#moodle learning analytics working group

[helmsportal]

Learning Management Platforms | Helms Portal

Helms Portal is a cutting-edge learning management system that brings effective online learning solutions to the forefront. Featuring robust tools for course creation, learner tracking, and communication, it provides a user-friendly experience for both instructors and students. With Helms Portal, organizations and educational institutions can streamline their training programs, facilitate knowledge sharing, and optimize learning experiences for better outcomes in any field learning management platforms

Learning Management Platforms (LMPs) are digital systems designed to streamline the process of delivering educational content, tracking learner progress, and enhancing engagement. With their ability to support both traditional and remote learning environments, these platforms have gained immense popularity among educational institutions and businesses alike. The rise of e-learning and corporate training solutions has created an increasing demand for LMPs that offer a comprehensive suite of features to help improve learning outcomes.

Core Features of Learning Management Platforms

Course Creation and Content Management: One of the primary functions of an LMP is content delivery. Educators and trainers can use these platforms to develop courses that include videos, assignments, readings, and quizzes. These platforms help in organizing and managing course materials for easy access, saving both time and effort. Solutions like Canvas by Instructure allow educators to create rich multimedia content and store resources efficiently.

Tracking and Assessment: Learning platforms are equipped with tools that allow instructors to monitor the progress of their students. Real-time analytics help assess the performance of learners by offering detailed reports on completion rates, test scores, and overall engagement. Platforms like Blackboard and Moodle offer automatic grading tools that ensure timely feedback and continuous assessment. This enables learners to identify areas where they need improvement and adjust their study strategies accordingly.

Interactive Learning Tools: Collaboration is a significant part of modern education, and LMPs foster this by integrating communication tools like forums, messaging, and video conferencing. For example, Zoom integration within platforms like Google Classroom provides seamless interaction between students and instructors. Additionally, platforms often have group work functionalities that allow students to collaborate on projects, which encourages teamwork and peer-to-peer learning.

Mobile Compatibility: As mobile devices become ubiquitous, the demand for mobile-friendly learning platforms has risen. Mobile-optimized Learning Management Systems (LMS) provide learners the flexibility to access their courses, take tests, and engage in discussions from their smartphones or tablets. This mobility ensures that learners can engage with the content anywhere and anytime, making learning more flexible and accessible.

Customizable Learning Paths: Advanced LMPs offer personalized learning experiences, tailoring course content and assessments to individual learners’ needs. Features like adaptive learning enable platforms to adjust difficulty levels based on the learner’s performance, ensuring that they remain challenged but not overwhelmed. For example, platforms like TalentLMS provide companies with custom-tailored training programs for their workforce.

Benefits of Learning Management Platforms

Cost-Effectiveness: LMPs significantly reduce costs associated with traditional learning methods, such as physical materials, instructor travel, and classroom space. With an online format, educators and trainers can reach a broader audience with fewer resources.

Accessibility and Flexibility: LMPs break down geographical and time barriers. Learners can access materials and interact with instructors or peers regardless of location or time zone. This makes education more inclusive, especially for individuals who cannot attend traditional in-person classes.

Consistency in Delivery: With LMPs, learners receive the same quality of content and instruction, regardless of their geographical location. This ensures that organizations can deliver standardized training across their entire workforce, whether they are based in different cities or countries.

The Future of Learning Management Platforms

The future of Learning Management Platforms is heavily influenced by emerging technologies such as artificial intelligence (AI), virtual reality (VR), and augmented reality (AR). AI-powered platforms can track learner behavior and recommend personalized learning paths. VR and AR offer immersive learning experiences, particularly beneficial in fields such as medicine, engineering, and architecture.

Moreover, with the increasing shift towards corporate training and professional development, many businesses are turning to LMPs to improve employee performance and skills development. Integration with HR and talent management systems allows organizations to streamline employee training and professional growth.

Conclusion

Learning Management Platforms are transforming the way we approach education and training. Their ability to provide comprehensive, scalable, and flexible learning environments has made them essential in today’s digital age. As technology continues to advance, the future of LMPs promises even more innovative features that will enhance the learner’s experience and improve educational outcomes. With the integration of AI, VR, and AR, LMPs are set to revolutionize the way we learn, collaborate, and grow.

[networsys]

Top 10 LMS for Schools and Colleges in India

Plenty of LMS software is in the market, and each of these services also comes with its own distinct set of features. For schools and colleges in particular, an LMS is beneficial since it simplifies the process of providing lessons and monitoring and, most importantly, enables active engagement of both students and instructors. This piece ranks and lists the top 10 LMS platforms available in India.

What purpose does an LMS fulfill for Colleges and Schools?

The importance of LMS tools in educating students in both colleges and schools cannot be understated, and let's explain why:

All-in-One Platform: Course materials, evaluation, and communication are available in one location instead of scattered across infinite cyberspace.

Synchronous Support: Teachers and students can utilize learning materials anytime and from anywhere worldwide.

Performance Participation: Teachers can determine if students can reach certain milestones and adjust how they deliver content accordingly.

Budget Efficient: It eliminates the excessive use of physical materials, which consumes money.

Tailored Learning: Satisfies every student's requirements differently.

Analyzing The Features of 10 LMS Providers

For this list to be correct and valuable, we found the LMS platforms' attributes that exemplify the following:

User Friendliness: Educators and students should be able to use more user-friendly interfaces with systems that assist them in navigation.

Functionality: Great tools for creating content, tests, and assigning tasks, as well as facilitating group work.

Universality: Even small schools and junior colleges could find the system affordable, as all sizes, ranging from large universities, can utilize it.

Assistance: Help is given on time and is practical.

Pricing: Systems of various pricing structures are available.

7 LMS Platforms for Schools and Colleges in India

Networsys LMS

Why Use It: It has all-in-one tools for creating courses, monitoring performance, and real-time monitoring.

Networsys LMS is a cutting-edge tool designed with the requirements of the Indian education system in mind. It delivers commendable bespoke packages suited to the requirements of schools and colleges.

Moodle

Key Features: A completely flexible, open-sourced operating environment and the ability to further enhance the platform functionalities through plugins.

As a desirable choice for schools and colleges in India, Moodle is unique as it is open-sourced. This is apt for these institutions within budget but requires a powerful solution.

Google Classroom

Key Features: Full integration in G-Suite, Easy-to-use interface, and free for educational use.

Google Classroom is mainly used because it is easy to use, along with other Google tools and resources. It is ideal for schools that are already using G-Suite.

Blackboard Learn

Key Features: Extensive analytics, mobile device compatibility, and blended learning friendly.

Blackboard Learn is an expensive LMS, but its features are overfilled, making it appropriate for colleges with comprehensive solutions in mind.

BYJU'S Learning App

Key Features: Engaging video classes, tailor-made lessons, and game-based learning.

Indian education technology industry, K-12, Higher Education has very well got its leader in BYJU.

Edmodo

Key Features: Tools for social learning, communication and security, and easy collaboration.

Edmodo promotes togetherness and connectivity for efficient communication and cooperation between students and teachers as a social networking service.

TalentLMS

Key Features: Application-based interaction, cloud integration that facilitates expansion, and a gamified way of learning.

TalentLMS targets educational organizations that need a clean and neat interface and basic features alongside tools such as advanced gamification and excellent reporting capabilities.

Teachmint

Teachmint, the online classroom software based in India, aids remote instructors. With a mobile-centered and straightforward-to-use design, this platform is great for educators in migration.

Schoology

Schoology's core focus is embedding education management software into secondary and tertiary institutions by providing both an LMS and automation of student management. With the month and year of admission and degree program embedded coded into the system, more multifaceted students can be easily tackled.

Kaltura

Kaltura is best suited for institutions offering VLR enhancements and integrated tools for video micromic production and learning analytics metrics setting. With video aid learning, the content engages students, and the tools used enable the college to be in crucial areas.

Here are some recommendations to assist in acquiring the appropriate LMS:

Clearly state your objectives and what educational materials you intend to introduce in the college - pre-recorded webinars, video courses, or live-streamed events. Engage all relevant and necessary personnel, including the teachers and the admins. Have a budget in mind which will cover both short-term and long-term expenses. Trim down on tools that restrict free trials and ensure users' usability., i.e., administrators and students. See to it that expansion is possible.

Conclusion

The comprehension experience for your institution can be significantly enhanced by selecting a worthy LMS. The previously discussed platforms offer solutions for different needs, budgets, and teaching methods. A strong LMS will ensure a seamless transition in education, be it a school principal, an HOD, or a person in control.

[rimaakter45]

Building a Better Learning Environment: The Impact of Edu Tools on Student Success

In the rapidly evolving landscape of education, the integration of Edu Tools is reshaping the learning environment and enhancing student success. These tools—ranging from digital platforms and software to interactive learning resources—are not just supplementary; they are becoming essential components of modern education. This article examines how Edu Tools contribute to creating a better learning environment, ultimately influencing student outcomes and success.

Enhancing Engagement and Motivation

One of the most significant impacts of Edu Tools is their ability to enhance student engagement. Traditional teaching methods often struggle to captivate the attention of today’s tech-savvy learners. In contrast, Edu Tools, particularly those that incorporate gamification and interactive elements, can transform the learning experience. Platforms like Kahoot! and Quizizz allow students to participate in quizzes and games that make learning fun and competitive.

This interactive approach not only increases motivation but also fosters a sense of achievement. When students are engaged, they are more likely to absorb information, participate actively in discussions, and develop a positive attitude toward learning. As a result, Edu Tools can significantly improve retention rates and overall academic performance.

Personalizing Learning Experiences

Edu Tools also excel in providing personalized learning experiences tailored to individual student needs. With the help of adaptive learning technologies, platforms such as DreamBox and IXL can assess a student’s understanding in real-time and adjust the curriculum accordingly. This means that students can progress at their own pace, receiving additional support in areas where they struggle while moving ahead in subjects they grasp easily.

Personalized learning not only boosts academic success but also fosters a sense of autonomy and ownership over one’s education. When students feel that their unique learning styles and needs are being acknowledged, they are more likely to engage deeply with the material and take pride in their progress.

Facilitating Collaboration and Communication

Collaboration is a crucial skill in today’s workforce, and Edu Tools are instrumental in fostering a collaborative learning environment. Technologies like Google Classroom and Microsoft Teams facilitate group projects and discussions, enabling students to work together regardless of geographical barriers. These platforms encourage sharing ideas, providing feedback, and developing teamwork skills—all of which are essential for success in both academic and professional settings.

Through digital collaboration, students also learn to communicate effectively with peers, practice conflict resolution, and build interpersonal skills. This collaborative spirit can lead to a more inclusive classroom environment, where diverse perspectives are valued and embraced.

Supporting Teachers with Data-Driven Insights

Edu Tools not only benefit students but also empower teachers by providing valuable data-driven insights into student performance. Learning Management Systems (LMS) like Canvas and Moodle offer analytics that help educators track student progress, identify learning gaps, and adjust instructional strategies accordingly. This capability allows teachers to provide timely interventions, ensuring that no student falls behind.

Moreover, data analytics can inform curriculum development and teaching practices, making them more effective and responsive to student needs. When educators have access to real-time data, they can make informed decisions that enhance the overall learning environment.

Addressing the Digital Divide

While the benefits of Edu Tools are clear, it’s essential to address the digital divide that exists in many educational settings. Not all students have equal access to technology, which can exacerbate existing inequalities. Schools and policymakers must prioritize providing devices and internet access to underserved communities. This investment is crucial in ensuring that all students can benefit from the advantages of Edu Tools and not be left behind.

The Future of Edu Tools

As technology continues to advance, the future of Edu Tools holds great promise. Innovations such as artificial intelligence, virtual reality, and augmented reality are set to further enhance the learning experience. For instance, VR can provide immersive learning experiences that allow students to explore historical events or scientific concepts in ways that are impossible in a traditional classroom.

In conclusion, Edu Tools are transforming the learning environment and significantly impacting student success. By enhancing engagement, personalizing learning experiences, facilitating collaboration, and supporting educators with data, these tools are paving the way for a more effective and inclusive educational landscape. As we move forward, it is imperative that we embrace these technologies while also ensuring equitable access for all students, creating a brighter future for education.

[maharghaideovate]

A Friendly Guide to MBA in HR Correspondence Courses

Keen on upgrading your career with an MBA in HR correspondence courses? Well, juggling work, family, and personal development is something that a lot of people face in today's world. Flexibility and convenience join hands without degrading the quality of these courses. This guide will try to answer your most pressing queries and take you by the hand through what to expect to make the ride smoother.

Frequently Asked Questions and Concerns

Do I Have the Time?

The most common question on this front is whether it's possible to find time to study when your day is mostly filled with work commitments and family situations. The good news is that MBA in HR correspondence courses are so flexible that you can study at any time in the early morning or late night to suit your schedule.

Is it worth the investment?

A related question is whether it pays dividends. An online correspondence course for an MBA in HR is a big investment of both time and money. However, because the skills and knowledge learned are enhanced, it results more often than not in greater opportunities, promotions, and higher earning power, making it a very worthwhile endeavor.

Course Structure & Format: What to Expect

Study Material & e-Learning Platform

Printed Study Material & Textbook: One can receive printed textbooks and study guides to study in offline mode as well.

Learning Management Systems (LMS): Forums, assignments, and lectures are available through a learning management system like Moodle or Blackboard.

Videos & Webinars: You also get access to live sessions and recorded ones that you can access at your convenience.

Duration

Though these courses take around 2 to 3 years to complete, due to the flexibility of the pace, you can accelerate or decelerate them as per your rhythm and engagements.

MBA in HR Correspondence Course Syllabus 

Core Courses

Here's a glimpse of what you would be learning:

Organizational Behavior: Individual Behavior and Team Behavior

Human Resource Management: Recruitment, training, and performance management

Strategic Management: Formulation of Business strategies and how to implement them

Labor Laws: Familiarization with the essentials of the legal framework

Compensation & Benefits: How to arrive at an attractive pay package and benefits

Performance Management: The tool and technique for effectively evaluating your employees

Electives

Programs come with a selection of electives to specialize the learning according to the career desired:

Talent Acquisition: learn the science of hiring the right people at the right time,

HR Analytics: Drive HR decisions with data,

Employee Engagement: build strategies for motivating your teams,

Learning & Development: learn about employee training and skill development.

Benefits

Flexibility: study, work, and live. You study at your convenience, whether late at night or even very early in the morning

Accessibility: Anywhere, whether at home or traveling, as long as an active internet is available, no geographical barrier is involved.

Cost-effective: cheaper compared to conventional programs. No transport costs or accommodation costs are also incurred.

Networking: Through forums, webinars, and group projects, all of which are done online, you can interact with other like-minded professionals, hence establishing a network of contacts.

Challenges

Management of time: Without a regular class schedule, procrastination may sometimes be a problem. Setting small goals each week helps stay focused.

Limited Face-to-Face Interaction: Virtual interaction is good but tends to lose the personal touch that in-class networking and mentorship provide

Technical Glitches: Loss of internet connectivity and outages of selected learning platforms are an agony. When that happens, you have to rely on a good internet network to stay on course in your education

Staying Motivated: Motivation is somewhat difficult to continue, especially when the workload is unmanageable. The 'Why' of work or the long-term career goal always motivates.

Summary

In short, flexibility, accessibility, and cost-effectiveness are what courses on MBAs in HR via correspondence bring to the forefront of an enhanced career. There are, however, difficulties associated with it, but the returns are surely worth the effort. So, by keeping yourself motivated and properly managing time, you can take maximum advantage of this educational voyage.

Ready to make your pick? Share your thoughts or questions in the comments below.

[digipubl6]

Hello and welcome to Digital Publishing!

Throughout this BTEC Level 3 Creative Media Practice: Digital Publishing course you will have a chance to learn how digital publishing skills can lead to a multitude of careers in the media industries.

Throughout your two years on this course, you can expect to:

Discover the work of professional designers, writers and artists.

Become skilled in the use of industry standard software, including Adobe Photoshop, Illustrator, InDesign and XD.  

Improve analytical skills through learning to understand how and why things are done, and regularly reflect on your work.

Develop written skills through creative writing and journalism practice.

Work both in teams and independently throughout the course.

Produce digital portfolios for your projects that show evidence of final practical work, ideas development and research.

Enjoy freedom to create final pieces of work which reflect your own interests and skills.

Induction

Your 2 week induction will cover the following:

Welcome letter

Rules of the classroom

What is ‘digital publishing’?

Course Tumblr blog

Moodle and Course Plan

Campus Map

Learner Profile form

Getting to know you activities

Group mini project

Please ensure you familiarise yourself with the course materials provided.

Stephanie & Neil

[lmspulse]

Moodle Launches “Introduction to Learning Analytics” Online Workshops For Developers, And Researchers

#Moodle Launches “Introduction to Learning Analytics” Online Workshops For Developers, And Researchers @e_m_dalton #MoodleNews #openEdTech

The Moodle Learning Analytics Working Group, spearheaded by Elizabeth Dalton and David Monllaó, has announced the launch of the online workshops “Introduction to Learning Analytics,” a self-paced, project based course accessible for free at moodle.org. It continues the progress on making the Moodleverse more familiar with the powerful and open source prediction capabilities available in Moodle si…

[eduminatti]

The Difference Between LMS, Learning Management Systems And LAMP

 We'll be honest with you. LAMP is a weird acronym- Learning Management Systems. A mouthful, right? 

Despite the complexity of the language itself, it's not hard to see how similar LMSs and learning management systems are. The main differences are in their origin and the audience they serve. We'll dive into each of these below.

As per research conducted by schools in Pune all things listed are existing and independent technologies that have been around in some form or another for decades. 

LMSes are advantageous to various enterprises, including for-profit businesses and institutes of higher learning. A learning management system is primarily for knowledge management (KM). 

Another survey done by schools in Mumbai shows that Knowledge management (KM) is obtaining, arranging, disseminating, and analysing an organisation's knowledge of its assets, documentation, and human capital. However, the LMS's precise function will change depending on the organisation's training objectives and strategy.

Moodle, Blackboard Learn, and Schoology are a few popular LMSs utilised by educational institutions. iSpring Learn, Adobe Captivate Prime, Docebo LMS, TalentLMS, and eFront are a few well-known enterprise-level LMSs.

How does LMS work?

Common characteristics of an effective LMS include:

The users can access the LMS from any platform, including desktop, laptop, tablet, and smartphone, thanks to responsive design. The LMS should always show the version appropriate for the user's selected device. The LMS should also enable content downloads so that users can access it even when offline.

User-friendly interface: Learners should be able to traverse effortlessly the LMS platform thanks to the user interface (UI). A confused or distracting user interface increases the risk of losing users and renders the LMS useless.

It includes Analytics and reporting tools for e-learning. Instructors and administrators must be able to view and track them to assess their online training programmes. Both individuals and learner groups can use this.

Management of the course catalogue and courses: The LMS houses the eLearning courses and their associated course materials. Administrators and instructors should be able to build and administer these catalogues to provide a more specialised learning experience, 

Integration and interoperability of content: When one develops content developed and saved in an LMS, one must package using interoperable standards, such as SCORM and xAPI.

Assistance services: The degrees of support provided by various LMS vendors differ. Many offer online forums where people can interact and support one another. For an additional fee, additional support services are accessible, such as a dedicated toll-free service line.

Support for certification and compliance - Systems used for online compliance training and certifications must have this feature. 

The instructors and administrators should evaluate an individual's skill set and should be able to pinpoint any performance gaps. Using LMS records in an audit will also be available, thanks to this feature.

Impact of LMS 

Learning requirements are evolving. The act of learning is also. 

The L&D department emphasises formal, top-down learning, organised via face-to-face meetings or official e-learning courses. As performance support, the emphasis now is on encouraging knowledge sharing inside a company and helping workers on the job.

The former presents an alternative viewpoint on the LMS. 

It is no longer the only answer for corporate learning. 

It is merely a component of the learning ecosystem.

More and more L&D teams are adopting a bottom-up strategy, allowing employees more control over their learning solutions rather than prescribed from above.

 For instance, subject matter experts (SMEs) within the organisation—typically employees—can generate the learning content themselves rather than outsourcing it to pricey instructional designers. The former strategy is called "employee-generated learning" (EGL).

The tools required to develop and maintain the information will severely impact this change. 

It also has a significant impact on learning at the same time. In addition to the LMS, we also need tools to enhance performance and facilitate knowledge sharing; both need more contemporary strategies.

The world of e-learning has experienced a shift to the knowledge-sharing quadrant during the past few years, resulting in the trend of switching from top-down learning to peer knowledge sharing. 

The Learning Experience Platform (LXP), which enabled it, also grew in popularity.  Moving closer to the performance support quadrant, we are now focusing on helping people at work.

These changes demand various learning-related tools for developing, updating, and disseminating learning materials.

Combining these instruments creates a learning environment. Also known as a learning ecosystem.

The therapy strategy Language Acquisition via Motor Planning (LAMP) from motor learning and neuroscience; Giving nonverbal people or people with limited language skills a way to independently and spontaneously express themselves in every situation is the main objective.

John Halloran, MS's clinical practises as the foundation for LAMP. CCC-SLP, Mia Emerson, MS, CCC-SLP, and Cindy Halloran, OTR/L.  When they

contacted nonverbal autistic persons, they discovered that the following methods offered a way to foster independent communication:

a) Giving people access to key terms on a speech-generating system device,

b) Introducing those terms through sensory-rich exercises, and

c) Using a dependable, distinctive method to access each word on the gadget combines aural feedback and a motor pattern.

How does the LAMP approach work?

Impairments in motor abilities, auditory processing, and sensory integration may impact language and social interaction. Some of the interventions currently being used with autistic people concentrate on the traits seen as strengths, like visual learning and a need for structure.

In addition to utilising visual learning and the need for structure, the LAMP approach also addresses fundamental language delay deficiencies to enhance spontaneous, creative communication.

Language and communication are improved via LAMP by:

• Replacing the brain mechanisms involved in the production of ordinary speech

• Combining a regular motor action with regular aural feedback and a natural reaction.

One can use LAMP when employing a speech-generating apparatus without cognitive qualifications because intervention can start at the cause. One builds the stages of the formation of natural language at the cause and effect level.

Impact of Using LAMP Techniques

According to ongoing research, the following improvements happened when one utilises the LAMP techniques:

-increased conversational spontaneity in any setting

-Using original word combinations

-increased average utterance duration (MLU)

-the increased use of receptive vocabulary

-using a variety of communication techniques

-more naturally occurring vocalisation

Although the method initially allowed nonverbal autistic people a way to communicate, it may be modified to help people with a range of difficulties.

Although each person will advance at a different rate, assuming competence is crucial to maximising potential. LAMP is a strategy for giving someone a language system that can progress from first words to fluent conversation; it is not a cure.

While each is highly useful for its specific purpose, there are significant differences between them. If you're selecting, ensure that you thoroughly understand your options.

We've seen both in action, and the implementation of LAMP is much more effective. It caters to people with disabilities and allows instructors to make changes in "real-time" is remarkable. 

The LMS continues to be a key component of sharing and distributing learning content. However, it is no longer the only choice.

It would be great to explore beyond this standard to satisfy the evolving demands of your students, whether by enhancing the tools you already use.

[bharathshan]

As a result of such widespread availability of Big Data and the fast development of Machine Learning and Data Analysis, firms and businesses are experiencing a knowledge revolution in their management. To survive and thrive in this extraordinarily competitive business, the companies want to find a way to extract useful perceptions to be able to make informed choices. ExcelR institute was founded by a group of Dell, Oracle & Intel alumni with deep trade experience passionate professionals on a mission to create a center of excellence for Data Analytics coaching. M.Sc Big Data Analytics has been developed to create Postgraduates who can become data scientists capable of working with the massive amounts of information now frequent to many businesses. It is aimed at individuals who wish to transfer into this rapidly expanding and thrilling area.

Data Analytics Course

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For More Details Contact Us ExcelR- Data Science, Data Analytics, Business Analyst Course Training Andheri Address: 301, Third Floor, Shree Padmini Building, Sanpada, Society, Teli Galli Cross Rd, above Star Health and Allied Insurance, Andheri East, Mumbai, Maharashtra 400069 Phone: 09108238354

Data Analytics Course

[sriramworld]

ExcelR - Data Science Course

High 10 Data Science Coaching Institutes In Mumbai, India

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Our school are chosen after a rigorous selection course of and plenty of of them are from prestigious establishments in India and overseas. It is not uncommon to search out PhDs from IITs and IISc teaching fundamental programs. What differentiates our faculty is the real empathy they have for their college students. We embrace the lively studying paradigm for the supply of our lectures. High quality lecture notes as part of the course pack based mostly on the active studying paradigm have been developed exclusively by our school. Courses are delivered using our customization of MOODLE, DOODLE. PIAZZA is integrated into DOODLE to facilitate reference to the faculty beyond the classroom.

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Contact Us :

For more details : Data Science Course

ExcelR- Data Science, Data Analytics, Business Analytics Course Training Andheri . 301 Shree Padmini Building, Sanpada Society,

Teli Galli Cross Rd, Andheri East, Mumbai, Maharashtra 400069

Directions : Data Science Course

Ph no : 7732003007

[mobappdevelopmentcompany]

Key Considerations for Architecting an impeccable Mobile eLearning app!

Have a look at some interesting numbers about the mobile eLearning industry:

Research by IBM established that every dollar invested in eLearning for training their employees, results in a gain of $30 in productivity, as they save a lot of time due to the application of new skills in the work.

As per a survey conducted by CertifyMe.net, an online training platform, approximately 72% of organizations said that online learning is quite impactful and provides a competitive edge to them.

Brandon Hall Group, renowned research, and analyst firm found that as compared to classroom training, eLearning needs 40-60% less time of the employees.

· Amalgam Insights, a source for analyzing technology consumption management, forecasted that the market for corporate and academic eLearning would exceed $180 billion in the year 2018.

What do these numbers indicate?

Well, it is evident that mobile eLearning has a dazzling future. It is transforming the way people learn and gain knowledge. It is already topping the popularity charts. Consequently, numerous start-ups and even the biggies in the Tech World are entering this domain. It is no surprise that several eLearning app development companies have emerged as the world- class education companies across the globe.

What is Mobile eLearning?

Mobile phones have become undeniably important today in the education industry as they are widely being used for online training. In simple words, mobile eLearning is a modern training approach for getting knowledge or training on any subject from anywhere at any time. It is a novel educational strategy especially meant for training corporate professionals through an eLearning mobile app. It has great potential to cater to the skill-development needs of professionals in organizations.

Key Factors to Consider for eLearning App Development

Planning a Strategy for Mobile Training: This comprises of three important parts: Audience, Content, and Platform. While determining the target audience, you can ask yourself questions like- Is our workforce tech-savvy and will use the mobile eLearning facility? Will our workforce be remotely accessing the training? This will help you understand the needs of the target audience. Secondly, for content considerations, you will need to decide on your objective and purpose behind creating the content and how do you want to measure the effectiveness of the content. Last but not the least, for platform considerations you should research what kind of devices will be widely accessed by your target audience. Will they use their personal devices? Or will they use workplace assets?

Designing Courses: Creating content and designing the courses is the next significant consideration. Initially, you may want to upload just a few courses. For this, there are some authoring tools that make it easier to create content for the mobile. For instance, iWebkit, jQT, etc can be used for a web app, and Phonegap, Articulate Storyline, etc can be used for Native apps.

Deployment of the Courses: This is a straightforward step. In the case of a web app, you can publish it on the website and send the URL to your trainees. In the case of a native app, you can submit it to the app store. If you want to track the scores, completion of work, and do the analysis, you may deploy the app using an LMS like Moodle, Blackboard, etc.

Indispensable Features of an eLearning App

Mobile eLearning solutions have made the learning process much easier and effective unlike the traditional chalk and board training method. However, an eLearning app can be a failure without the right features embedded in it. Here is the list of top features of an outstanding eLearning app.

Basic Features like Chatting, Push Notifications, Appointment Scheduling, Calendar, and Social Media Integration, Flexible Payment Options, etc.

Easy Login Facility, a Dashboard, a Robust Database of knowledgeable information and Tools for Data Analytics

Valuable and Comprehensive Content

On-the-go interactive Training to keep the users more engaged

Short Bit-sized Modules for Higher Receptivity and Focussed Learning

Live Tutorials and Audio/Video Streaming

Supporting Offline Content

Using Media Formats like pictures and videos, Story-based Learning, Gamification, etc. for Better Understanding

Tests, Quizzes, Feedback, etc. for Progress Evaluation

Tracking Status of Courses, Number of Courses Undertaken, Time Spent on them, etc.

Potential benefits of eLearning Solutions

Saving Time and Money

In this ever-evolving digital era, modern learners look for ways to save time and money. The eLearning solutions have served this purpose well. The learners do not need to go and attend the classes at any specific location. Instead, they can save substantially on travel costs and also learn conveniently from any location. It helps the companies to reduce the costs on trainings as the recorded video trainings can be accessed by the employees very easily thereby eliminating the process of direct training to the employees.

Employee Engagement and Skill Development

In several industries like software, manufacturing, and even healthcare, mobile learning has been acknowledged as an efficient tool for engaging employees, developing their skill sets and thus, driving their performance. This learning approach thus leads to higher productivity for organizations.

Higher Retention ratio

New-age mobile eLearning solutions provide information in short interactive chunks in the form of audios, video tutorials, or podcasts. It makes the learning process much engaging and faster. These apps also have tests, quizzes, etc. for keeping the learners self-motivated and help them track their progress. As a result, the learners enjoy the app and also recommend it to others, thereby increasing the retention rate.

Personalization for Versatile Learners

Every learner has unique goals and preferences. The eLearning apps cater to individual needs accordingly as there are a plethora of courses available for skill set and knowledge development. It provides flexibility and convenience to learn whenever they want to. All this makes their learning experience much meaningful.

Collaborative Learning

A digital platform allows the learner and trainers to interact with each other. They can also get in touch with their peers to discuss anything as required. This facilitates collaborative learning or group learning and gives them a sense of cooperation and fulfillment.

Easy Scalability

Once developed, an eLearning app can be used by numerous professionals simultaneously. It can be used for designing new courses and uploading them. The organization may introduce new training, courses, etc. in the future. Thus, it is a one-time investment for an organization that wants to develop the skills of their professionals and thus boosts productivity.

Concluding Note:

A few years back, no one could even imagine that imparting education will go beyond the physical confines of a classroom, yet be so effective. The mobile eLearning world is a clear representation of this where anyone and everyone can get the desired education on the go of a click. In several corporate entities, these eLearning solutions have already impacted the productivity of the professionals in multiple ways.

We hope that this blog helped you to get an insight into mobile eLearning. With this, we come to an end.

Let us know your views through your comments.

For more details, drop us a mail at sales.enquiry@biz4solutions.com!

[edivupage]

42 Lines Announces Partnership with Turnitin

Built for online learning in higher ed, Harmonize now offers built-in access to Turnitin’s industry-leading similarity-checking software for student work, including discussion posts

(Chicago) February 13, 2020—42 Lines, a leader in custom edtech development and

creator of the Harmonize online discussion platform, today announced its partnership with Turnitin, a global leader in academic integrity. Through this partnership, Harmonize will seamlessly integrate with Turnitin Similarity, allowing educators to check the authenticity of their students’ work against an industry-leading internet and publications database as well as a global student paper repository.

Harmonize boosts student engagement with a visually appealing user interface that mimics familiar social media platforms and transitions fluidly from mobile to desktop and back again, while saving their drafts as they go. To inspire conversation and creativity, instructors and students can connect via one-on-one or group asynchronous discussions and live chats where they can also annotate images and videos to share rich content and spark deeper learning. Comprehensive insights into student participation give instructors an overview of course progress and engagement, saving them time in the grading process. The platform integrates with learning management systems, including Canvas by Instructure, Brightspace by D2L, Blackboard, and Moodle.

“Turnitin is thrilled to partner with 42 Lines on the Harmonize platform,” said Aaron Yaverski, Vice President of Partnerships at Turnitin. “This partnership will allow instructors and institutions to validate student work within the Harmonize discussion board, encouraging authentic submissions and upholding the institution’s commitment to academic integrity.”

With the Turnitin integration, instructors who use Harmonize will have access to similarity checking functionality to review student work–from essays to discussion posts–without leaving the Harmonize platform where the conversations, collaboration and content-sharing are taking place. Turnitin offers the world’s most comprehensive collection of internet, academic, and student paper content, ensuring reliable results when checking student work for text similarity.

“This partnership aligns with our mission of supporting both academic rigor and trust in the online discussion environment,” said Marcus Popetz, Co-founder and CEO of 42 Lines. “This integration is the first of its kind, allowing instructors to flag any potential plagiarism that is posted in the discussion board.”

As demand for online learning continues to grow, 42 Lines continually provides enhancements to Harmonize as part of its mission to elevate the online learning experience through world-class technology solutions that improve student engagement and retention.

To learn more about Harmonize, visit Harmonize.42lines.net.

About 42 Lines

42 Lines has more than a decade of experience developing innovative education technology solutions for higher education institutions and organizations looking to surpass industry standards. Created in response to educator and student feedback, the Harmonize platform seamlessly integrates with learning management systems to create an engaging, collaborative community for dynamic academic discussion, creative and analytical thinking, and in-depth feedback that drives improved learning outcomes. To learn more about 42 Lines, visit 42lines.net. To learn more about Harmonize, visit harmonize.42lines.net.

About Turnitin

Turnitin is your partner in fostering original thinking and supporting authentic learning. Turnitin solutions promote academic integrity, streamline grading and feedback, and improve outcomes across educational levels and content areas. Turnitin leverages cutting-edge technology to provide tools that prevent plagiarism, deliver formative and summative feedback, surface actionable reporting, and investigate academic misconduct. Growing from one million student paper submissions in 2002 to one billion in 2018, Turnitin serves over 15,000 institutions globally and is headquartered in Oakland, Calif., with international offices in the U.K., Netherlands, Australia, Korea, India, and throughout Latin America. Connect with Turnitin on Twitter @Turnitin.

Press Contact

Kristen Plemon PR with Panache! kristen@prwithpanache.com

Heather A. Hodgson 42 Lines heather@42lines.net

The post 42 Lines Announces Partnership with Turnitin appeared first on The Edvocate.

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[aurelliocheek]

Behaviour Change Through Serious Games

It is widely accepted that serious games have a high potential in introducing players to educational topics, but there is still little methodology and tools that focus on behavioural change instead of knowledge transfer, addressing design, analysis, and scientific evaluation. One of the primary goals of the »eConfidence« project is to fill this gap.

The »eConfidence« project is a European project created by six partners from four different European countries. The project is funded by the ›European Union’s Horizon 2020‹ research and innovation programme. eConfidence has started with the intention to create and test a methodology to improve the development of serious games. The methodology intended to combine models from game development, behavioural psychology, and educational data analytics. Each partner had a different role to fulfill in the project. The scientific partners ›Faculty of Humanities and Social Science, University of Rijeka (FHSS)‹ from Croatia and the ›University of Salamanca (USAL)‹ from Spain provided the project with theoretical background. Two separate games related to bullying and safe use of the internet have been developed to test the new methodology: The game related to the topic of bullying was developed by the ›ITCL Institute of Technology‹ from Spain, while Nurogames GmbH from Germany developed the game about the safe use of the internet. The consortium later tested the games in ten schools from four countries. European Schoolnet (EUN) from Belgium contributed to the communication with the schools. The schools accessed the games through the Xtend Platform created by ›EVERIS‹.

Figure 1: General flow chart for tasks in the games.

The theory behind the project

To have a set of common terms and methodologies, FHSS and USAL advised ITCL and Nurogames in models like Applied Behaviour Analysis (ABA), Intervention Mapping Protocol (IMP) and Learning Analytics (LA).

The ABA deals with observing and measuring behaviour and aimed at behaviour change. The first step for ABA is to measure a base line, after which the process of behaviour change can be started. The results need to be compared with the baseline, and the method adjusted if needed. The change is set in motion by reinforcing the right behaviour while punishing bad behaviour (Figure 1).

Punishment and reinforcements can be both positive and negative. Positive reinforcement is often represented in games as rewarding player with points, while negative reinforcement is presented as escaping negative experience with appropriate behaviour. Positive punishment is presented in games as unpleasant feedback of the game to player’s behaviour, while negative punishment is presented as losing points or advantages. Additionally, it is important how the reinforcement is scheduled. It’s important not to reward every desired behaviour as if the reinforcement at some points stops it would also stop the desired behaviour. Important variables that can be used for the scheduling of reinforcements are the time interval between the reinforcements and the number of occurrences of desired behaviour till reinforcement.

The Intervention Mapping Protocol is made for planning and designing of behaviour change. It is performed in six steps. First, the needs of the intervention should be defined. As next the objectives of the intervention are translated in matrices. The third step is to select the methods and strategies for the theory-informed intervention. After this the actual intervention program is developed. Fifth step is the preparation for adaptation, implementation and sustainability. And the last step is to plan for the evaluation of the results.

Learning Analytics is about collecting in-game data to observe the current and predict the future learning progress of students. This model should also provide help to teachers to improve their teaching technics. The model tries to track who has made what, how it was done and why it was done. The number of activities also plays a significant role.

The collecting of data related to the learning analytics and working with underaged students have brought up concerns about data protection, and ethical issues, which everybody who is working in this field needs to take into account. In close cooperation with ethical committees and regarding the newest data protection laws (including GDPR) the consortium has worked out a framework. EUN needed to collect consent forms. The student’s data needed to be anonymized and the game saves no personal information except the information produced in the games. The data in the games can’t be connected to the consent forms.

Figure 2: Dialogs in the School of Empathy game.

From theory to mechanics

For the development of the game design, ITCL and Nurogames needed to integrate the scientific theory into the game design. Both games incorporated the aspect of repetition by creating topic relevant minigames. To facilitate the immersion and the transfer of knowledge from the game to the real world, both game developers decided to put the players into a familiar everyday situation. The concept of the ABA, which is already part of normal game development was more emphasized in the design of the games. It was vital that we don’t directly teach the players but reward the right behaviour and punish bad behaviour.

An additional aspect needed to be taken into consideration is that behaviour change can be only achieved over a longer time, which meant certain minimal playing time for the games. In a discussion between the partners about the feasibility of an extended playtime in schools, it was agreed that the game needs to be played at least six hours.

From the technical part, the project consortium decided to use EVERIS’ Xtend Platform which is accessible through a browser. Xtend Platform is a Moodle-based learning management system (LMS) similar to learning management systems introduced in many schools all over the world. The browser as platform meant possible performance limitations for the game developers. Both games were created using Unity as their game engine.

The game about bullying prevention, called »School of Empathy«, is set in a school and reflects the life of students from three points of view. These points of view are a victim, a bystander, and a bully. The gameplay of the victim and bully are similar as in both roles the player needs to choose answers in the dialog and play minigames. In both cases, the player should empathize with the respective role and feel the harassment of the victim and learn to deal with the own aggressions as the bully. The bystander role has different gameplay; as bystanders need to recognize, classify bullying situations and choose appropriate reactions i.e. protecting the victim. In the game, the player has different attributes depending on the current role  which also indicate the improvement in the game (Table 1).

The possible answers in the dialogs of the victim and the bully are first limited, but the player can unlock new answers after increasing the indicators within each role (Figure 2). School of Empathy incorporates three minigames, which resemble school subjects. In the minigames, the player in the victim role needs not only to master the game but also defend from bully attacks. The possibility to defend rises with higher self-esteem. As a bully, the player will also need to master the game but also decide if he wants to sit up his anger blocking the game for a couple of seconds or to attack the victim, which will result in a punishment.

The game dedicated to the safe use of the internet, called »Go Online«, is set in an average household environment and shows a normal day at home in the life of a teenager. The premise of the game is to prepare yourself for the upcoming birthday of the player’s avatar. The player can improve the household of the game environment with decorative items. Go Online includes five minigames dealing with different topics of safe use of the internet, including »friends in social networks«, »passwords«, »posting of photos«, »popup windows«. The gameplay of the minigames was inspired by known game concepts like »Arkanoid« or »Endless Runner« (Figure 3). Four minigames are made for a single topic respectively while the last minigame is made to repeat the knowledge of the previous games and briefly added some topics not represented in other minigames. Outside of the minigames the player needs to fulfill household jobs like cleaning, cooking and feeding fish. These jobs should provide the players with a pause for the acquired knowledge to settle down. In “Go Online” the player collects two resources: experience points and merits. The experience points are needed to gain higher levels, while the merits are needed to buy decoration items. Merits were used instead of money to avoid conveying a materialistic worldview to children. The minigames are made to be the main supplier of experience points while the household jobs are the primary source of merits.

In both games, specific metrics need to be saved for the analysis of the player’s interactions. ITCL and Nurogames worked with FHSS and USAL to find metrics which show the behaviour of the players in the game and make them analyzable from the point of view of behaviour change.

Figure 3: Minigame about choice of a safe password.

Making the games graphically appealing to young players

The target group of the eConfidence project was teenagers between 12 and 14 years. To make the games appealing to the teenagers, ITCL has made and evaluated a survey filled out by approximately 55 children. The outcome was that although the most teenagers seemingly preferred realistic graphics, their favorite games were made in non-realistic style. The wish to customize the own avatar was also an essential result of the survey.

Early in the development, the consortium decided that the two games will have different graphical styles. The reason for it was that two games with different graphical styles could solidify the independence of the outcome of the project from the graphical style of the game.

The gameplay of School of Empathy strongly relies on emotions of the avatar. For the graphics, it meant that facial expressions and body animation were necessary for the game (Figure 4). The 3D environment of the game consisted of a big school environment with classrooms, schoolyard, and gym. ITCL chose the colour scheme for the game through the previously mentioned survey with different colour schemes presented. The gameplay of Go Online was less dependent on avatar emotions but instead more on the minigames. The emphasis was lying on the games GUI. The goal of the GUI design was to make the minigames look like real-world browsers and social networks, but on the other hand stay abstract not to promote any browser or social network and be independent of future changes in technology or trends. In the minigames, the player gets feedback over his actions with short texts and simple images. We decided to go with the short texts and simple images to not disturb the flow of the game but still give the player feedback which he can quickly grasp. As for the colour scheme for Go Online, Nurogames has oriented on the world‘s most popular colours, resulting in blue being the dominant colour of the game (Figure 5). The simplistic design of 3D models in the household was a choice made to avoid potential performance issues and to keep the game graphics from looking old after a short while.

Figure 4: Body and facial animation in School of Empathy.

Development of the games

Nurogames and ITCL made the game development iterative in close cooperation with other partners. The iterative development leads to continuous improvement of the games. This phase also included the integration of the games into the Xtend Platform. EVERIS was assisting ITCL and Nurogames for the integration. For the integration of the games into the platform, the developers needed to build the games into a SCORM standard file and upload it to the platform, which was made possible through a SCORM Plugin for Unity. Integrated were the status of the game and the metrics needed by the research partners for the scientific evaluation of the metrics of behavioural change.

Testing at schools

Already during the development, EUN in cooperation with the universities contacted and selected schools for our planned testing of the games at schools. To have more representative results, the partners decided to test the game at Spanish and English-speaking schools. In cooperation with all partners, EUN decided on required criteria needed from schools to take part in the eConfidence project pilot test. After interviews and filtering out schools, that didn’t meet the technical requirements, ten schools were selected to participate.  Five schools were located in Spain; three schools in Malta, one in Ireland and one in the United Kingdom.

For the test, the pupils willing to participate in every school were divided into three groups. The first group played School of Empathy, the second played Go Online, and the last group was a control group that hasn’t played any of the games.

First, every participating student from all three groups needed to fill out a pre-test questionnaire to determine the level of already existing knowledge and other relevant characteristics. Six playing sessions were planned for the groups selected to play one of the games. The last part of the test was the filling-in of the post-test questionnaire that should indicate, along with the game play data, the effect of playing the games.

The analysis of the pre-tests, game metrics, and post-test showed mixed results, which can be explained by a majority of students with high knowledge of the topics and a minority of students really in need of improvement. The games showed to be more suitable for players with less knowledge of the topics, as this player showed measurable improvement in their knowledge. The improvement was also depending on the player’s immersion into the game. The students responded mostly negative to the frequent repetitions, which were needed to promote behaviour change.

Figure 5: Graphic style guide of Go Online.

Conclusion

The project showed that serious games can be beneficial to behaviour change if the games are correctly adjusted to the player‘s knowledge level. Additionally, we learned that immersion of the players is essential to achieve behaviour change results. The repetitions in the game need to be made with caution to avoid boring the students, especially in games with more extended playtime. Outside of the pilot test results, we faced different points of view between developers and researchers. Overcoming this difficulty was very fruitful as good communication allows more in-depth understand and full use of each other’s expertise in each other’s working field. The good collaboration of researchers and developers is the key point for successful creation of serious games and games with a specific topic.

Jevgenijs Danilins is Game Developer and Game Designer, Nurogames GmbH

After Bachelor in Game Informatics in 2012 Jevgenijs worked as Game Developer in Hamburg. In 2014 he left Hamburg to make his Master in Game Development and Research at the Cologne Game Lab. Since mid-2017, Jevgenijs is working at Nurogames GmbH in Cologne. He finished his studies in early 2018. Twitter: @nurogames

The post Behaviour Change Through Serious Games appeared first on Making Games.

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[ashneelblog-blog]

ED403: Innovations in Learning Technologies & Professional Practice

ED403: Innovations in Learning Technologies & Professional Practice

If we have to compare learning and teaching today with education 20 to 30 years ago a lot has changed, from what is taught, how it is taught and to the contexts within which learning and teaching take place.    We used to have class share drive with limited capabilities. Our computer lab had few computers with a long que of students waiting for a chance to use the computer. Now with Moodle, students have easy access to lecture notes, YouTube videos, online tutorials, online quizzes, participate in discussion forums, interact with other students at their own time, and also upload and share important and relevant information, articles with their peers. Although we are still trying to catch up with the rapid development in technology, the universities have recognized the need to change and adopt.

This course has introduced us with certain tools which I have found interesting, as part of learning i.e. Twitter and blogging in addition to the other tools that have been introduced in the last two courses such as BBB and Go-To-Meeting, etc. With the other students sharing about different technologies, I have learnt some very new technologies which I can use in my teaching and learning activities. Now I can use various tools to create my lectures more interesting and convenient to on-line learning and now I know that online learning can have the same effects as class room based learning if you are able to adopt and use the technologies available.

The application of information technology in e-learning such as Learning Analytics, BYOD and m-Learning, VR, AR and Makerspaces influence the future of higher education and can disseminate knowledge to learners from diverse contexts such as PICs.  For my practical classes, I believe VR and AR will be a game changer and will bring a version of reality into the classroom. I can use VR and AR in my teaching in the future by incorporating practical learning activities which are lab based and also some activities which have to be perform on patients. This technology can be used give the students real experience of typical practical scenario and the learners can gain experience and which will lead to knowledge. The students can have virtual experience of real emergency cases and for visual learners, this kind of educational experience can bring a whole new dimension to learning.

Micro teaching is a technique aiming to prepare teacher candidates to the real classroom setting. I believe this definition is very relevant and it very much relates to me. First with Micro LED, we had to make a 5-minute video explaining how we are going to plan out our microteaching. We were provided a rubric which really helped me to focus and keep my discussion in the right tract. The six steps generally involved in micro-teaching cycle are Plan, Teach, Feedback, Re-plan, Re-teach, Re-feedback.

For me, my first exercise of micro-teaching in ED401 was an eye opener. After receiving the feedback, I was able to incorporate some recommendations in my teaching and learning activities. Currently, our department has peer review of teaching and according to my peers, I have improved in my teaching practice, but I believe that I can further improve. Micro-teaching has enabled me to gain self-confidence and also gave me direction on how to plan and deliver my lectures.

E-facilitation refers to the ways in which different types of online dialogue are facilitated and managed. My e-facilitation week was interesting and also challenging. Challenging because we have to create, design and develop a Moodle shell for the week. We had to do research and read various resources online and put the best contents in our Moodle shell. We gave links, videos and set up discussion forums so that the learners are engaged throughout the week. It was interesting because during the e-facilitation week we took charge as a group and facilitated learning for the whole cohort. This unit gave us the chance to feel how the instructors work, operate and manage so that all the learners are given the necessary resources.

To conclude, I would say that the journey through ED403 was full of new experiences, interesting, challenging, exciting, stimulating and inspiring. I would just say “WOW”, what a journey it has been in PGCTT. With lot of new friends and COP, it is definitely been a journey worth travelling.

 Ashneel

[kkatot]

Syllabus, Digital Cultures

Sharing is caring, vol 2. This is the syllabus for Digital Cultures (teaching it at Tallinn Uni for MA students starting November 1). I am grateful to everyone, who shared their syllabi with me, and to my guest lecturers for their recommendations. The component-logic of the digital culture experiment is based on an inspired auto-ethnographic exercise and its “building block system” that prof. Annette Markham has developed, and which I’ve had the privilege of implementing in the past couple of years at Aarhus University.

If you’re into PDF’s, this is for you

Digital Culture, BFR7004.FK, Tallinn University 

Katrin Tiidenberg, PhD

Course objectives: While an exhaustive overview of what counts as digital culture or how digital culture is researched is impossible to give, this course aims to introduce students to both a cultural studies (digital humanities) and social studies (media and communication research, media ethnography) approach to making sense of digital culture. Active participation in the course should leave the students with an adequate overview of current definitions and relevant concepts of, some excellent recent studies about, relevant scholarly debates regarding and approaches to studying digital culture. 

The course consists of lectures, seminars (reading discussion) and workshops (discussion and exercises / experiments). The course is taught by Katrin Tiidenberg and the following guest instructors: Indrek Ibrus, Mikhail Fiadotau, Maarja Ojamaa, Marek Tamm 

Learning outcomes: The student, who has passed this course will be able to discuss the following topics in an educated manner, well-situated in extant literature: • What is digital culture, how is it defined, how is it historically situated in the developments of communication technologies, how is it often studied, and what are the central concepts utilized to discuss it in academic debates? • How to make sense of on utilize key concepts in studying digital culture (i.e. intertextuality, remix, bricolage, virality, participation, collaboration, audiences etc)? • What are the implications and relevance of data and datafication on cultural life? • How are meanings made within culture(s) and how can it be studied?

Students will explore how digital culture phenomena (i.e. fandoms, gaming, selfies, influencers) are studied and what is being highlighted about them in relevant academic discussions, and be able to distinguish sensationalist, moral-panic driven interpretations of these phenomena from nuanced, educated ones.  The student will analyze how networked communication technologies impact cultural practices, and their own everyday life, interactions and identities, and develop a voice for addressing issues and controversies of digital culture. 

Assessment method: 

Grades. 30% participation and in-class engagement. 35% digital culture experiment – timely submission of 3 component tasks. 35% final write up of the digital culture experiment

The digital culture experiment is an auto-ethnographic independent experiment with digital culture engaged with for the duration of the class. Timely submission of 3-COMPONNENT TASKS is a pre-requisite to be able to submit the final write-up. The final write up functions as an exam.

COMPONENT TASKS: 1. Create an observation plan. You need to observe your own participation in a particular digital culture phenomenon (i.e. pick a practice, a group, a community, a game, a space that you have pre-existing experience with, or that you are super interested in). Focus on YOUR OWN participation - your own engagement, interactions, reactions, and practices are your research focus. You are your own subject. You will explore and explain this culture from the first-person perspective of a member. a. Create an observation plan – write out a plan of what, where and how you will observe. How often and for how long will you “do observation”? How will you take notes?  What is the best field-note taking system for you – do you need to combine notes, screenshots and brief spoken memos you dictate into your phone? Do you need to sometimes film yourself (and your screen) while you are participating? What are the important observations to include? (i.e. location, how you felt, what you were doing, how other people acted, what interactions were had, what you noticed about other people, patterns of use, intentions of participation, unintended consequences of participation etc). If you have never done observation-based, ethnographic research you need to read these pieces. These are in a folder called “Methods texts” on Moodle, within the “Mandatory readings” folder • James Spradley Step 2, Step 3, Step 4 • Nicholas Wolfinger, On writing fieldnotes • Annette Markham, Ethnography in the Digital Internet Era – From fields to flows, descriptions to interventionsb. Observe your chosen digital culture phenomenon for a week. Be honest, be thorough. Try different strategies for gathering data, logging data, taking notes.   c. Revise your observation plan based on your weeklong experience – adjust the plan so it serves you better. It is possible you will decide to significantly narrow your focus here. SUBMIT REVISED PLAN via MOODLE ON November 19 (this is component 1). Add brief (~ 200 words) commentary on how you adjusted your plan compared to its first version.

2. Observe your own participation in your chosen digital culture phenomenon for a month (Nov 19 –  Dec 19) a. Based on the revised plan observe and track your participation in the digital culture phenomenon during the period of 1 month. If you feel the need to, you can “interview” someone who shares the experience with you, or have them interview you, but your analytical focus should remain on your own experiences.  Keep taking detailed field-notes and logging your experience in various ways. b. Write at least three brain dumps during this period.  A brain dump is when you set a timer for 15 minutes, turn your ink white in your word processing software and just write whatever comes to mind about your particular experience and observations.  When you get stuck hit “enter” twice and keep writing.  If you have a hard time starting at the beginning of the 15 minutes, start with “I have to write this braindump, I am not sure what to write, etc until more interesting stuff starts pouring out of your brain. You will use these braindumps as data, you will later code the brain dumps to come up with your arguments. SUBMIT via MOODLE THE THREE BRAIN DUMPS ON DECEMBER 19. This is component # 2.

3. Start analyzing your digital culture experience a. Gather up everything you have so far that can serve as ‘data’. Is it in a format that allows coding (sorting the data to lift out relevant bits)? If it is video or audio, do you need to transcribe it? Organize it so you can code it. If you have never qualitatively coded material/data you need to read Sarah Tracy, Chapter 9 (Data Analysis Basics). It is in the “ Methods texts” subfolder on Moodle. If you need further help with coding, consult Johnny Saldana’s book The Coding Manual for Qualitative Researchers b. Start coding. Identify any gaps in the early patterns. Do you need to go back to the “fieldsite” to gather stuff to fill those gaps? Do you see any emerging patterns? Does it seem like if you look at these patterns through the lens of the class readings and theoretical or conceptual frameworks you can make an interesting argument? c. Write a short reflection piece (~ 1000 words) – reflect on your process of data collection, coding, thinking, your attempts at making arguments. It is fine if this is messy, you can include snippets of your “thinking” including images if you’ve been mapping, diagramming or coding by hand.   SUBMIT via MOODLE ON January 7 2019. This is component # 3 (this is also a dirty draft of the ‘c’ section of your final write up).   Final write-up of the experiment (submit via Moodle, due January 17).  This should be 8 – 10 pages font 12, 1.5 spaced without Appendixes and Bibliography. Feel free to add illustrator screengrabs, examples of coding,  quotes or other snippets of text etc. a. Title, author’s name, b. description of the central topic c. description of the auto-ethnographic process, description of your process of analyzing it d. explanation of your digital culture participation utilizing some concepts and theoretical frameworks covered in class (use at least three assigned or suggested texts here). Describe not only what happened, but also your feelings, shifts in your own perceptions. Include snippets from your braindumps or your field-notes, screengrabs, etc as illustrations e. discussion of your experience, make an argument f. Possible implications of your analysis (what does it contribute to ongoing discussions about digital culture) g. Bibliography h. Appendixes (the more Appendixes the better, add your braindumps, examples of coding, reflections etc).

Course schedule and description, week by week:

WEEK 1, A

Introduction to course and topic  (lecture + seminar)

What is culture? What is digital? What is digital culture? How is meaning made in the context of digital culture?

Culture of connectivity, mediatization of culture, visual culture, search culture, algorithmic culture, internet cultures etc

Introduction of the digital culture experiment and the building block system, division into A, B, C, D groups

WEEK 1, B

Digital archival and preservation (lecture + workshop), taught by Mikhail Fiadotau

The class will be structured as a short lecture followed by a workshop. The lecture will outline the key challenges in digital preservation, as exemplified by videogames: technological obsolescence, “bit rot” of storage media, and the logic of instant obscurity in the oversaturated media environment. The lecture will also introduce, and reflect on the work of some archival initiatives, from physical archives such as the National Videogame Arcade in the UK to online resources such as Archive.org’s Wayback Machine. The workshop following the lecture will be a group exercise inviting students to discuss and devise solutions for the archival and preservation of web games for discontinued platforms, with a particular focus on Macromedia/Adobe Flash.

WEEK 2, A

Making sense of digital culture from the perspective of Digital Humanities  (seminar + lecture), taught by Indrek Ibrus and Maarja Ojamaa

Introducing concepts: Remix, Bricolage, Intertextuality, Virality, Multimodality, Interactivity, Memory

Introducing cultural studies approaches: media archeology, (new/digital) materialism, software studies

Read: Irvine, M. (2014). REMIX AND THE DIALOGIC ENGINE OF CULTURE, A Model for Generative Combinatoriality.

WEEK 2 B

Historicizing the internet (lecture), taught by Indrek Ibrus

History of the internet and mobile communication. Temporality and materiality of communication technologies and networks. Milestones of computerizing the culture.

WEEK 3 A

Making sense of digital culture from the perspective of communication studies and audience research (lecture)

Introducing concepts: Participation, Collaboration, Audiences, Rules, Community, Belonging, Intimacy

Introducing communication and audience research approaches: ethnography, audience studies, platform and app studies

Introduce situational, relational and concept mapping

WEEK 3 B

Paratextuality and videogames [seminar], taught by Mikhail Fiadotau

The discussion will revolve around paratexts’ propensity for extending digital media, but also subverting their normative significations, both shaping the audience’s experience and offering creative and interpretive agency to fans. Suggested articles also touch upon the issues of materiality, interpretive communities, as well as fan practices and their ethics.

Read: Peters, I.M. (2014) Peril-sensitive sunglasses, superheroes in miniature, and pink polka-dot boxers: Artifact and collectible video game feelies, play, and the paratextual gaming experience. Transformative Works and Cultures, 16. https://doi.org/10.3983/twc.2014.0509

WEEK 4 A

Form, aesthetics, genre, materiality (lecture), taught by Indrek Ibrus

How can the digital be material?  Is the digital culture a material culture? What are the aesthetics, forms and genres of digital cultures? What is remediation? How can archeology help us make sense of the materialities and aesthetics of digital culture.

WEEK 4 B

Collaborative work on your digital culture experiment  (discuss what you have, what you are stuck with and what you are confused about with your colleagues in the small A, B, C, D groups. Help each other.

WEEK 5 A

Meaning making, groups, norms and digital objects (lecture + workshop)

How do digital objects gain meaning? What are the socio-cultural functions of digital objects? Online communities, groups, practices and emergent norms. Case: Selfies

WEEK 5 B

What is subculture, what are paralanguages? Identities, identifications and self-presentation (seminar)

Discussion: Antagonistic behavior and ambivalent internet (i.e. the subcultures of trolls and flamers).

Read (in pre-assigned groups, so every person reads one article)

Group A: Coleman, G. (2015). On Trolls, Tricksters, and the Lulz, in Hacker, Hoaxer, Whistleblower, Spy: The Many Faces of Anonymous. London: Verso books.

Group B: Massanari, A. (2015). "# Gamergate and The Fappening: How Reddit’s algorithm, governance, and culture support toxic technocultures."New Media & Society.

Group C: Seta, G. de. (2018). Trolling, and Other Problematic Social Media Practices. In J. Burgess, A. Marwick, & T. Poell (Eds.), The SAGE Handbook of Social Media (pp. 390–411).

Group D: Phillips, W. (2015). Dicks everywhere, in This Is Why We Can’t Have Nice Things: Mapping the Relationship Between Online Trolling and Mainstream Culture. Cambridge: MIT Press.

WEEK 6 A

Attention, reputation, commodification (lecture + seminar)

How does attention work online?  Reputation as capital. Commodification of attention and reputation. Celebrity practices.

Discussion: Internet celebrity, influencers and microcelebrity

Read (in pre-assigned groups, so every person reads one article)

Group A: Abidin, C. 2016. “Visibility labour: Engaging with Influencers’ fashion brands and #OOTD advertorial campaigns on Instagram.” Media International Australia 161, 86-100.

Group B: Senft, T. (2014) Microcelebrity and the Branded Self. Companion to New Media Dynamics. Ed John Hartley, Jean Burgess, Axel Bruns. Blackwell.

Group C: Abidin, C. Communicative Intimacies: Influencers and Perceived Interconnectedness https://adanewmedia.org/2015/11/issue8-abidin/

Group D: Susie Khamis, Lawrence Ang & Raymond Welling (2016): Self- branding, ‘micro-celebrity’ and the rise of Social Media Influencers, Celebrity Studies.

WEEK 6 B

Participation, collaboration, production & consumption (lecture + workshop)

Participation and collaboration within digital cultures. “Spreadable media”. Sharing / collaborative economies.  Consumption, production, produsage. Case: fandom

WEEK 7 A

Data and culture, datafied culture, cultural analytics (lecture), taught by Marek Tamm

What are cultural data? What does the datafication of culture and society mean? What is cultural analytics? What is culturomics?

WEEK 7 B

Post-digital, post-internet, post-human culture? The non-human turn. (lecture + workshop)

Imagining a better internet.

**

RECOMMENDED READINGS 

What is digital culture?

Peters, B.  2016. “Introduction” in Digital Keywords, a Vocabulary of Information, Society and Culture.

Peters, B.  2016. “Digital” in Digital Keywords, a Vocabulary of Information, Society and Culture.

Striphas, T.  2016. “Culture” in Digital Keywords, a Vocabulary of Information, Society and Culture.

Dourish, P. (2016). Algorithms and their others: Algorithmic culture in context. Big Data & Society, 3(2), 205395171666512. 

Payne, Robert (2016) The Promiscuity of Network Culture. 

Van Dijck, J. (2013). Culture of Connectivity 

Geismar, H. (2013) Defining the Digital, Museum Anthropology Review 7(1-2) 

Bucher, T. (2012) Want to be on the top? Algorithmic power and the threat of invisibility on Facebook. New Media & Society, 14: 1164–1180.

Niederer, S. and van Dijck, J. (2010) Wisdom of the crowd or technicity of content? Wikipedia as a sociotechnical system. New Media & Society 12: 1368–1387

Seaver, N. (2012) Algorithmic Recommendations and Synaptic Function. Limn, issue 2.

Making sense of digital culture 

Langlois, G. 2014. Meaning in the Age of Social Media.

Deuze, M. (2006). Participation, Remediation, Bircolage: Considering Principle Components of Digital Culture. The Information Society, 22(2), 63–75.

Livingstone, S. (2013). The Participation Paradigm in Audience Research. Communication Review, 16(1–2), 21–30.

Silver, D. (2004). Internet/cyberculture/digital culture/new media/fill-in-the-blank studies. New Media and Society, 6(1), 55–64. 

Beer, D., & Burrows, R. (2013). Popular Culture, Digital Archives and the New Social Life of Data. Theory, Culture & Society, 30(4), 47–71. 

Glen, C., & Royston, M.  (2009). Digital Cultures understanding new media. 

If you read Estonian: “Kuidas uurida kultuuri, kultuuriteaduste metodoloogia” - https://www.tlu.ee/pood/home/227-kuidas-uurida-kultuuri-kultuuriteaduste-metodoloogia.html

Digital Archival and preservation:

Newman, J. (2009). Save the Videogame! The National Videogame Archive: Preservation, Supersession and Obsolescence. M/C Journal, 12(3). http://journal.media-culture.org.au/index.php/mcjournal/article/view/167%EF%BF%BD%C3%9C/0

Lowood, H., Monnens, D., Vowell, Z., Ruggill, J.E., McAllister, K.S., & Armstrong, A. (2009). Before it's too late: a digital game preservation white paper. American Journal of Play, 2(2), 139-166. https://files.eric.ed.gov/fulltext/EJ1069232.pdf

Thomas, D., & Johnson, V. (2012). “New universes or black holes? Does digital change anything?” In Weller, T. (ed.) History in the Digital Age, pp.173-94. Abingdon: Routledge.

Historicizing the Internet: 

Abbate, J. (1999). Inventing the Internet. Cambridge, Massachusetts: MIT Press.

Brügger, N. (Ed.). (2010). Web History. New York: Peter Lang.

Gere, C. (2002). Digital Culture. London: Reaktion Books.

Ibrus, Indrek. (2015). Histories of Ubiquitous Web Standardization. In A. Bechmann & S. Lomborg (Eds.), The Ubiquitous Internet: User and Industry Perspectives. London: Routledge.

Ibrus, Indrek. (2016). Web and mobile convergence: Continuities created by re-enactment of selected histories. Convergence: The International Journal of Research into New Media Technologies, 22(2). 

Baym, N. (2015) Personal connections in the digital age. Cambridge: Polity Press. Chapter 1.

Chapman, C. (2009) The History and Evolution of social media

O’Reilly, T. (2005) ‘What Is Web 2.0’, O’Reilly Network, 30. September

Turner, F. (2005) Where the counterculture met the new economy: The WELL and the origins of virtual community. Technology and Culture 46 (28.s)

Form, aesthetics, genre, materiality 

Bolter, Jay David, & Grusin, Richard. (1999). Remediation: Understanding New Media. Cambridge, Massachusetts: MIT Press.

Gottlieb, Baruch. (2018). Digital Materialism: Origins, Philosophies, Prospects. Bingley: Emerald.

Manovich, Lev. (2001). The Language of New Media. Cambridge, Massachusetts: MIT Press.

Parikka, Jussi. (2012). What is Media Archaeology. Cambridge: Polity.

Groups, practices, subcultures, paralanguages, identities

Tiidenberg, K. (2018). Selfies, why we love (and hate) them, Emerald. 

Steinberg, Neil. 2016. “The new science of 
cute.” theguardian.com. OA: https://www.theguardian.com/world/2016/jul/19/kumam on-the-new-science-of-cute 

Dunbar-Hester, C. 2016. Geek , in Digital Keywords, a Vocabulary of Information, Society and Culture - http://culturedigitally.org/2014/05/geek-draftdigitalkeywords/  plus all my downloads

Allison, Anne. 2013. “Portable monsters and commodity cuteness: Pokemon as Japan’s new global power.” Postcolonial Studies 6(3): 381-395.

Kerr, H. (2016). Kawaii and the Cultural Rise of Cute. The Conversation.

Kelty, C.  (2005). Geeks, Social Imaginaries and Recursive Publics, Cultural Anthropology 

Timburg, S. (2016). “The Revenge of Monoculture: The Internet gave us more choices, but the mainstream won anyway.” Salon  https://www.salon.com/2016/07/30/the_revenge_of_monoculture_the_internet_gave_us_more_choices_but_the_mainstream_won_anyway/

Trolling, flaming, ambivalent internet 

Phillips, W., & Milner, R.M. (2017). The Ambivalent Internet: Mischief, Oddity, and Antagonism Online, Cambridge, UK: Polity Press

Phillips, W. (2016). This Is Why We Can’t Have Nice Things: Mapping the Relationship Between Online Trolling and Mainstream Culture, MIT Press.

Bishop, J. (2014). Representations of “ trolls ” in mass media communication : a review of media-texts and moral panics relating to “ internet trolling ,” 10(1), 7–24.

Stein, J. (2016).“How Trolls are Ruining the Internet.”  http://time.com/4457110/internet-trolls/

Trolls haven’t ruined the internet https://www.nationalreview.com/2016/08/internet-trolls-avoidable/

Paralanguages, visuality and multimodality

Miltner, K. M., & Highfield, T. (2017). Never gonna GIF you up: Analyzing the cultural significance of the animated GIF. Social Media and Society, 3(3). 

Tiidenberg, K., & Whelan, A. (2017). Sick bunnies and pocket dumps: “Not-selfies” and the genre of self-representation. Popular Communication, 15(2), 141–153. 

Nissenbaum, A., & Shifman, L. (2017). Internet memes as contested cultural capital: The case of 4chan’s /b/ board. New Media and Society, 19(4), 483–501. 

Gal, N., & Shifman, L. (2016). “ It Gets Better ”: Internet memes and the construction of collective identity. New Media & Society, 18(8). 

Limor Shifman (2014) Memes in Digital Culture. The MIT Press. 

Highfield, T. (2016). “Waiving (hash)flags: Some thoughts on Twitter hashtag emoji.”Medium.com.  https://medium.com/dmrc-at-large/waiving-hash-flags-some-thoughts-on-twitter-hashtag-emoji-bfdcdc4ab9ad#.vczn6qfgl

Miltner, K M. 2014. “There’s no place for lulz on LOLCats: The role of genre, gender, and group identity in the interpretation and enjoyment of an Internet meme.” First Monday 19(8). 

Stark, L, and Crawford, K. (2015). The Conservatism of Emoji: Work, Affect, and Communication. Social Media + Society Journal 1(2). 

Willard, Lesley. 2016. “Tumblr’s Gif Economy: The Promotional Function of Industrially Gifted Gifsets.” Flowjournal.org.  http://www.flowjournal.org/2016/07/tumblrs-gif-economy/

Paratextuality and Metacommunication in videogames:

Consalvo, M. (2017). When paratexts become texts: de-centering the game-as-text. Critical Studies in Media Communication, 34(2), 177–183. https://doi.org/10.1080/15295036.2017.1304648

Mäyrä, F. (2010). Gaming Culture at the Boundaries of Play. Game Studies, 10(1). http://gamestudies.org/1001/articles/mayra

Fan cultures

Bury, R. (2017). Television Viewing and Fan Practice in an Era of Multiple Screens. Sage Handbook of Social Media, Sage Publications. 


Gn, Joel. 2011. “Queer simulation: The practice, performance and pleasure of cosplay.”Continuum: Journal of Media & Cultural Studies 25, 583-593. 

Gray, J. (2003). New Audiences, New Textualities: Anti-Fans and Non-Fans. International Journal of Cultural Studies, 6, 64–81. 

Black, R. W. (2009). Online Fan Fiction , Global Identities , and Imagination, 43(4), 397–425.

Wood, M. M., & Baughman, L. (2012). Fandom and Twitter: Something New, or More of the Same Old Thing? Communication Studies, 63, 328–344. 

Jenner, M. (2017). Binge-watching: Video-on-demand, quality TV and mainstreaming fandom. International Journal of Cultural Studies, 20, 304–320. 

Stanfill, M. (2013). “They’re Losers, but I Know Better”: Intra-Fandom Stereotyping and the Normalization of the Fan Subject. Critical Studies in Media Communication, 30, 117–134.

Harman, S., & Jones, B. (2013). Fifty shades of ghey: Snark fandom and the figure of the anti-fan. Sexualities, 16(8), 951–968. 

Hu, Kelly. 2016. “Chinese Subtitle Groups and the Neoliberal Work Ethic.” Pp. 207- 232 in Popular Culture Co-production and Collaborations in East and Southeast Asia, edited by Nissim Otmazgin and Eyal Ben Ari. Singapore: NUS Press Ltd. 

Internet celebrity

Abidin, Crystal 2018. Internet Celebrity

Marwick, A. (2015). “You May Know Me From YouTube: (Micro)-Celebrity in Social Media.” Pp. 333-350 in A Companion to Celebrity, edited by P. David Marshall and Sean Redmond. Hoboken, NJ: John Wiley & Sons Inc

Senft, Theresa M. 2008. Camgirls: Celebrity & community in the age of social networks. New York: Peter Lang.

Production and distribution

Lotz, A. (2018). Portals: A Treatise on Internet-Distributed Television. Michigan Publishing Services. 

Sokolowsky, J. (2017). Art in the Instagram age: How social media is shaping art and how you experience it. The Seattle Times. 

Evans, Z. (2015). How social media and mobile technology has changed music forever. Social Media Week. 

Jenkins, H., Green, J., Ford, S. (2013). Spreadable Media: Creating value and Meaning in a Networked Culture, NYU Press

Datafied culture and cultural analytics

Manovich, L. (2016). The Science of Culture? Social Computing, Digital Humanities and Cultural Analytics. The Datafied Society. Social Research in the Age of Big Data, 1–14. 

Manovich, L. Cultural Data, Possibilities and limitations of the digital data universe, Oliver Grau, ed., with Wendy Coones and Viola Rühse, Museum and Archive on the Move. Changing Cultural Institutions in the Digital Era (Berlin, Boston: De Gruyter, 2017), 259-276.

Manovich, L. Can we think without categories? Digital Culture & Society (DCS), Vol. 4, no. 1 (2018): 17-28. Special issue "Rethinking AI: Neural Networks, Biometrics and the New Artificial Intelligence." Edited by Ramón Reichert, Mathias Fuchs, Pablo Abend, Annika Richterich, and Karin Wenz. , 2018

Philips, S. (2016). Can Big Data Find the Next 'Harry Potter'? The Atlantic. 

Post-digital, post-internet, post-human culture? 

Braidotti, R. (2006). Posthuman, All Too Human: Towards a New Process Ontology. Theory, Culture & Society, 23(7–8), 197–208. 

Bishop, R., Gansing, K. Parikka, J. (2016). Across and Beyond: Post-digiral practices concepts and institutions, Transmediale. https://transmediale.de/content/across-and-beyond-post-digital-practices-concepts-and-institutions

Berry, David M (2014) Post-digital humanities: computation and cultural critique in the arts and humanities. Educause, 49 (3). pp. 22-26.

Kember, S. & Zylinska, J. (2012) Life After New Media: Mediation as a Vital Process. Chapter 1 “Mediation and the Vitality of Media.” 

Gold, A. (2016). From Digital to Post-Digital: Digital IDEAS in Practice. 2016 Digital Initiatives Symposium, 1–13.

Pinto, A. T., & Franke, A. (2016). THE POST-INTERNET CONDITION. Berlin Biennale for Contemporary At, 26–31.

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Speaking The Same Language At First Moodle Learning Analytics Community Call, Coming Up

Speaking The Same Language At First Moodle Learning Analytics Community Call, Coming Up

Source: https://www.moodlenews.com/2018/speaking-the-same-language-at-first-moodle-learning-analytics-community-call-coming-up/

  Save the date. August 28th will be the time when the Moodle Learning Analytics Working Group (working title) will gather online for the first Community Call. In the agenda there are introductions, a call for R&D partnerships, and a “Setting up the ‘Community of…

[assignmentsolutions4me]

Describe business context and business processes

This assessment item has two parts: Part 1

All students are reminded to form into groups by Week 5 of the Term. For all on-campus students, please take help from your lead lecturer for the formation of your team if needed. For distance students, your unit coordinator is the staff to contact to help you with team formation. Your team members should take different roles in the team, including analyst, report writer, and proof reader. You rotate the leadership role. You divide the tasks of major body sections of your report.

All team members work closely together to produce the introduction and conclusion sections. When you change leadership roles, the next analyst will assume the role of a new leader heading the team into the right common direction. The finalised version of the report should be read and reviewed in full by all team members. The Week 12 team leader will be responsible for submitting the assignment. The title page of your assignment should include Student Ids and full names of all team members. Include a table showing your leadership roles, team member roles and durations in the last page of your assignment.

Objectives

Identify the need for external and internal environment analysis

Describe business context and business processes

Use tools and techniques for requirements elicitation and reporting

Expose your awareness of relevant ethical and professional issues

Learning outcomes Assessed

Devise an appropriate and comprehensive knowledge audit plan to support business analysis requirements

Apply the techniques of knowledge capture, knowledge codification and knowledge sharing (using appropriate technologies)

Use appropriate modelling tools to interpret and analyse the business context for enterprise systems

Appraise the ethical and professional issues relevant to a business analyst

Effectively write and communicate enterprise systems specifications.

Assessment Task: Part I (2500 words)

You are required (as a group with three to four members) to write a report based on a given case study. In this report, you need to evaluate current systems and processes and propose improvements or development and implementation of new ICT system for the given case study. You are required to demonstrate your analytical and modelling skills to communicate your findings from the case study.

Read the given case study and carefully explore the context of business, the strategy, approaches and technological systems discussed in the article. Try to understand the business processes involved and what can be a proposed solution in terms of using ICT system/s. See yourself as a future business analyst and visualize yourself as applying the knowledge and skills developed in this unit of study if you would have been part of a team working for this project.

During your analysis, focus on the following topics that you have to include in your report:

Project background, objectives and strategies.

Stakeholders

Business context and business case

Statement of current business processes and problems

Proposed new System/s

Method of evaluation for the users to follow while using the system (this will follow from the mission and objectives of the project). This is required as it is a social innovation and evaluation will be a longitudinal study.

The report should be structured having:

A title page, headers and footers

Executive summary

Table of Contents

Introduction

Topical headings as required.

Conclusion of your findings.

References

Roles and Responsibilities

Introduction should introduce the project describing the background, briefly describing the problems and objectives. It should also introduce the report.

Your analytical and modelling skills are to be demonstrated through your analysis results as well as the inclusions of modelling diagrams like mind mapping drawn using CMap, and process modelling completed using ADONIS.

Use references to support your arguments, method of analysis, tools and techniques appropriately. You should have minimum four journal articles or textbooks as your reference.

References:

Use the Harvard Year Date referencing style. You should include in-text references and the list of your references at the end of your report.

Assignment Submission

Submit your assignment as one .doc or .docx file (word document) using the assignment submission link available at the Moodle Unit website.

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