About the Guest

Rebecca is a senior lecturer in the Institute of Educational Technology (IET) at The Open University in the UK and a senior fellow of the Higher Education Academy. Her primary research interests are educational futures, and how people learn together online and I supervise doctoral students in both these areas.

Rebecca worked for several years as a researcher and educator on the Schome project, which focuses on educational futures, and was also the research lead on the SocialLearn online learning platform, and learning analytics lead on the Open Science Lab (Outstanding ICT Initiative of the Year: THE Awards 2014). She is currently a pedagogic adviser to the FutureLearn MOOC platform, and evaluation lead on The Open University’s FutureLearn MOOCs. She is an active member of the Society for Learning Analytics Research, and have co-chaired many learning analytics events, included several associated with the Learning Analytics Community Exchange (LACE), European Project funded under Framework 7.

Rebecca’s most recent book, Augmented Education, was published by Palgrave in spring 2014.

students teaching robots

learning analytics, Rebecca is an authority.

how to assess resources are trustworthy, fake news and social media, navigating post-truth society

how to advance the cause of empathy through technological means

gamification. XR safer environment. digital storytelling and empathy.

poll : learning with robots –

digital literacy and importance for curriculum primary, secondary and post secondary level.

digital literacy is changing every year;

drones

Buckingham Shum, S., & Ferguson, R. (2012). Social Learning Analytics. Educational Technology & Society, 15(3), 3–26.https://mnpals-scs.primo.exlibrisgroup.com/discovery/fulldisplay?docid=ericEJ992500&context=PC&vid=01MNPALS_SCS:SCS&search_scope=MyInst_and_CI&tab=Everything&lang=en

Hansen, C., Emin, V., Wasson, B., Mor, Y., Rodriguez-Triana, M., Dascalu, M., … Pernin, J. (2013). Towards an Integrated Model of Teacher Inquiry into Student Learning, Learning Design and Learning Analytics. Scaling up Learning for Sustained Impact – Proceedings of EC-TEL 2013, 8095, 605–606. https://doi.org/10.1007/978-3-642-40814-4_73

how to decolonize educational technology: MOOCs coming from the big colonial powers, not from small countries. Video games: many have very colonial perspective