are provided increasingly over IT infrastructures and are most of the time also digitally available. This offers opportunities to use learning analytics as part of the learning environment and the learning design (Lockyer). It is of crucial importance for a learning analytics-supported learning design to consider potential learning analytics indicators already while designing the learning objectives and various activities (Lockyer). Like assessment procedures, learning analytics indicators should be considered in the very beginning of the development of the learning design. In that way, e.g. a ‘forum discussion’ is not only an effective learning activity on itself, but learning analytics can also provide an much more efficient and effective overview of e.g. student participation that could provide both student with self-monitoring information and make teachers more aware of the learning process of his students and adds possibilities for personalized feedback. However, a clear and user-friendly presentation of the learning analytics information is essential for the effect of it. learning dashboards are used to visually present learning performances. A dashboard can be defined as a visual display of the most important information needed to achieve one or more objectives; consolidated and arranged on a single screen so the information can be monitored at a glance (Few).  A learning dashboard can provide both teachers and students with insights in study progress and potential for improvement.

In order to apply learning analytics in learning design, learning designers must gain awareness and knowledge about the potentials and limitations of learning analytics. A comprehensive introduction to different domains that are affected by learning analytics was provided by Greller and Drachsler. They developed a generic design framework that can serve as a guide in developing Learning application in support of educational practice. The framework addresses six fields of attention that have to be addressed in every Learning analytics design: 1. Stakeholders, 2. Objectives, 3. Data, 4. Instruments, 5. External constraints, 6. Internal limitations (42). The stakeholders are the students, teachers, institutions, but also the service providers. The objectives of using analytics can be to reflect current behavior, but also to predict if for instance students potentially drop out. How open the data is that can be used and how the data that is used can be protected are part of the data field. The instruments to gather data, analyze it and intelligently perform computations upon are the fourth field. External constraints are privacy and ethics issues. And last field, the internal limitations consider the competences users bring to use learning analytics.

Besides technical implementation, the competences of users of learning analytics for learning design have to be considered in developing a solution. There are the two crucial aspects of ’awareness’ and ’reflection’ that need to be taken into account when dealing with learning analytics for learning design. The reflection on presented analytics results is not possible without awareness which in turn depends on some form of feedback to the user. According to Endsley being aware of one’s own situation is a three level process and a prerequisite for making decisions and effectively performing tasks: the perception of elements in the current situation is followed by the comprehension of the current situation which then leads to the projection of a future status (32). Reflection can promote insight about something that previously went unnoticed and lead to a change in learning or teaching behavior. Verbert et al. emphasize the importance of these aspects in their four-stage process model for learning analytics applications: awareness, reflection, sense making, and impact (1500). Technology, thus, is not the only aspect of implementing a learning analytics for learning design solution, the competences of the users is an equally important aspect.

In conclusion, more applications of learning analytics in learning design are an opportunity to increase learning experiences for students. This development is both an effort on implementing the currently available data analytics technology in an educational context, and an effort to invest in supporting competences of the users of learning analytics for learning design applications. Succeeded in these challenges will deliver a more personalized learning environment and thereby better learning efficiency and satisfaction for students.

Works Cited

Bichsel, J. “Analytics in Higher Education: Benefits, Barriers, Progress, and        Recommendations.” EDUCAUSE: Center for Applied Research, 2012, pp. 1–31.

Donald, C., Blake, A., Girault, I., Datt, A., & Ramsay, E. “Approaches to Learning Design:

past the head and the hands to the HEART of the matter.” Distance Education, 2009, vol. 30 no. 2, pp. 179–199.

Endsley, M.R. “Toward a Theory of Situation Awareness in Dynamic Systems.” Human

Factors, 1995, no. 37, pp. 32–64.

Few, S. “Information Dashboard Design.” The Effective Visual Communication of Data Sebastopol, 2006, no. 1, pp. 223.

Greller, W., Drachsler, H. “Translating learning into numbers: A generic Framework for

Learning Analytics.” Educational Technology & Society, 2012, vol. 3, no. 37, pp. 42–57.

Siemens, G. “Learning Analytics: The emergence of a Discipline.” American Behavioral

Scientist, 2013, vol. 10, no. 57, pp. 1380 – 1400.

Verbert, K., Duval, E., Klerkx, J., Govaerts, S., Santos, J. “Learning Analytics Dashboard

Applications.” American Behavioral Scientist, 2013, vol 10. no. 57, pp. 1500–1509.

Wise, A., Shaffer, D. “Why Theory matters more than ever in the age of Big Data.” Journal

of Learning Analytics, 2015, vol. 2, no. 2, pp. 5–13.

Top 10 IT issues 2017 volgens Educause

Hoi Marcel,

Naast het jaarlijkse Horizon report publiceert Educause ook elk jaar een Top 10 IT issues. Voor dit jaar is de focus gericht op studie succes rondom 4 thema’s: IT foundations, data foundations, effective leadership, and successful students. Weer een interessant lijst waar Chief Information Officers zich binnen het onderwijs bezig zouden moeten gaan houden in 2017.

Top 10 IT issues

  1. Information Security: Developing a holistic, agile approach to reduce institutional exposure to information security threats
  2. Student Success and Completion: Effectively applying data and predictive analytics to improve student success and completion
  3. Data-Informed Decision Making: Ensuring that business intelligence, reporting, and analytics are relevant, convenient, and used by administrators, faculty, and students
  4. Strategic Leadership: Repositioning or reinforcing the role of IT leadership as a strategic partner with institutional leadership
  5. Sustainable Funding: Developing IT funding models that sustain core services, support innovation, and facilitate growth
  6. Data Management and Governance: Improving the management of institutional data through data standards, integration, protection, and governance
  7. Higher Education Affordability: Prioritizing IT investments and resources in the context of increasing demand and limited resources
  8. Sustainable Staffing: Ensuring adequate staffing capacity and staff retention as budgets shrink or remain flat and as external competition grows
  9. Next-Gen Enterprise IT: Developing and implementing enterprise IT applications, architectures, and sourcing strategies to achieve agility, scalability, cost-effectiveness, and effective analytics
  10. Digital Transformation of Learning: Collaborating with faculty and academic leadership to apply technology to teaching and learning in ways that reflect innovations in pedagogy and the institutional mission

Meer achtergrondinformatie is te lezen in het artikel Top 10 IT Issues, 2017: Foundations for Student Success van Susan Grajek in Educause Review. Op de website Top 10 IT issues zijn meer bronnen beschikbaar.

Judith

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