Benefits and Challenges of Learning Analytics in Higher Education
Goodman, A. & Moran, S. (2020). Benefits and Challenges of Learning Analytics in Higher Education [Unpublished manuscript]. The University of North Texas, Denton.
Since the first international learning analytics conference in 2011, students, faculty, and higher education institutions have enjoyed the benefits learning analytics offers. In 2019, El Alfy et al. identified several benefits of and challenges facing learning analytics. Among the benefits El Alfy et al. (2019) identified were: learning analytics’ ability to influence and be influenced by learning theory and design, the power of predictive modeling, and providing students and instructors real-time notifications of students’ academic progress. However, these authors also noted some factors inhibiting learning analytics use and adoption as well as concerns about privacy and ethics. This study describes a systematic literature review that extends the findings of El Alfy et al. (2019) by more closely examining the benefits and investigating the challenges these authors identified. Framing each benefit and challenge noted by El Alfy et al. (2019) as a research question, the authors used the four steps for a systematic literature review recommended by Gikandi et al. (2011) and identified sixteen articles for detailed review. Ultimately, the authors concluded that the relationship between learning analytics and learning theory is still developing; learning design and predictive models provide a reciprocally beneficial relationship with learning analytics; learning analytics dashboards have greatly facilitated the interpretation of learning analytics; several factors continue to inhibit learning analytics use and adoption; and, learning analytics privacy and ethics concerns have become more widely addressed.
Considering the Technology capabilities of pre-service and in-service teachers: Issues related to the use (or lack of use) of educational technology in the classroom
Moran, S. (2019).Technology Capabilities of Pre and In-service Teachers: Educational Technology Concerns [Unpublished manuscript]. The University of North Texas, Denton.
Effectively Integrating educational technology into the classroom has been proven to increase student engagement and the depth of student learning. In the 21st century, related skills are essential for all, for they allow those with technological skills to be competitive in our global society. However, many teacher preparation programs and educators are not prioritizing educational technology, often ignoring it entirely. This results in a lack of confidence with educational technology and a lack of belief in its merits in pre-service and in-service teachers. To increase Information and Communications Technology (ICT), teacher educators may require training needed to utilize ICT and model its use for their students. Standards for ICT implementation may need to be adopted by teacher preparation programs, for assuming that pre-service teachers will “acquire the technological skills they need” in their core classes is unacceptable. Also, teaching pre-service teachers in stand-alone educational technology courses may be part of the issue. Moreover, pre-service teachers might require opportunities to plan and utilize ICT in actual classroom settings, paired with mentor teachers on campuses where ICT is valued. Technological Pedagogical Content Knowledge (TPACK) could be enhanced, while pre-service teacher risk aversion and negative teacher beliefs may need to be addressed. Lastly, universal standards for ICT implementation may need to be reconsidered by all educational agencies.
E-Waste: A Major Problem Hiding in Plain Sight
Moran, S. (2021). E-Waste: A Major Problem Hiding in Plain Sight [Unpublished manuscript]. The University of North Texas, Denton.
E-Waste, Waste from Electrical and Electronic Equipment (WEEE), has become a major contributor to the world’s waste stream. Improper disposal of computers, smartphones, refrigerators, and the like is driven by developed nations, countries that often do not have the recycling infrastructure needed to deal with such items or that do not care to do so, for it is often cheaper to ship these discarded items to developing countries and pay them for disposal. Unfortunately, in spite of international laws banning this practice, the enforcement of said laws is difficult. Moreover, because many developed nations like the U.S. do not have a uniform set of regulations associated with WEEE disposal, a tsunami of e-waste has been flooding inadequate and improperly managed recycling facilities in developing nations. While effectively stripping such devices for precious materials and/or repurposing the devices would keep countries from needing to continue to mine so much of the planet’s limited resources (and while simple educational programs could teach citizens what to do with their unwanted devices), it is often the case these devices are not recycled or repurposed. Instead, they may end up in landfills and leach hazardous materials. This paper utilizes the Boardman Soft Systems Methodology to consider this issue systemically. Recommendations include consideration of the circular vision for electronics created by the World Economic Forum (2019) and educating the public about e-waste and the green schools initiative. Implications could bring more attention to the need to reconsider electronics production and disposal around the world.
Suggestions for Implementing Sustainability Education in a San Antonio High School
Moran, S. (2021). Suggestions for Implementing Sustainability Education in a San Antonio High School [Unpublished manuscript]. The University of North Texas, Denton.
In the fall of 2021, I tried to apply what I learned about sustainability through a proposed plan for implementing sustainability education on my home campus. Suggestions included implementation of some lessons related to sustainability on a pilot basis in the 9th grade. I also suggested the possibility of beginning to make the campus more sustainable by looking into aquaponics, making landscaping sustainable, and the like. This is an unfinished product, more like a draft, for I was told I would be further developing the paper this semester. Such has not been the case in this semester's classes. However, I included it as a rough example of my efforts to apply the sustainability principles and actions that I have learned about over the past few years. Because I passed the class with an "A," it is considered worthy of publication consideration. However, I would revise it a great deal before attempting to have it published.
Were this piece to be revised, I believe that it could contribute to the STEM education that students on my campus have as their focus, in particular because they would be working to solve real-world problems on a systemic basis and make our campus an example of what could be done if sustainability as a whole were more of a priority in my district and in districts around the country.
Adobe Captivate Training at Oracle NetSuite
Rieder, A.T., Goodman, A. & Moran, S. (2020). Analyzing Education Consultants’ Perceived Quality of Adobe Captivate Training Through an Integrated Structuration Model of Technology. In E. Langran (Ed.), Proceedings of SITE Interactive 2020 Online Conference (pp. 245-254). Online: Association for the Advancement of Computing in Education (AACE). Retrieved November 9, 2020 from https://www.learntechlib.org/primary/p/218153/.
Companies around the world have adopted eLearning to train new employees and expedite onboarding. Corporate culture dictates how eLearning is administered to train new employees, illustrating Giddens’ (1984) duality of structure. The proposed Integrated Structuration Model of Technology outlines a mechanism through which employees can articulate the ways they interpret meaning in the eLearning training they receive. In this report, NetSuite’s method of training new Education Consultants (ECs) to use Adobe Captivate is considered. Specifically, the purpose of this study is to examine the ECs’ perceived quality of the training they received on Adobe Captivate, their opinions on using Adobe Captivate to create eLearning, and their interest in future training on Adobe Captivate. Using survey data, researchers determined that the ECs dislike using Adobe Captivate enough to not desire future training, despite having neutral opinions towards the original training course. Recommendations include the need for NetSuite to potentially rebuild its Adobe Captivate training, utilizing input from employees, or to consider a substitute program that will make ECs excited about learning and feel less frustrated with creating eLearning materials.
Improving global sustainability by increasing public schools’ environmental and financial viability as hubs for green energy production
Warren, S., Moran, S., & McGuffin, K. (2022). Planning to incorporate energy conservation practices, renewable energy production systems, and ecofriendly building design practices to support sustainability in US public schools. In E. Zio, P. Pardalos, M. Fathi, & Khakifirooz (Eds.), Handbook of Smart Energy Systems. Springer.
As the earth’s climate changes, the costs to communities in terms of energy consumption and related financial expenses continue to increase. Improving overall sustainability by focusing on public schools as energy generation sites and opportunities to model sustainable communities for the world. The purpose of this chapter is to model potential environmental and financial gains that may be expected to contribute to improved sustainability that come from using rooftops and other potentially unused public school community land. When coupled with sustainability practices such as aquaculture and permaculture, we will demonstrate how this approach could generate needed energy to fund facilities in the face of rising costs to schools due to environmental factors, as well as local and state budget priorities. As such, it is important to find new sources of energy production and efficiency savings, coupled with possible revenue streams.
Unintended consequences of scale: A model to determine environmental resource use, pollution, and e-waste impact from 1:1 school computing initiatives
Warren, S., Moran, S., & McGuffin, K., & Robinson, H. (2022). Unintended consequences of scale: A model to determine environmental resource use, pollution, and e-waste impact from 1:1 school computing initiatives. (Under review).
Over the last 20 years, 1:1 computing initiatives have become increasingly commonplace in public schools. The marketing and theory literature promise that their use should result in learning increases, better preparation for college and the workforce, as well as difficult to measure outcomes such as collaboration, critical thinking, and problem-solving skills. The cost of these initiatives, as reported in journals, tends to focus on acquisition of equipment and sometimes training of teachers and students to use the computers. What has been missing from the research is discussion of both existing total cost of ownership with 1:1 computing initiatives, as well as analysis of other hidden environmental costs of 1:1. These costs range from changes in management and personnel costs to increased electricity, as well as the waste produced during the manufacture and shipping of computers. This article analyzes financial and production metrics to build a model that can be used to explore a more accurate picture of real costs to schools. We discuss the implications of the likely significant impact of 1:1 computing initiatives relative to increased pollution resulting from increased energy use and toxic end-of-life machine e-waste. If scaled to many districts and globally, the sheer amount of e-waste, cost of disposal, and financial costs must be weighed against potentially weak educational value of educational computing at scale. Understanding the tradeoffs with these environmental costs vs. proposed benefits of 1:1 computing purchases is important for school administrators considering whether to adopt such initiatives.