Every senior at Haverford College writes a thesis or its equivalent, conducting independent research with guidance from faculty and librarians. Students critically engage in investigative work in archives, field studies, and labs. In this article, librarians explore the way anthropology and history thesis writers do research to define paths toward…

Data collected from online learning and tutoring systems for individual students showed strong autocorrelation or dependence because of content connection, knowledge-based dependency, or persistence of learning behavior. When the response data show little dependence or negative autocorrelations for individual students, it is suspected that…

This chapter details the process the University of Michigan developed to build institutional capacity for learning analytics. A symposium series, faculty task force, fellows program, research grants, and other initiatives are discussed, with lessons learned for future efforts and how other institutions might adapt such efforts to spur cultural…

Personalized learning has become the most notable application of big data in primary and secondary schools in the United States. The combination of big data and adaptive technological platforms is heralded as a revolution that could transform education, overcoming the outdated classroom model, and realizing the progressive vision of…

Despite a narrative that sees learning analytics (LA) as a field that aims to enhance student learning, few student-facing solutions have emerged. This can make it difficult for educators to imagine how data can be used in the classroom, and in turn diminishes the promise of LA as an enabler for encouraging important skills such as sense-making,…

There is much enthusiasm in higher education about the benefits of adaptive learning and using big data to investigate learning processes to make data-informed educational decisions. The benefits of adaptive learning to achieve personalized learning are obvious. Yet, there lacks evidence-based research to understand how data such as user behavior…

Collaborative inquiry (CI) has emerged as a dominant structure for educators' professional learning in the 21st century. The purpose of this paper is to analyze publicly available documents and policies related to CI in Ontario in order to better understand the documentary scope and spread of this professional learning model in the province. We…

The idea that information is the building block for learning is not new. In fact, it has been a core tenet of learning theory since the study of human cognition began. What's new about learning in the twenty-first century is that various dimensions of information have changed--expanding in every conceivable way. Information is now a "24-7"…

Students find themselves troubled with understanding concepts and processes involved in different subject areas. Many times they seek assistance but find themselves at a loss. Being aware of support resources and having assistance at one's disposal can eliminate the stress of searching for help. Nevertheless, as in the movies, the question begs to…

Discusses organic architecture and suggests that learning environments should be designed and constructed using an organic approach, so that learning is not viewed as a distinct human activity but incorporated into everyday performance. Highlights include an organic knowledge-building model; information objects; scaffolding; discourse action…

Discusses knowledge management that seeks to minimize information overload in order to enhance performance. Highlights include the differences between data, information, and knowledge; the relationship between learning, knowledge, and performance; the use of focus groups; documenting results; and knowledge classification. (LRW)

From case studies of organizational learning in research and development companies, learning tools or mechanisms were identified: job rotation, innovation process planning, and product innovation project review. Organizational learning involved parallel rather than linear processes of information acquisition, distribution, and interpretation and…

Discussion of the concepts of learning and training focuses on how to incorporate the whole brain in the learning process when personalizing electronic learning. Suggests that trainers will need to learn teaching strategies that embrace the right brain's need for time and space to examine, contemplate, integrate, and utilize information.…

Access to information is inadequate without attention to learning processes and the use of information in the production of knowledge. The ability to sift sources, discriminate, and think is far more important than the ability to find vast quantities of information. (SK)

Second-grade children were explicitly supplied with zero, one, two, or three components of information to specify the respective contributions of various sources and amounts of acquired strategy-utility information. Metacognitive knowledge was evidenced only when the training regiment included the complete set of critical metacognitive components.…