Professor Shane Dawson and Professor George Siemens have been appointed as honorary professors and Dr. Ryan Baker as an honorary fellow with the Moray House School of Education. The pioneers in the field of learning analytics, Baker, Dawson, and Siemens bring world-class research expertise, extensive social networks, and commitment to innovation and promotion of digital education.
Paper submissions are invited for a special issue on Learning Analytics for the IEEE Transactions on Learning Technologies.
The Digital Education Centre formally launched on 26th November at a party in the Scottish Storytelling Centre on the High Street, Edinburgh.
We had an excellent and well-attended night, and it was great to have so many colleagues, students and friends come and share the celebration.
We celebrated the 10-year anniversary of the MSc in Digital Education at the same time, and with graduation happening the following day, were able to welcome many of our graduands too.
Dragan Gasevic and Jeff Haywood have been awarded a European Erasmus+ grant to study and support policy development for learning analytics in European higher education.
Working with six European partners, the project will take a participatory approach to help develop learning analytics strategy and policy in universities. The project will run 2016-18.
For more information, check out the project page.
We have an excellent collection of seminars coming up next year, to include talks from Celia Lury, Cormack O'Keefe, Keri Facer, Ben Williamson and Cathrine Hasse. These colleagues will talk about work of urgent contemporary interest: educational data and its production, digital methods, community engagement and posthumanism.
An important new report has been released on new ways of teaching and learning and their implications for higher education policy. With Jeff Haywood as lead author, the report presents the findings of a study funded by European Commission during 2014-15.
Andrew Manches (with Judy Robertson, Gnanathusharan Rajendran and Peter McKenna) has been awarded a research incentive grant by the Carnegie Trust to investigate the role of embodiment in the way individuals think about basic Computing concepts.
At the Children and Technology group we are always thinking about how to communicate our research to the public!
In case you missed the Fringe in August, the Children and Technology Group’s Dr Andrew Manches supported the BBC during their Digital Weekend by sharing some computing activities.
We want to contribute ever more to events like this in the future, so if you are interested, keep posted on our news feed for information about upcoming appearances.
If you teach in the early years, the odds are your classroom is full of physical learning materials. From plastic letters to wooden blocks, these materials provide children with the hands-on experience that is so important for their learning. But why is hands-on experience important for learning? It seems obvious, but this is a question that researchers have spent many decades trying to understand. This question becomes even more troublesome when considering subjects such as Maths.
Remember the “digital native” hype from the early 2000s? There was a lot of discussion about how there was a new generation of children growing up were born with access to technology, and that their technological prowess would be such that traditional education would need to reform to accommodate it. Research evidence is now growing to confirm that the superior skills of digital natives are in fact not a reality.