Transforming the Measurement of Learning and Teaching in Higher Education

Transforming the Measurement of Learning and Teaching in Higher Education proposes a dynamic new model for educational measurement by reconceptualizing the field of learning analytics. Revolving around the agency and daily work of those in the field, this book describes how colleges and universities can be better structured for quality learning, showcases new tools for gathering emergent feedback, and demonstrates how that feedback can be used effectively across higher education organizations. Leaders and practitioners at all levels are offered new approaches for organizational and technological design that ensure the type of data and the way it is gathered serve the ultimate goal of high quality learning and teaching.

Table of Contents:
Contents Foreword Acknowledgements Chapter One Is There Learning in Learning Analytics? Introduction and Overview How is Learning Analytics Done? What Are We Doing and Why? How Do People Really Use Data? The Education Gap Proximal and Distal Data Organizations, Scale and Networks Surveillance and Ethics Smarter Tools, Edge Technology The Maturity of a Young Field Takeaways Chapter Two Creating the Context for Emergent Feedback Introduction and Overview The Problem Understanding Context A Context for Learning and Teaching Comparability Models of Learning Educational Productivity Research Visibility Professional Control The Scope of the Learning and Teaching Context Implications for Emergent Feedback and Learning Analytics Takeaways Chapter Three Emergent Feedback: The New Learning Analytics Introduction and Overview Understanding Emergent Feedback Emergent Feedback in Action Emergent Feedback at Scale Attribution Technology Clarifying Ultima Thule – The Ultimate Goal Chapter Four Agency Introduction and Overview What is Agency? Networked Agency: Actor Network Theory Agency without professional control Why is education different? The Tardean Turn Gabriel Tarde, agency and scale Scale Takeaways Chapter Five The Emergent Feedback Organization Introduction and Overview Characteristics of an Emergent Feedback Organization Absence of Professional Control A Distal Schema The Agency of Hierarchy No Emergent Feedback External Forces Busy with Distal Data The Emergent Feedback Organization in Action Professional Control Agency Self-Similar Distributed Leadership Emergent Feedback Dynamic Change Implications Takeaways Chapter Six The Ethics of Emergent Feedback Introduction and Overview Ethical Issues: Current Perspectives Getting it Right – Ethical Utility Best Practice Commitments Accuracy and Transparency Rights and Ethical Process Ethical Themes in an Emergent Feedback Organization Professional Codes of Ethics – A Point of Comparison Implications: Making a Different Case Takeaways Chapter Seven The Technology of Emergent Feedback Introduction and Overview Technology in Education Thinking Differently About Technology – Actual and Virtual The Actual The Virtual Conway’s Law The Principles of Professionally Controlled Technologies: A True ‘Virtual’ Agent-Based Development Design Methodology Smarter Toolkits Implications: New Technologies Takeaways Chapter Eight Change Introduction and Overview The Proximal Issue State of the Art Paradigm Building Crossing the Border Implications for Learning Analytics Expecting the Incomplete Takeaways Chapter Nine Where to from Here? Compatibility The Maturity Index Culture/Process Data/Reporting/Tools Investment Expertise Governance/Infrastructure Sameness and Competition Changing the Game Potential Differentiators Final thoughts Takeaways Index

About the Author :
Alan Bain is Professor of Innovation in Learning, Teaching, and Technology in the Faculty of Education at Charles Stuart University, Australia. Nicholas Drengenberg is Academic Secretary and Manager in the Office of Academic Governance at Charles Stuart University, Australia.