134802084132261690313112001343150595Learning to Learn13431505951343150595N1371081452501184165093Simon Buckingham Shumhttps://cohere.open.ac.uk/uploads/1371081452501184165093/simonbuckinghamshumwbg.jpghttps://cohere.open.ac.uk/uploads/1371081452501184165093/simonbuckinghamshumwbg_thumb.jpg135124364313512437520NNNMilton KeynesGBCohere Project Lead, Knowledge Media Institute, Open University UK11841650931194369910Nhttp://people.kmi.open.ac.uk/sbsUnited Kingdom52.041720000000000-0.755830000000000137108251990619689001302515882analytics1371081452501184165093881491372510482677001284028501argument mapping1371081452501184165093137108241720390434001276159815sensemaking1371081452501184165093000Idea1371081452501184165093Idea137108145250118416509313710825192129images/nodetypes/Default/position-32x32.png1The idea that there is a set of qualities and skills that equip citizens (from children upwards) to be more able to seize the opportunities to learn, and adapt to change, in an era of unprecedented complexity and uncertainty.84132261690352763001343150595http://www.wholeeducation.org/1343150595Whole Education - Introduction - Who we are1343150595137108145250118416509313710814525011841650930NNWhole Education is a partnership of like-minded individuals, schools and organisations that believe that all young people should have a fully rounded education, developing the knowledge, skills and qualities needed to help them thrive in life and work. Education should be much more than examination syllabuses, national tests or the national curriculum so Whole Education encourages everyone involved in education to look outside the narrow confines of these externally imposed constraints. The government is giving schools new curriculum freedoms. Now is the time to re-think the curriculum and ensure that all young people have access to the right blend of knowledge and skills.10/html[0]/body[1]/div[0]/div[1]/div[1]/div[2]/div[0]/div[0]/h3[0]/span[0]/3[0]:0-/html[0]/body[1]/div[0]/div[1]/div[1]/div[2]/div[0]/div[0]/h3[2]/span[0]/3[0]:428N84132261690013487001343150344learning to learn137108145250118416509310084132261690068690001343064788PISA methodology is flawed, and its advocates refuse to engage in scholarly debate13430647881343064788N1371081452501184165093Simon Buckingham Shumhttps://cohere.open.ac.uk/uploads/1371081452501184165093/simonbuckinghamshumwbg.jpghttps://cohere.open.ac.uk/uploads/1371081452501184165093/simonbuckinghamshumwbg_thumb.jpg135124364313512437520NNNMilton KeynesGBCohere Project Lead, Knowledge Media Institute, Open University UK11841650931194369910Nhttp://people.kmi.open.ac.uk/sbsUnited Kingdom52.041720000000000-0.755830000000000137108251990619689001302515882analytics1371081452501184165093881491372510482677001284028501argument mapping1371081452501184165093137108241720390434001276159815sensemaking1371081452501184165093000Idea1371081452501184165093Idea137108145250118416509313710825192129images/nodetypes/Default/position-32x32.png1"PISA according to PISA" - book and discussion forum84132261690103630001343064788http://www.univie.ac.at/pisaaccordingtopisa/1343064788PISA zufolge PISA1343064788137108145250118416509313710814525011841650930NNPISA according to PISA Does PISA keep what it promises?10/html[0]/body[1]/table[4]/tbody[0]/tr[0]/td[2]/p[1]/b[0]/i[0]/font[0]/3[0]:0-/html[0]/body[1]/table[4]/tbody[0]/tr[0]/td[2]/p[1]/b[0]/i[0]/font[0]:3N84132261690013487001343150344learning to learn137108145250118416509300084132261690878315001343063234Educational criticism of PISA as a basis for school system evaluation13430632341343063235N1371081452501184165093Simon Buckingham Shumhttps://cohere.open.ac.uk/uploads/1371081452501184165093/simonbuckinghamshumwbg.jpghttps://cohere.open.ac.uk/uploads/1371081452501184165093/simonbuckinghamshumwbg_thumb.jpg135124364313512437520NNNMilton KeynesGBCohere Project Lead, Knowledge Media Institute, Open University UK11841650931194369910Nhttp://people.kmi.open.ac.uk/sbsUnited Kingdom52.041720000000000-0.755830000000000137108251990619689001302515882analytics1371081452501184165093881491372510482677001284028501argument mapping1371081452501184165093137108241720390434001276159815sensemaking1371081452501184165093000137108251921451371081452501184165093Findings137108145250118416509313710825192129images/nodetypes/Default/finding-32x32.png84132261690916347001343063234http://www.heppell.net/pisa/1343063234worried about PISA?1343063234137108145250118416509313710814525011841650930NNThis web page - which seems to be attracting a lot of visits - brings together, and will grow, a number of useful papers and references to help people who, like us, are astonished at the claims made for PISA's usefulness in policy making.10/html[0]/body[1]/table[1]/tbody[0]/tr[0]/td[1]/p[2]/3[0]:0-/html[0]/body[1]/table[1]/tbody[0]/tr[0]/td[1]/p[2]/3[0]:238N84132261690013487001343150344learning to learn137108145250118416509300084132261690749211001343063006China recognises that schooling to past tests fails to prepare students for knowledge economy13430630061343063006N1371081452501184165093Simon Buckingham Shumhttps://cohere.open.ac.uk/uploads/1371081452501184165093/simonbuckinghamshumwbg.jpghttps://cohere.open.ac.uk/uploads/1371081452501184165093/simonbuckinghamshumwbg_thumb.jpg135124364313512437520NNNMilton KeynesGBCohere Project Lead, Knowledge Media Institute, Open University UK11841650931194369910Nhttp://people.kmi.open.ac.uk/sbsUnited Kingdom52.041720000000000-0.755830000000000137108251990619689001302515882analytics1371081452501184165093881491372510482677001284028501argument mapping1371081452501184165093137108241720390434001276159815sensemaking1371081452501184165093000Data1371081452501184165093Data137108145250118416509313710825192129images/nodetypes/Default/data-32x32.png84132261690790713001343063006http://online.wsj.com/article/SB10001424052748703766704576008692493038646.html1343063006Jiang Xueqin: The Test Chinese Schools Still Fail - WSJ.com1343063006137108145250118416509313710814525011841650930NNIt's ironic that just as the world is appreciating the strengths of China's education system, Chinese are waking up to its weaknesses. These are two sides of the same coin: Chinese schools are very good at preparing their students for standardized tests. For that reason, they fail to prepare them for higher education and the knowledge economy.10/html[0]/body[1]/div[3]/div[1]/div[2]/div[0]/div[0]/div[4]/div[0]/p[1]/3[0]:0-/html[0]/body[1]/div[3]/div[1]/div[2]/div[0]/div[0]/div[4]/div[0]/p[1]/3[0]:345N84132261690013487001343150344learning to learn13710814525011841650933008413227230888801001342694052Data Quality Campaign13426940521342694052N1371081452501184165093Simon Buckingham Shumhttps://cohere.open.ac.uk/uploads/1371081452501184165093/simonbuckinghamshumwbg.jpghttps://cohere.open.ac.uk/uploads/1371081452501184165093/simonbuckinghamshumwbg_thumb.jpg135124364313512437520NNNMilton KeynesGBCohere Project Lead, Knowledge Media Institute, Open University UK11841650931194369910Nhttp://people.kmi.open.ac.uk/sbsUnited Kingdom52.041720000000000-0.755830000000000137108251990619689001302515882analytics1371081452501184165093881491372510482677001284028501argument mapping1371081452501184165093137108241720390434001276159815sensemaking13710814525011841650930008413227230906848001342694025Learning Analytics initiative1371081452501184165093137108251921298413227230818076001342692282bigdata13710814525011841650931371081551300399330001311858708learning analytics13710814525011841650930008413227230465780001342692282keas corporate gaming for employee wellbeing13426922821342692282N1371081452501184165093Simon Buckingham Shumhttps://cohere.open.ac.uk/uploads/1371081452501184165093/simonbuckinghamshumwbg.jpghttps://cohere.open.ac.uk/uploads/1371081452501184165093/simonbuckinghamshumwbg_thumb.jpg135124364313512437520NNNMilton KeynesGBCohere Project Lead, Knowledge Media Institute, Open University UK11841650931194369910Nhttp://people.kmi.open.ac.uk/sbsUnited Kingdom52.041720000000000-0.755830000000000137108251990619689001302515882analytics1371081452501184165093881491372510482677001284028501argument mapping1371081452501184165093137108241720390434001276159815sensemaking1371081452501184165093000Softw1371081452501184165093Software137108145250118416509313710825192129images/nodetypes/Default/software-32x32.png8413227230557703001342692282http://keas.com/why-keas/1342692282Social Employee Wellness | Corporate Wellness Program | Keas1342692282137108145250118416509313710814525011841650930NNWhy Keas? Because it works. Employer healthcare costs are skyrocketing. Employee health and happiness are at an all-time low. Bottom line? Wellness is no longer a “nice to have”; it’s a business strategy. Healthy employees have higher levels of engagement and productivity. Healthy companies outperform their competition. What are you waiting for?10/html[0]/body[1]/div[1]/div[0]/div[0]/div[0]/div[2]/div[0]/div[1]/div[0]/h2[0]/3[0]:0-/html[0]/body[1]/div[1]/div[0]/div[0]/div[0]/div[2]/div[0]/div[1]/div[0]/p[1]/3[0]:319N8413227230818076001342692282bigdata1371081452501184165093000137222139370497668001331736504Say something interesting about this13317365041331736504N1371081452501184165093Simon Buckingham Shumhttps://cohere.open.ac.uk/uploads/1371081452501184165093/simonbuckinghamshumwbg.jpghttps://cohere.open.ac.uk/uploads/1371081452501184165093/simonbuckinghamshumwbg_thumb.jpg135124364313512437520NNNMilton KeynesGBCohere Project Lead, Knowledge Media Institute, Open University UK11841650931194369910Nhttp://people.kmi.open.ac.uk/sbsUnited Kingdom52.041720000000000-0.755830000000000137108251990619689001302515882analytics1371081452501184165093881491372510482677001284028501argument mapping1371081452501184165093137108241720390434001276159815sensemaking1371081452501184165093000Assum1371081452501184165093Assumption137108145250118416509313710825192129images/nodetypes/Default/assumption-32x32.png137222139370533883001331736504http://www.solonline.org/pra/tool/conversation.html1331736504Society for Organizational Learning1331736504137108145250118416509313710814525011841650930NNThe central practice of personal mastery involves learning to keep both a personal vision and a clear picture of current reality before us. Doing this will generate a force within ourselves called "creative tension."10/html[0]/body[1]/div[0]/div[3]/div[1]/p[1]/3[0]:1-/html[0]/body[1]/div[0]/div[3]/div[1]/p[1]/3[0]:218N3001371081562020722170001327501427Teacher professional devpt network analysis13275014271327501428N1371081452501184165093Simon Buckingham Shumhttps://cohere.open.ac.uk/uploads/1371081452501184165093/simonbuckinghamshumwbg.jpghttps://cohere.open.ac.uk/uploads/1371081452501184165093/simonbuckinghamshumwbg_thumb.jpg135124364313512437520NNNMilton KeynesGBCohere Project Lead, Knowledge Media Institute, Open University UK11841650931194369910Nhttp://people.kmi.open.ac.uk/sbsUnited Kingdom52.041720000000000-0.755830000000000137108251990619689001302515882analytics1371081452501184165093881491372510482677001284028501argument mapping1371081452501184165093137108241720390434001276159815sensemaking1371081452501184165093000137108252140418782001227281352Social Network137108145250118416509313710825192129uploads/1371081452501184165093/1227281352_socialnetwork.jpg1371081562020809332001327501427http://networkedlearningconference.ning.com/forum/topics/researching-the-architecture-of-productive-learning-networks1327501427Researching the architecture of productive learning networks - The Networked Learning Conference 2012 Hot Seats1327501427137108145250118416509313710814525011841650930NNThe networks we look at are (broad) teacher professional development networks, so we look at teachers in their daily practice and we help them to facilitate their learning in practice-based design research projects. We are interested in how teachers solve work-related challenges through their networked relationships, how these networks evolve over time and what value they produce (Wenger, Trayner, De Laat, 2011).10/html[0]/body[1]/div[1]/div[0]/div[3]/div[0]/div[1]/div[0]/div[2]/div[0]/div[0]/dl[1]/dd[1]/div[0]/div[0]/p[6]/3[0]:0-/html[0]/body[1]/div[1]/div[0]/div[3]/div[0]/div[1]/div[0]/div[2]/div[0]/div[0]/dl[1]/dd[1]/div[0]/div[0]/p[6]/3[1]:35N1371081562020044247001327501428Teacher-CPD13710814525011841650933001371081551300342138001311858707Signals learning analytics tool13118587071311858903N1371081452501184165093Simon Buckingham Shumhttps://cohere.open.ac.uk/uploads/1371081452501184165093/simonbuckinghamshumwbg.jpghttps://cohere.open.ac.uk/uploads/1371081452501184165093/simonbuckinghamshumwbg_thumb.jpg135124364313512437520NNNMilton KeynesGBCohere Project Lead, Knowledge Media Institute, Open University UK11841650931194369910Nhttp://people.kmi.open.ac.uk/sbsUnited Kingdom52.041720000000000-0.755830000000000137108251990619689001302515882analytics1371081452501184165093881491372510482677001284028501argument mapping1371081452501184165093137108241720390434001276159815sensemaking1371081452501184165093000Idea1371081452501184165093Idea137108145250118416509313710825192129images/nodetypes/Default/position-32x32.png1371081551300559695001311858776http://docs.lib.purdue.edu/dissertations/AAI3287222/1311858776"Utilizing student data within the course management system to determin" by John Patrick Campbell1311858776137108145250118416509313710814525011841650930NNUtilizing student data within the course management system to determine undergraduate student academic success: An exploratory study John Patrick Campbell Abstract For nearly six decades, researchers have been studying the issues of student persistence and retention in higher education. Despite the decades of research and projects to improve retention, overall retention figures have remained between 45% and 50%. With the contentious debates over the Higher Education Reauthorization Act in 2005 and increasingly constrained federal and state budgets, the demand for increased accountability from the students, families, and the legislature has required higher education institutions to renew their focus on issues of academic quality, cost effectiveness, student retention, and graduation rates. This research expands traditional retention and academic success studies by introducing additional student behavioral data from the course management system (CMS). By examining more than 70,000 records from the CMS, the researcher sought to determine which information, if any, was the strongest indicators of student success. The initial portion of this study reduced the twenty CMS variables into five factors. Subsequent portions of the study utilized regression techniques to identify the key variables necessary to predict academic success. The reduced main model accurately predicted nearly sixty-six percent of the students needing help. A more focused freshmen-only model was able to accurately predict nearly eighty percent of the students needing help. All of the models were validated through the use of an additional sample. While much work remains in the use of analytics to predict student success, this study provides an initial validation that institutions can become more effective by utilizing the course management system as a predictor of academic success. Through the use of academic data, students, faculty members, and academic advisors can be better equipped with additional information to improve the effectiveness of their portion of the academic environment. While additional work remains to develop this research study into a scalable, institutional solution, the framework has been set for utilizing academic information to improve the institution's academic success and retention efforts. Considering the growing interest in retention within higher education, it is hoped that additional research will conducted to enhance the model within this study, providing academic decision-makers access to a more comprehensive set of tools and information. Subject Area Educational software,Higher education10/html[0]/body[1]/div[1]/div[0]/div[3]/div[0]/div[0]/div[3]/div[0]/h1[0]/3[0]:0-/html[0]/body[1]/div[1]/div[0]/div[3]/div[0]/div[0]/div[3]/div[0]/p[5]/3[0]:37N1371081551300519845001311858874http://www.sungardhe.com/signals/1311858874Course Signals1311858874137108145250118416509313710814525011841650930NNCourse Signals Today, institutions have better data about the factors that contribute to student success or student failure in a course. And they are using that data to develop early intervention programs to deliver the support students need to get back on track. Course Signals is an innovative early intervention system that warns students who are at risk of underperforming in a course. An intuitive stoplight tells students if they are performing well, holding steady, or underperforming in a course, and prompts at-risk students to take action. Using Course Signals, faculty can also intervene more easily with suggestions on actions students can take to improve their grades. With Course Signals, institutions can identify at-risk students as early as the second week of the semester and help them find the guidance and support they need to get back on track. Quickly identify students at risk of underperforming in a course Alert students about their status with intuitive red, yellow, or green signals Give your faculty the tools they need to get students back on track Automate communication between faculty and students for better support10/html[0]/body[1]/form[2]/div[4]/div[0]/div[3]/span[5]/div[1]/div[0]/h3[1]/3[0]:0-/html[0]/body[1]/form[2]/div[4]/div[0]/div[3]/span[5]/div[1]/div[0]/div[2]/ul[3]/li[3]/3[0]:71N1371081551300454600001311858707http://net.educause.edu/content.asp?page_id=1027071&PRODUCT_CODE=E11%2FSESS031&bhcp=11311858707Detailed Conference Agenda | EDUCAUSE 2011 | EDUCAUSE1311858707137108145250118416509313710814525011841650930NN10N1371081551300958688001311858819http://net.educause.edu/content.asp?page_id=1027071&PRODUCT_CODE=E11%2FSESS031&bhcp=11311858819Detailed Conference Agenda | EDUCAUSE 2011 | EDUCAUSE1311858819137108145250118416509313710814525011841650930NNCourse Signals: A Student Success System/Stoplights for Student Success Session Details Wednesday, October 19, 2011 2:30 p.m. - 3:20 p.m. Meeting Room 113B/C Session Type: Teaching and Learning Speaker(s) Kimberly E. Arnold, Educational Assessment Specialist, Purdue University John P. Campbell, Associate VP of the Rosen Center for Advanced Computing, Purdue University This session needs a convener. If you are interested in convening this session, please volunteer now. Abstract Purdue University developed Course Signals (CS), a student success system that identifies academic and behavioral issues early and notifies students and instructors soon enough so that a recommended course of action can be provided to help students achieve their full potential in a course and also help minimize course failure.10/html[0]/body[1]/table[17]/tbody[0]/tr[0]/td[2]/h1[1]/3[0]:0-/html[0]/body[1]/table[17]/tbody[0]/tr[0]/td[2]/p[7]/3[0]:328N1371081551300579752001311858902http://www.itap.purdue.edu/learning/tools/signals/1311858902Signals - Stoplights for Student Success1311858902137108145250118416509313710814525011841650930NNSignals - Stoplights for Student Success Across campus, the success of every Purdue University student is a common goal shared by each instructor, advisor and staff member. In order to increase student success in the classroom, Purdue University's Signals project detects early warning signs and provides intervention to students who may not be performing to the best of their abilities before they reach a critical point.10/html[0]/body[1]/div[1]/div[2]/div[1]/div[0]/h2[0]/3[0]:0-/html[0]/body[1]/div[1]/div[2]/div[1]/div[0]/div[1]/p[0]/3[2]:105N1371081551300973180001311858844http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/SignalsApplyingAcademicAnalyti/1993851311858844Signals: Applying Academic Analytics (EDUCAUSE Quarterly) | EDUCAUSE1311858844137108145250118416509313710814525011841650930NNSignals: Applying Academic Analytics By Kimberly E. Arnold Applying the principles of business intelligence analytics to academia promises to improve student success, retention, and graduation rates and demonstrate institutional accountability. The Signals project at Purdue University has delivered early successes in academic analytics, prompting additional projects and new strategies. Significant challenges remain before the predictive nature of academic analytics meets its full potential.10/html[0]/body[1]/table[48]/tbody[0]/tr[0]/td[2]/h1[3]/3[0]:0-/html[0]/body[1]/table[48]/tbody[0]/tr[0]/td[2]/div[4]/ul[1]/li[2]/3[0]:106N1371081551300586190001311858749http://docs.lib.purdue.edu/dissertations/AAI3287222/1311858749http://docs.lib.purdue.edu/dissertations/AAI3287222/1311858749137108145250118416509313710814525011841650930NN10N1371081551300399330001311858708learning analytics13710814525011841650932001371081551300886533001311700997P2PU13117009971311700998N1371081452501184165093Simon Buckingham Shumhttps://cohere.open.ac.uk/uploads/1371081452501184165093/simonbuckinghamshumwbg.jpghttps://cohere.open.ac.uk/uploads/1371081452501184165093/simonbuckinghamshumwbg_thumb.jpg135124364313512437520NNNMilton KeynesGBCohere Project Lead, Knowledge Media Institute, Open University UK11841650931194369910Nhttp://people.kmi.open.ac.uk/sbsUnited Kingdom52.041720000000000-0.755830000000000137108251990619689001302515882analytics1371081452501184165093881491372510482677001284028501argument mapping1371081452501184165093137108241720390434001276159815sensemaking13710814525011841650931011371081551300059499001311700865Educational Initiative1371081452501184165093137108251921291371081551300008717001311700998http://new.p2pu.org/en/1311700998P2PU (beta) | Learning for everyone, by everyone, about almost anything1311700998137108145250118416509313710814525011841650930NN10N1001371081551300477326001311700942Radical educational futures initiatives13117009421311700942N1371081452501184165093Simon Buckingham Shumhttps://cohere.open.ac.uk/uploads/1371081452501184165093/simonbuckinghamshumwbg.jpghttps://cohere.open.ac.uk/uploads/1371081452501184165093/simonbuckinghamshumwbg_thumb.jpg135124364313512437520NNNMilton KeynesGBCohere Project Lead, Knowledge Media Institute, Open University UK11841650931194369910Nhttp://people.kmi.open.ac.uk/sbsUnited Kingdom52.041720000000000-0.755830000000000137108251990619689001302515882analytics1371081452501184165093881491372510482677001284028501argument mapping1371081452501184165093137108241720390434001276159815sensemaking13710814525011841650932021371081551300059499001311700865Educational Initiative1371081452501184165093137108251921290001371081551300785795001311700892University of the People13117008921311700893N1371081452501184165093Simon Buckingham Shumhttps://cohere.open.ac.uk/uploads/1371081452501184165093/simonbuckinghamshumwbg.jpghttps://cohere.open.ac.uk/uploads/1371081452501184165093/simonbuckinghamshumwbg_thumb.jpg135124364313512437520NNNMilton KeynesGBCohere Project Lead, Knowledge Media Institute, Open University UK11841650931194369910Nhttp://people.kmi.open.ac.uk/sbsUnited Kingdom52.041720000000000-0.755830000000000137108251990619689001302515882analytics1371081452501184165093881491372510482677001284028501argument mapping1371081452501184165093137108241720390434001276159815sensemaking13710814525011841650931011371081551300059499001311700865Educational Initiative1371081452501184165093137108251921291371081551300920575001311700892http://www.uopeople.org/1311700892University of the People – The world’s first tuition-free online university1311700892137108145250118416509313710814525011841650930NN10N000137108251990611004001311598668demo hypothesis13115986681311598668N1371081452501184165093Simon Buckingham Shumhttps://cohere.open.ac.uk/uploads/1371081452501184165093/simonbuckinghamshumwbg.jpghttps://cohere.open.ac.uk/uploads/1371081452501184165093/simonbuckinghamshumwbg_thumb.jpg135124364313512437520NNNMilton KeynesGBCohere Project Lead, Knowledge Media Institute, Open University UK11841650931194369910Nhttp://people.kmi.open.ac.uk/sbsUnited Kingdom52.041720000000000-0.755830000000000137108251990619689001302515882analytics1371081452501184165093881491372510482677001284028501argument mapping1371081452501184165093137108241720390434001276159815sensemaking1371081452501184165093000137108241720480378001266512342Hypothesis137108145250118416509313710825192129137108251990701418001311598668http://olnet.org/news1311598668New | OLnet1311598668137108145250118416509313710814525011841650930NNExpanding education and improving its quality is central to the development of Africa. If we want to realize the goal of quality education for all, faculties of education in Africa need to take the lead in finding African solutions to our educational challenges.10/html[0]/body[1]/div[1]/div[3]/div[2]/div[0]/div[4]/div[0]/div[2]/p[7]/3[0]:0-/html[0]/body[1]/div[1]/div[3]/div[2]/div[0]/div[4]/div[0]/div[2]/p[7]/3[0]:263N000137108251990801705001311598632demo question13115986321311598633N1371081452501184165093Simon Buckingham Shumhttps://cohere.open.ac.uk/uploads/1371081452501184165093/simonbuckinghamshumwbg.jpghttps://cohere.open.ac.uk/uploads/1371081452501184165093/simonbuckinghamshumwbg_thumb.jpg135124364313512437520NNNMilton KeynesGBCohere Project Lead, Knowledge Media Institute, Open University UK11841650931194369910Nhttp://people.kmi.open.ac.uk/sbsUnited Kingdom52.041720000000000-0.755830000000000137108251990619689001302515882analytics1371081452501184165093881491372510482677001284028501argument mapping1371081452501184165093137108241720390434001276159815sensemaking1371081452501184165093000Quest1371081452501184165093Question137108145250118416509313710825192129images/nodetypes/Default/issue-32x32.png137108251990745073001311598570http://davidwiley.org/1311598570davidwiley.org1311598570137108145250118416509313710814525011841650930NNDavid was formerly Associate Professor of Instructional Technology and Director of the Center for Open and Sustainable Learning at Utah State University.10/html[0]/body[1]/center[1]/table[1]/tbody[0]/tr[1]/td[0]/p[2]/3[2]:2-/html[0]/body[1]/center[1]/table[1]/tbody[0]/tr[1]/td[0]/p[2]/3[2]:156N10014917021820011881001302692626Programme for International Student Assessment (PISA)13026926261302692626N1371081452501184165093Simon Buckingham Shumhttps://cohere.open.ac.uk/uploads/1371081452501184165093/simonbuckinghamshumwbg.jpghttps://cohere.open.ac.uk/uploads/1371081452501184165093/simonbuckinghamshumwbg_thumb.jpg135124364313512437520NNNMilton KeynesGBCohere Project Lead, Knowledge Media Institute, Open University UK11841650931194369910Nhttp://people.kmi.open.ac.uk/sbsUnited Kingdom52.041720000000000-0.755830000000000137108251990619689001302515882analytics1371081452501184165093881491372510482677001284028501argument mapping1371081452501184165093137108241720390434001276159815sensemaking1371081452501184165093000Metho1371081452501184165093Method137108145250118416509313710825192129images/nodetypes/Default/method-32x32.png14917021820787583001302692626http://www.pisa.oecd.org/pages/0,3417,en_32252351_32235918_1_1_1_1_1,00.html1302692626PISA1302692626137108145250118416509313710814525011841650930NNWhat PISA Assesses PISA assesses how far students near the end of compulsory education have acquired some of the knowledge and skills that are essential for full participation in society. In all cycles, the domains of reading, mathematical and scientific literacy are covered not merely in terms of mastery of the school curriculum, but in terms of important knowledge and skills needed in adult life.10/html[0]/body[1]/div[3]/table[2]/tbody[0]/tr[0]/td[1]/h1[1]/3[1]:14-/html[0]/body[1]/div[3]/table[2]/tbody[0]/tr[0]/td[1]/p[2]/3[0]:384N14917021820512984001302692506edu-assessment137108145250118416509300014917021820210740001302692505OECD report: Factors known to impact PISA test scores13026925051302692506N1371081452501184165093Simon Buckingham Shumhttps://cohere.open.ac.uk/uploads/1371081452501184165093/simonbuckinghamshumwbg.jpghttps://cohere.open.ac.uk/uploads/1371081452501184165093/simonbuckinghamshumwbg_thumb.jpg135124364313512437520NNNMilton KeynesGBCohere Project Lead, Knowledge Media Institute, Open University UK11841650931194369910Nhttp://people.kmi.open.ac.uk/sbsUnited Kingdom52.041720000000000-0.755830000000000137108251990619689001302515882analytics1371081452501184165093881491372510482677001284028501argument mapping1371081452501184165093137108241720390434001276159815sensemaking1371081452501184165093000137108251921451371081452501184165093Findings137108145250118416509313710825192129images/nodetypes/Default/finding-32x32.png14917021820254689001302692506http://voices.washingtonpost.com/answer-sheet/guest-bloggers/what-international-test-scores.html1302692506The Answer Sheet - What international test scores really tell us: Lessons buried in PISA report1302692506137108145250118416509313710814525011841650930NNThe PISA tests were given to 15-year-old students by the Organization for Economic Cooperation and Development (OECD) in 65 nations and educational systems. Nine had higher average scores in reading, 17 in math, and 12 in science. While ranking nations on test scores is a pretty sorry way to evaluate education systems, there is simply no reason to expect the results to have been any better than they were the last time we heard from this same chorus of surprised, shocked and dismayed pundits and politicians. The reason is simple. Federal and state policymakers continue to embrace reforms that have little positive effect (if not downright negative effects) while ignoring reforms that make a difference. Buried within the PISA report is an analysis of educational systems that registered high test scores. Here are some of the less-reported findings:· *The best performing school systems manage to provide high-quality education to all children. · *Students from low socio-economic backgrounds score a year behind their more affluent classmates. However, poorer students who are integrated with their more affluent classmates score strikingly higher. The difference is worth more than a year’s education. · *In schools where students are required to repeat grades (such as with promotion requirements), the test scores are lower and the achievement gap is larger. · *Tracking students (“ability grouping”) results in the gap becoming wider. The earlier the practice begins, the greater the gap. Poor children are more frequently shunted into the lower tracks. · *Systems that transfer weak or disruptive students score lower on tests and on equity. One-third of the differences in national performance can be ascribed to this one factor. · *Schools that have autonomy over curriculum, finances and assessment score higher. · *Schools that compete for students (vouchers, charters, etc.) show no achievement score advantage. · *Private schools do no better once family wealth factors are considered. · *Students that attended pre-school score higher, even after more than 10 years.10/html[0]/body[1]/div[34]/div[1]/div[4]/div[0]/div[0]/div[0]/div[0]/div[1]/div[0]/div[4]/p[2]/3[0]:0-/html[0]/body[1]/div[34]/div[1]/div[4]/div[0]/div[0]/div[0]/div[0]/div[1]/div[0]/div[4]/p[14]/3[0]:89N14917021820512984001302692506edu-assessment137108145250118416509300014917021820492644001302690329Emergent Learning: Learning in and as a Complex System13026903291302690379N1371081452501184165093Simon Buckingham Shumhttps://cohere.open.ac.uk/uploads/1371081452501184165093/simonbuckinghamshumwbg.jpghttps://cohere.open.ac.uk/uploads/1371081452501184165093/simonbuckinghamshumwbg_thumb.jpg135124364313512437520NNNMilton KeynesGBCohere Project Lead, Knowledge Media Institute, Open University UK11841650931194369910Nhttp://people.kmi.open.ac.uk/sbsUnited Kingdom52.041720000000000-0.755830000000000137108251990619689001302515882analytics1371081452501184165093881491372510482677001284028501argument mapping1371081452501184165093137108241720390434001276159815sensemaking1371081452501184165093101Idea1371081452501184165093Idea137108145250118416509313710825192129images/nodetypes/Default/position-32x32.png14917021820447971001302690379http://learningemergence.net/1302690379Learning Emergence | deep learning | complex systems | transformative leadership | knowledge media1302690379137108145250118416509313710814525011841650930NN10N14917021820526859001302690234emergent-learning137108145250118416509300014917021820190909001302690070Emergent Learning Model13026900701302690234N1371081452501184165093Simon Buckingham Shumhttps://cohere.open.ac.uk/uploads/1371081452501184165093/simonbuckinghamshumwbg.jpghttps://cohere.open.ac.uk/uploads/1371081452501184165093/simonbuckinghamshumwbg_thumb.jpg135124364313512437520NNNMilton KeynesGBCohere Project Lead, Knowledge Media Institute, Open University UK11841650931194369910Nhttp://people.kmi.open.ac.uk/sbsUnited Kingdom52.041720000000000-0.755830000000000137108251990619689001302515882analytics1371081452501184165093881491372510482677001284028501argument mapping1371081452501184165093137108241720390434001276159815sensemaking1371081452501184165093101Idea1371081452501184165093Idea137108145250118416509313710825192129images/nodetypes/Default/position-32x32.png14917021820229887001302690071http://heutagogicarchive.wordpress.com/2011/04/11/emergent-learning-model/1302690071Emergent Learning Model « The Heutagogic Archives1302690071137108145250118416509313710814525011841650930NNThe ELM is an attempt to take forward the Open Context Model of Learning, which essentially are fresh ideas about how to re-conceptualise the processes of learning by taking account of the affordances of web 2.0 technologies. The Open Context Model of Learning is a way of thinking about the relationships of learning such that a (teacher) develops both a subject understanding as well as an ability in the (learner) to take forward their learning in that subject.10/html[0]/body[1]/div[1]/div[3]/div[0]/div[1]/div[1]/p[3]/3[0]:0-/html[0]/body[1]/div[1]/div[3]/div[0]/div[1]/div[1]/p[3]/3[0]:464N14917021820526859001302690234emergent-learning1371081452501184165093100137108251990055390001289396747What modelling tools are available to manage disagreement about the meaning of socio-ecological models?12893967471289396748N1371081452501184165093Simon Buckingham Shumhttps://cohere.open.ac.uk/uploads/1371081452501184165093/simonbuckinghamshumwbg.jpghttps://cohere.open.ac.uk/uploads/1371081452501184165093/simonbuckinghamshumwbg_thumb.jpg135124364313512437520NNNMilton KeynesGBCohere Project Lead, Knowledge Media Institute, Open University UK11841650931194369910Nhttp://people.kmi.open.ac.uk/sbsUnited Kingdom52.041720000000000-0.755830000000000137108251990619689001302515882analytics1371081452501184165093881491372510482677001284028501argument mapping1371081452501184165093137108241720390434001276159815sensemaking1371081452501184165093303Quest1371081452501184165093Question137108145250118416509313710825192129images/nodetypes/Default/issue-32x32.png000137108251990573920001289396446Augmenting Human Intellect: Doug Engelbart's mission since the 1960s12893964461289396447N1371081452501184165093Simon Buckingham Shumhttps://cohere.open.ac.uk/uploads/1371081452501184165093/simonbuckinghamshumwbg.jpghttps://cohere.open.ac.uk/uploads/1371081452501184165093/simonbuckinghamshumwbg_thumb.jpg135124364313512437520NNNMilton KeynesGBCohere Project Lead, Knowledge Media Institute, Open University UK11841650931194369910Nhttp://people.kmi.open.ac.uk/sbsUnited Kingdom52.041720000000000-0.755830000000000137108251990619689001302515882analytics1371081452501184165093881491372510482677001284028501argument mapping1371081452501184165093137108241720390434001276159815sensemaking1371081452501184165093000Idea1371081452501184165093Idea137108145250118416509313710825192129images/nodetypes/Default/position-32x32.png000