Comments on: Why Learning Analytics Aren’t Like Netflix Recommendations /2013/why-learning-analytics-arent-like-netflix-recommendations/ less helpful Tue, 26 Mar 2013 16:36:22 +0000 hourly 1 https://wordpress.org/?v=6.8.2 By: mweisburgh /2013/why-learning-analytics-arent-like-netflix-recommendations/#comment-762332 Tue, 26 Mar 2013 16:36:22 +0000 /?p=16752#comment-762332 / We are working with some Cognitive Scientists (Phil Kellman and Christine Massey) who have spent the last 20 years researching how to systemetize both perceptual learning and learning of facts in different domains. They make extensive use of learning analytics in their systems.

I am not an expert in their field, but it seems to me that they have created some unique algorithms to aid in both perception and memory, both of which can be helpful in learning math.

I’d love to discuss this further if anyone wants to contact me through my blog: http://academicbiz.typepad.com/.

]]> By: Four short links: 25 March 2013 - O'Reilly Radar /2013/why-learning-analytics-arent-like-netflix-recommendations/#comment-761751 Tue, 26 Mar 2013 03:05:07 +0000 /?p=16752#comment-761751 […] Analytics for Learning — Since doing good learning analytics is hard, we often do easy learning analytics and pretend that they are good instead. But pretending doesn’t make it so. (via Dan Meyer) […]

]]> By: Ray O'Brien /2013/why-learning-analytics-arent-like-netflix-recommendations/#comment-761562 Mon, 25 Mar 2013 22:14:34 +0000 /?p=16752#comment-761562 Well, I agree with Todd mostly. Maybe if our teaching challenged students to know what they know as opposed to relying on us (or a Khan Academy drill) then we might start getting somewhere. If my sole charge is to get students ready for some other exam or course, let’s go out back and shoot me right now.

]]> By: Todd Smith /2013/why-learning-analytics-arent-like-netflix-recommendations/#comment-761214 Mon, 25 Mar 2013 11:52:58 +0000 /?p=16752#comment-761214 Just thinking about how this connects to what is happening in classrooms with teachers. We have a rather large percentage of students who go to college unprepared for the courses they are about to take.(I know I need some data here, don’t have time to look it up right now) Yet they leave high school with a diploma and a belief that they are ready for college. I’m not saying a computer is going to do a better job than a teacher, but I have seen students coast through high school classes without really learning what they need to know to be successful later. I guess the real question for me is not how can we measure skills, which is generally the focus of teachers as well as computers, but “How can we effectively measure critical thinking and problem solving”. It is a much more abstract idea than simply saying a student can factor a quadratic.

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