ASSIGNMENT TITLE: A NEW WAVE OF INNOVATION USING MOBILE LEARNING ANALYTICS FOR FLIPPED CLASSROOM
ASSIGNMENT TITLE: A NEW WAVE OF INNOVATION USING MOBILE LEARNING ANALYTICS FOR FLIPPED CLASSROOM
Part One: Reflective CPD (Continuous Professional Development)3
About Myself3
Current Experiences3
Career Plan 4
SWOT analysis 5
Conclusion5
Part Two: Log Entries6
Effect of Innovation6
Innovation in Mobile Learning7
Risk Management8
Mobile Learning Explained9
Career Plan10
Professional and Ethical Issues11
Personal SWOT Analysis12
Stages in Research Project13
Research Interest13
Am I Ready For This Research? 13
Gantt Chat14
Mind Map14
Part Three: Project Proposal15
Introduction15
Research Objective16
Research Questions16
Literature Review16
Research Methodology19
Learning Management System19
Conclusion21
References22
PART ONE: Reflective CPD (Continuous Professional Development)
About Myself
My name Kikelomo Deborah Omeiza. An IT practitioner to date. Although, This has always been in my interest before I gained my bachelors degree in business administration. During my undergraduate training, I undergo different short IT courses like desktop publishing and data processing. This little experience gave me the courage to pursue a career in Computing and Technology.
Having gained admission into Northumbria University for a Masters degree in computing and technology, this course of study has redefined my perspective, particularly regarding the application of new technologies in advancing education system which can be termed as modern learning. I consider myself an emerging professional with a high sense of discipline tailored to achieving my set career goal which is to become a Business/Data Analyst. My core guiding principles are effective communication, time management, integrity, diligence, and perseverance. However, these soft skills do not undermine the need for the technical expertise required to attain my lifelong career goal. As Albert Einstein said, Strive not to be a success but rather to be of value; therefore, I have at different times in the past consciously put in the effort to develop myself. After attaining my Bachelors degree, I embarked on the mandatory one-year of National youth Service in my home country. I was posted to serve as a teacher, so I actively participated in training students in the local community on how to use computers to solve simple problems. During my youth corps, I started having a different perspective on how I can gain a career in IT. After the service, I further got an employment offer from the organization Unilever/Tequiler Nig plc as a team supervisor. Here I gained more experience working with IT professionals which also contributed to the confidence I had in pursuing a career as a Business/Data Analyst.
Objective
I believe that life is in phases and that attaining set future goals is dependent on the continuous achievement of several short-term goals. Personally, short-term goals and objectives include learning specific programming languages like JavaScript, python, SQL and data analysis, and software development using Figma, agile, and NetBeans thus further equipping me to be of more technically valuable to any organization that engages my services. However, my long-term goal is to become a world-renowned Business/Data Analyst serving in the top firms and adding significant value to the industry.
Current Experience
It's crucial to comprehend that persons who are prepared to stay up with essential technical advancements and breakthroughs in the sector in order to remain relevant can build effective careers in information technology. I realized after earning my Bachelor of Business Administration degree that I still lacked the technical abilities necessary to meet the international industry standard. Moreover, I still needed to make major gains in my soft skills, including effective communication, analytical thinking, creativity, and problem-solving. It will cost a lot of money to address these deficiencies in technical knowledge and soft skills through training, courses, and other self-development avenues. However, this is an investment I was willing to put in which informed my choice of enrolling for a Masters degree in Computing and Technology with Advanced Practice.
What I have achieved to date: The Information Technology industry has always fascinated me. Beyond my Bachelors degree in Business Administration, I have committed to learning programming languages and gaining experience with a top organization as a warehouse supervisor to acquire knowledge of software packages relevant to such functions. I also had the opportunity to manage and train a team, which enhanced some of my key soft skills such as effective communication and problem-solving, thereby further developing me as an IT personnel.
How I have developed my technical skills: The MBA program has been a long-term goal for me. That I could enroll and successfully be undertaking it proves that my goals are achievable; a morale booster especially considering I come from a background and culture where such feats are considered nearly impossible for a girl-child. In the past, I have had to build up my technical skills by taking various online courses, certifications, and webinars. This experience of online remote learning explains why my research topic resonates closely with me. Serving in IT positions has helped me realize the numerous opportunities on offer in the industry provided one can remain committed to the personal development of the requisite soft and technical skills. To further favorably position me in the highly competitive global market, being proficient in languages such as the English Language, and French will be an added advantage and is part of my personal development goals.
Career Plan
A personal driving statement for me is that I want to look back on my career and be proud of my work. This is why I am always open to development and improvement at every opportunity. As mentioned earlier, while striving to attain short-term goals, I remain conscious of my medium-term goals such as internship opportunities, volunteering, and working on available projects. Managerial roles require a high level of leadership skills and emotional intelligence vis-a-vis technical skills. Despite my experience at Unilever/Tequiler Nig Ltd which was relatively managerial involving the supervision of a team, I have realized that managers must always remain open and focused on new ideas and techniques to remain effective. Thus, Promotion or elevation is a direct result of the hard work we put into developing our professions. As a result, I am aware that learning, unlearning, and relearning are all necessary steps on the path to becoming a competent data analyst. I also understand the value of receiving advice from senior colleagues who -20955127622500have succeeded in this profession as well as industry specialists.
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Fig 1. Swot Analysis
Conclusion
I seek to have a very interesting career that opens me up to diverse possibilities in the digital space. I consciously remind and prepare myself to keep learning and building my skills to ensure I remain optimally positioned for opportunities in the global market. Furthermore, I aim to identify innovative ways of using mobile learning and analytics, build on this knowledge and use it in satisfying potential clients. I also look to learn how to build a good working relationship and rapport with my future clients through developing soft skills such as negotiation, influencing, teamwork, and other relevant skills. In order to obtain additional hands-on experience, I also intend to take part in internships and projects in these fields. To learn from business leaders and network with other specialists in my sector, I also intend to go to pertinent conferences and networking gatherings. Finally, as part of my personal development objectives, I want to increase my language competence to include French and Italian.
PART 2: LOG ENTRIES
GANTT CHAT
MIND MAP
PART 3: PROJECT PROPOSAL
Introduction
The flipped classroom teaching model which is based on mobile learning analytics will revolutionize the education sector as a new teaching model because of the strong integration of information technology. It is a model based on the fusion of modern information technology tools into education creating a more interactive and engaging environment for learning.
Jonathan Bergman and Aaron Sams created the flipped classroom in 2007 when they started videotaping in-class lectures allowing students to watch them at home or at their own scheduled convenience. In a flipped classroom, students watch prerecorded or online lectures as pre-classwork before spending in-class time participating in active learning activities such as peer interactions, discussions, presentations, calculations, and group projects.
Mobile learning presents a better and improved method for the flipped classroom as it enables students to access learning resources, support, and content from any mobile device anywhere and anytime. Therefore, this topic is based on using mobile learning analytics as a new wave of innovation for flipped classrooms.
The advent of new communication technology solutions made readily accessible by the internet has redefined and changed various processes and operations that have impacted the lives of people worldwide. The educational sector is a major beneficiary of this wave with the internet proving to be a very useful tool in a variety of areas. Having access to the internet as a teacher presents many benefits presenting the opportunity to design new learning environments which can be tailored to meet the specific requirements of the target audience.
With the use of an innovative mobile learning strategy, flipped learning has changed how homework and in-class activities are conducted. With the traditional learning approach, students would listen to lectures in the classroom and then practice their new skills at home using various means, while honing their skills in the classroom. On the other hand, the flipped learning paradigm uses social networking to create an active and engaging learning environment where the instructor serves as a facilitator and guide while the students actively and creatively engage with the pre-recorded educational material made available.
For this model, the teacher first identifies the topic to be taught, sources information where necessary, and then creates the educational material using the internet or content recording and production software. The material is then distributed on the desired channels and made remotely accessible to the students. With this learning material made available, it is important to note that the pace at which each individual observes, learns, and assimilates varies. Thus, having prior access to this material ensures each person gets ample time to engage and have a basic understanding of the subject matter. With this achieved, they would have the required background knowledge entering the classroom, and then with the guidance of the teacher, engage and interact in group discussions with their peers, raise developing concerns or questions, and take on difficult assignments to advance their cognitive development.
Research Objective
The mobile learning approach is considered an innovative approach for the flipped classroom. The purpose of the present review is to understand the impact of mobile learning analytics on the effective and efficient delivery of the flipped classroom approach. Moreover, the benefits and challenges of employing mobile learning methods in flipped classroom teaching will be identified.
The aforementioned investigation will be directed toward the achievement of the following research objectives:
To illustrate the application of a learning design framework and a discussion on how it can assist both users and instructors in a flipped learning classroom.
To carry out a detailed analysis of the broad assumptions guiding the concept of flipped classroom learning alongside the use of mobile technologies.
To analyze the importance of redefining the flipped learning classroom technique with the implementation of mobile analytics alongside its shortcomings.
Research Questions
What assumptions underpin the concept of a flipped classroom with mobile learning analytics?
What functional value do these conceptualizations serve for instructors and the wider academic community seeking to further exploit the potential of mobile learning analytics?
How could the use of the RASE learning design framework integrate the use of mobile technologies in a flipped classroom environment?
Literature Review
By using classroom-based active learning activities, the flipped classroom aims to improve student learning. To prepare the students for these active learning activities, the teachers or lecturers provide them with internet-based access to pre-recorded lecture videos and a variety of computer-mediated learning exercises beforehand. This model involves students watching prerecorded or online lectures before attending in-class sessions where they engage in active learning activities. Mobile learning has been identified as an effective tool for the implementation of the flipped classroom model, allowing students to access learning resources and support from any mobile device at any time. This literature review will focus on the use of mobile learning analytics in the flipped classroom model and its impact on effective and efficient delivery. To understand how flipped-learning students behave both within and outside of the classroom, this chapter presents a conceptual framework and an effort to apply mobile learning analytics. Empirical data on students' perceptions of this model curriculum are also supplied to support the study. The implications of designing flipped learning using mobile technology and learning analytics are addressed along with several other crucial factors.
A novel approach to promoting and supporting active learning is the "flipped" learning methodology, in which in-person classroom lectures are "flipped" with additional learning tasks from home (Lage et al. 2000). The flipped classroom model assumes that students are motivated to learn and are willing to take responsibility for their own learning. The model also assumes that students have access to technology and are able to use it effectively. The use of mobile learning analytics in the flipped classroom model assumes that students are willing to share their data and that instructors are able to use the data effectively to improve student learning outcome. The flipped classroom model is not only effective in promoting student-centered learning but also in providing flexibility and promoting personalized learning
The flipped learning idea relies on outside preparation and active participation from students during class. However, this makes it challenging for teachers to keep track of and assess the students learning progress. One approach to addressing this issue is learning analytics, which is widely used to describe the gathering, processing, and reporting of data on learners in their learning context using data mining techniques (Ali et al. 2012). A growing area of study in educational technology called learning analytics might provide a new perspective on these data and aid formative assessment (Kumar et al. 2015). To adequately analyze the learning progress, it has also been proposed to expand learning analytics to mobile platforms.
Mobile learning analytics refers to the use of data generated from mobile devices to support learning. Learning analytics can provide insights into student learning behaviors and provide feedback that can help instructors to tailor their teaching to meet the needs of individual students. In the context of the flipped classroom model, mobile learning analytics can be used to track student engagement with the prerecorded or online lectures, identify areas where students are struggling, and provide feedback to instructors that can help them to modify their teaching (Yousef et al., 2014).
This chapter outlines our theoretical framework and a project that uses learning analytics to forecast students' behavior inside and outside of the classroom when combining a flipped learning approach with mobile technology as a learning aid. Based on the feedback from the students, issues and consequences of developing flipped learning with mobile technologies and learning analytics are examined.
This section focuses on the four components namely mobile learning, formative assessment, instant feedback, and learning analytics that make the flipped classroom possible for active learning. It aims to develop a comprehensive conceptual framework based on these components. By giving students more time in an interactive classroom for a truly mobile learning experience that supports them in switching between contexts right away during class meetings and where formative assessment for immediate feedback can be accomplished by learning analytics technology. We will discuss flipped learning, mobile learning analytics, formative evaluation, and feedback separately to make the topic in this chapter easier to follow.
.Formative Assessment
Instant Feedback
Mobile Learning
Learning Analytics
Flipped Classroom for active learning
Formative Assessment
Instant Feedback
Mobile Learning
Learning Analytics
Flipped Classroom for active learning
Formative assessment: Formative Assessment outlines the direction where learning can occur and gives both teachers and students a way to enhance the pedagogical design and learning process. This sort of assessment is one in which the assessors' primary goal is to provide feedback on students' performance to enhance and improve their learning. This idea is developed further by Nicol and Macfarlane-Dick (2006) into a more central claim that formative evaluation and feedback are given to students in higher education so they can become self-regulated learners.
The definition of formative assessment is vague and may be oversimplified, even though Yorke (2003) emphasized that this evaluation could be conducted formally or informally as long as it can support student learning by providing information about performance as constructive feedback. The caliber of the input students receives determines how effective formative assessment is (Yorke 2003). Formative evaluation and feedback are crucial components of a meaningful and successful learning process, according to research (Boud and Falchikov 2006; Butler and Winne 1995; Lehmann et al. 2014). Formative evaluation and feedback are inextricably linked, with the latter serving to inform students about their performance.
Mobile Learning Analytics: Educators have demanded that pedagogies and practices in instruction and operations be redesigned to take advantage of mobile learning opportunities. Mobile devices are increasingly popular and can wirelessly connect to the internet to access a variety of digital learning resources. Tablets and laptops are popular tools that have been used for learning in recent times. This has helped boost learning activities such as student engagement, peer interaction, and collaboration. It has become easier to obtain feedback from both inside and outside the classroom. Mobile communications have extended the place and time of learning and exploring the world, by doing all these, learning has been affected positively. Teachers have also been seen using mobile technology to promote a new way of learning. Mobile technology thus creates several new opportunities for additional research into pedagogies and learning design where learners, devices, and the learning experience are all remote.
With the coming of age of mobile technology for learning, it has become imperative to collect several users data to make an analysis that will lead to further improvements. Data mining is a technique used to collect a large amount of data, which will help with analysis and significantly improve.
The purpose of using this data is to make it easier to evaluate students in a logical and real-time manner, identify which students would benefit from particular pedagogical improvements, and mentor those students as they move through the learning process., Using mobile technology, mobile learning analytics can be expanded to include mobile data analysis for learning on mobile platforms.
Research Methodology
Less attention has been paid to examining the use of a learning design framework and a discussion on how it can help both users and instructors in a flipped learning classroom, among other pertinent issues, due to the growing research interest in the flipped classroom model to evaluate various parameters such as the learning motivation of students, how interactive the learning sessions are, and the effectiveness of teaching and learning with video lecturing. The primary goal of this study is to provide empirical data and analysis on the above discussion
A learning design framework can benefit both teachers and students in a flipped classroom. To make it simpler for students to access the films or resources that will be needed for the assignment, the URLs to the videos will be added to a platform called Schoology, a cloud-based LMS service that is free to use. Additionally, the teacher can start discussion threads in the already existing forums and invite the students to participate in online debates with their classmates or turn in pre-lesson preparation projects. This will give the teacher more freedom to finish assignments and give the students more opportunities to learn. Teachers feel that having a flipped classroom has given them more flexibility in how they engage students in learning under the teacher's direction.
Learning Management System
The deployment of various teaching and learning styles, including the flipped classroom, has been made possible by numerous technological breakthroughs in the education sector in the modern period. The flipped classroom paradigm is built on the idea of incorporating cutting-edge information technology into the classroom to make learning more interactive and interesting (Min, 2017). The flipped classroom strategy is currently being combined with mobile learning analytics due to the rising use of mobile devices in order to produce a better and more effective educational model. For the flipped classroom approach based on mobile learning analytics, a learning management system (LMS) is a crucial tool (Erbes et al., 2016). Second, an LMS can be used to track student performance and offer tests and quizzes. With the use of mobile learning analytics, teachers can monitor students' development and performance in real-time, allowing them to spot problem areas and offer specific support.
Thirdly, an LMS may help students and teachers collaborate and communicate with one another. Chat rooms and discussion boards can be used to encourage a sense of community and cooperation among students, while video conferencing can be used for virtual classroom sessions. An LMS is a crucial tool for adopting the flipped classroom model with mobile learning analytics due to a number of features. These qualities consist of:
Management of course resources and content is facilitated by an LMS interface. It enables teachers to post lecture notes, videos, and other educational content that students can access whenever it's convenient for them.
Assessment and grading: With the use of an LMS, instructors can design and distribute tests and quizzes as well as monitor student progress. It enables the manual grading of open-ended questions in addition to the automatic grading of multiple-choice questions.
Communication and teamwork: An LMS offer tools for communication and teamwork, including as chat rooms, discussion forums, and video conferencing. These resources allow for interaction between students and teachers, which fosters a sense of community.
Analytics and reporting: An LMS offer analytics and reporting tools that let teachers monitor the development and performance of their students (Frawley and Dyson, 2018). It enables the creation of reports on student engagement, course completion rates, and learning outcomes.
The third research objective is to evaluate the importance of redefining the flipped learning classroom method with the addition of mobile analytics and the probable challenges that may ensue. As earlier established, the flipped classroom model allows for students interaction through face-to-face discussions in the classroom after they have had prior access to the learning materials (Bosman and Strydom, 2016). It offers teachers the flexibility to use technology to tailor the learning environment suitable to the target audience. The pre-existing knowledge of the students makes face-to-face interaction more engaging, and thought-provoking, and improves the learning quality (Barden, 2018). This model further strengthens classroom interaction to expand the limits of the learning module by engaging the creativity of the students and deepening their understanding of the subject matter. It also helps to adequately address questions, concerns, and grey areas that may have been earlier identified by students.
There are many advantages to using an LMS in a flipped classroom with mobile learning analytics. They consist of:
Flexibility and convenience are made possible by an LMS since it gives students access to learning materials from anywhere at any time.
Personalization: Mobile learning analytics allow teachers to monitor student development and performance in real-time, enabling them to provide tailored guidance and instruction.
Engagement: A learning management system (LMS) gives students the means for communication and cooperation, establishing a feeling of community and engagement.
Efficiency: An LMS allows teachers to automate tests and grading, which reduces time spent on administrative tasks and boosts productivity.
The flipped classroom strategy has also presented its challenges mostly because it requires changing pedagogical techniques, and educators may be cautious and hesitant to implement it. Also, they may not have Instructional delivery which requires technical know-how and abilities, or the ICT infrastructure available may be inadequate. These are a few possible limitations of mobile technology as regards the flipped learning model.
Conclusion
This research project focuses on the conceptual framework for mobile learning analytics in flipped classrooms. The challenges and implications of designing flipped learning with mobile technology and learning analytics were reviewed in light of the findings and feedback from relevant stakeholders. These findings showed conflicting opinions about learning analytics. It further explains how students can effectively learn from this learning model as well as how educators might use mobile learning analytics to raise the level of lecture delivery. The flipped classroom approach has the potential to become a crucial strategy when the affordances are highlighted through effective learning activity design. The study also highlights the need for mobile learning analytics and looks at both the benefits and drawbacks of teaching in flipped classrooms. Teachers and students need to continue talking to one another to strengthen the flipped learning paradigm.
Professionally, mobile learning analytics in flipped classrooms is a revolutionary idea that will have far-reaching effects on the educational sector. Educators will have the responsibility of ensuring that they acquire the technical knowledge required to effectively optimize the available technological tools. Furthermore, this project will look to explore and proffer solutions to all possible challenges that may arise from the application of this model whether ethically, legally, socially, or even professionally.
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