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During this week I have tried to collect main ideas to support the use of Learning Analytics as well as noting the arguments against.
There is a clear agenda to push for using more and more learning analytics, it is becoming more present in institutions and education. That forces us to be careful and explore the privacy issues and pedagogical problems that its practise carries.
LA promises to transform the way educational institutions will collect and analyse data. How it will be treated by administrators, teachers and learners. It seems to offer a benefit for all the characters involved.
First, teachers will use this data to detect and predict if a student is having problems to follow the programme, LA data will help to give support and personalized treatment. It can also benefit disadvantaged groups of students and help them to achieve their learning goals. Second, students will have more agency about their learning progress, allowing them to value and understanding the whole process, and also focusing on their goal and course completion. Finally, an educational institution can use all this to claim its ability to increase productivity and effectiveness. (Enron, 2013: 237).
All of this not only brings questions about privacy, accurately gathering of data, manage and storing issues, potential risks about getting predictions and profiling students. LA can also increase the dominate power relationship of institutions/teachers over students.
Considering all of this, I can see the benefits of LA when we are talking about personalising the learning process. However, I feel discouraged when this personalization is understood as a mear recommendation, copying the e-commere. Also, interesting that the Wilson et al article gives the example of Amazon to explain this, when Amazon is one of the worst machine learning examples, showing products that you already bought or not giving really good suggestion. It seems a long way to walk yet… and it shows that translating that to education can not really be much useful (yet!).
Anyway, what I was saying, is that this hypothetical picture offered by Learning analytics si quite grey and sad from my perspective. I feel that this idea of predictions, recommendations, standards, generalisations, etc. are robbing the opportunity to be spontaneous, creative and live the “here and now”.
Taking the Twitter activity we had last week as an example, we saw how the weigh of the learning process and leading the dynamic of the activity was on Jeramy and Ben. This is is good, as well as, the fact that many conversations were happening without their knowledge. In my opinion that is also an interesting undertaken, teachers can provoke a situation that maybe they lose a little bit of control.
With automation, we probably will lose this magic moment, were something that the teacher was not anticipating, it happens and the class becomes something better than what was planned.
The Society for Learning Analytics Research defined learning analytics as “the measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs” (Long et al., 2011).
Using this definition as a framework, my first question is: who is responsible for measuring, collecting, analysing and reporting the data? As we can see in this week articles the answer is not easy, and there is a discussion about the role and responsibility of the educational institution, as well as the role of teachers and the external tech experts. Gašević et al article (2019) contextualise this idea that higher education is not adopting learning analytics as systematic as they should.
Adoption of learning analytics cannot be deemed as a simple fix to address the challenges of contemporary education. Rather, learning analytics must be considered in a broader context of interconnected organizational, social and political structures that form modern educational institutions. Effective adoption and impact of learning analytics can only be achieved if multidisciplinary teams responsible for and representative of all relevant stakeholder groups are formed and charged with implementation.
Gasevic et al. article (2019)
From the teacher perception, I have the feeling that there is no much control of capacity when we are talking about technology use to collect and analyze data. If we add this task to the list of teacher responsibility it seems that we are asking teachers to know about everything and do everything. In the other hand, if teachers are left behind in the decisions, they lose control of the situation, and learning analytics is presented as the solution to solve a variety of problems. Gasevic, et al. (2019) suggest stakeholders get involved from the start, I wonder where the ‘start’.
On the other hand, it can be argued that teachers or institutions are not responsible for this process, and developers are the ones taking control of their products. They are the ones how should adapt the product and make it appropriated for each content. Making sure, design and implementations are adjusting to the reality where research will be performed.
At the beginning of the course, I recall having some conversations in the formal forum where these elements were discussed. We talked about the responsibility and knowledge of the teacher and discussions about the real value of being in co-creation between developers and educators. Actually, I wrote that to one of my early posts: I wonder if this is because of lack of knowledge? Maybe because all the LMS are predetermined programmes that not allow enough customisation, companies don’t want educators to have this power? lack of resources? we should assume that teachers need to work closely with UX, designers and even developers in order to offer a good interface that can guarantee the needs of their students. Or do we prefer to pay software that is already designed and we scramble to use it in an efficient way?
In this post, I was referring to the design of the platform, thinking about the front end of the interface. But I think same questions apply when we are talking about the back end and data collection and analysis.
Talking about data, I would add, is Learning analytics simply enhancing something you would do in person? Is just making the process faster and more efficient? Or on the other hand, are offering a real opportunity to perceive and detect information that is beyond human interaction and observation? If that the case, are educators ready? Collaboration and having multidisciplinary teams where tech perspective is included seems quite obvious.
As I have done it before, I am going to use my background as a QA engineer working very closely with developers and basically being part of the tech team. Nowadays, Agile is the most used methodology in the tech business, sometimes it feels that Agile will solve all the problems that a team or business can have. Similar to the claims and benefits that Learning Analytics seems to bring…
An interesting element of Agile, that came to my mind having these conversations about the role of the institution, teachers and techy people, is the Three amigos agile perspective.
The implementation process needs to be seen as a task that requires multidisciplinary teams with active involvement from all relevant stakeholders, as also suggested in the literature (Tsai et al., 2018).
What is interesting about the Three amigos perspective is that the roles are well defined, they all work together in the whole project, but they have an important role during the process. I can relate the three characters with Institutions (Business – what is the problem we want to solve), development (building a possible solution) and teachers (testers – testing solutions and finding new possible cases that can happen). AS I said, even that each amigo has their specific role in the project, all three are involved in the whole process, end to end. That facilitates the description of the problem, the design and development of the solution and the implementation and testing. “It’s also good practice to review increments of the product that have been implemented to make sure it’s correct from those different perspectives.”
For me, this is a good example of how a diverse team can generate something better, and it is an example of that tech teams can be configurated with people that maybe doesn’t have what we understand a traditional tech background. People who bring knowledge about the context, reality and specifications, elements that are essential when we are talking about education. As Wilson et al. reading pointed out trying to predict academic failure, for example, through learning analytics alone seems rather useless and ignores the social and political lives of students.
As a conclusion, we can say that having a multidisciplinary team can guarantee a better definition of the process, where technological expertise and educators work together to produce a product. Such a product, not only offers a better framework, scheme, design, development and application. The product also is presented with a more obvious identity and pedagogical values behind.
This was one of my first tweets with the #mscidel hashtag of the week. Are big data and data-driven concepts that are we have overcome? I mean, I am very conscious about the importance and the relevance of data collection these days. However, I think that big data is something that has been proof it generates so many ethical issues with privacy and biased results, that offers generalizations and trends, but actually is not giving us real “useful” information. Or at least information that doesn’t generate ethical issues.
Big Data represents a number of ethical considerations, particularly around privacy, informed consent, and protection of harm, and raises wider questions of what kinds of data should be combined and analysed, and the purposes to which this should be put.
Eynon, R. (2013).
For years, (and still happening) data has been collected indiscriminately with the idea of having a lot, collecting as much data as possible with the idea that it will help us to solve education system issues. Collecting different data points without and see what it can offer, and what conclusions we can get from there. It seems that over these years teachers, educational institutions, and families have become a data production, responsible to collect and record data, as Williamson, B. (2017), points out in his book: Introduction: Learning machines, digital data and the future of education.
Considering all of these, I wonder why would we like to use big data in education? Are we not moving forward to a more inclusive system, where minority and diversity should be taken into consideration?
I started the week asking this, and after this week readings, discussions on Twitter and cheating a little with the knowledge of my husband. I can say that big data collection will pass to a better life. I am being optimistic, and I think we are moving to a reality where yes, we accept that our data is being collected, and assuming that is used beyond our complete understanding and capacity.
But at the same time, though, we are aware of the importance of being conscious and careful about the data we share and to whom. People are not that open to share personal data as it was years ago, and I would say that the trend now is to talk about models of data collection that guarantee a high level of privacy. If we put the focus on education, we can see how students are more careful with their data, as well as other activists in society. People are aware and are taking a more active role with the collection use of their own personal data.
As I said, I cheated a little here, and I used my husband expertise to know more about privacy and what is the current flow. He works as a Google researcher in machine learning and privacy, so I thought it would be really useful to know what big tech companies care about. Using his knowledge, I have learned that the tendency now, and what companies are working with, is based on building trust on users. How? collecting data as much anonymous as possible. Also storage it’s an issue and collecting everything it has a cost. Privacy is a delicate topic, and considering what has happened in the past, tech companies know that they need to guarantee a maxim level of privacy. In that way, different methods and protocols are implemented to guarantee encrypted data collection. You can read here what I shared on Twitter about the topic. He explained what is Differential privacy and some protocols that are used to minimise the identification of people and treat data as much private as possible.
What he pointed out, and I think it is very important when we talk about education is the tendency to move to a focus data collection, instead of big data. It is a way of having only information that is relevant to the purpose, nothing else, that way it is more difficult to identify the person. As I mentioned while reviewing the MOOC, for example, much demographic data is asked. This should be considered a bad practise because demographic data make us unique easily. If we have several data points from people is difficult to have anonymity, many data means that is difficult to hide using aggregation data. You will never have more random that that real data. For that reason, moving forward to models based on focus data collection is a necessity. And education can and should be playing an active role in this battle.
As a conclusion, and answering my own question, I would say that education should not care about big data, but it should care a lot about focus data collection. I think education has an important role in making people aware of this and pushing for regulation and policies. As my dear classmate Paul, suggested in this tweet, education should be working together with data scientists in order to find consensus and work together to achieve good practices in all different contexts.
Williamson, B. 2017. Introduction: Learning machines, digital data and the future of education (chapter 1). In Big Data and Education: the digital future of learning, policy, and practice.
I am already immerse to this week’s topic, but today something happened that deserves to be mentioned. My husband is a researcher and part of his job is to attend conferences. This year, for obvious reasons, all conferences have been cancelled and I have seen him attending virtual events, making talks and recording himself.
I guess conference organisers have been trying different ways to recreate what the conference means. Panels, conference, presentations of posters, workshops, etc. But also the social space, informal conversations, networking… Because conferences are the perfect place to meet up and create connections that are beyond work. I have been lucky to attend some conference with him because he always has conferences in cool places like Japan, South Africa or Canary Island. I know this kind of conferences encourage relationships and many of them organise activities, some with family members included! So, every year these conferences are the perfect excuse to do a holiday (after the conference of course!).
Anyways, with the “new reality” conference organisation need to be creative and today my husband joined a conference in which they have created a virtual space through Gather Town that we found very cool, and I wanted to share. Who has created the place wanted to recreate all the relevant elements of a physical conference This platform, though, it has the idea of not having a super realistic environment, ideas that we learn on the article: Virtualizing the real: a virtual reality contemporary sculpture park for children. Virtual spaces are less realistic and that allows the user to fill in the gaps with creativity and imagination Turner (2016).
In this conference we can find:
– Companies stands that when your avatar goes close, it gets interactive, showing a video, linking to their website or there is a person answering the question.
– Social spaces with coffee and cookies!
– You can walk around with your camera and microphone close or open(something that we realised after a while…) When you cross with someone their camera gets visible and you can open a chat.
– Avatar can be customised and we saw some zombies and mummies walking around.
– The big hall where the main conferences happen. With microphones to make questions.
– It is a virtual space but we observed how people keep social distancing while sitting to hear the conference 😉
– Conference in action, with people presenting their posters. I have seen this face to face and I can say that the feeling was quite similar. You could walk around and listen to the conversations people have around the posters.
A funny note, one of my husband’s colleague attending to the conference has said: “I spent some time walking around without talking to anyone, and I realised that is what I do in conferences, the only difference is the free food available.”
Thanks for transforming my impostor syndrome to something interesting and worthy to connect with the programme! , I have been thinking about your comment on my “In a rush!” post.
“Perhaps it’s a feature of online and predominantly asynchronous learning, however, I wonder whether it is easier to get the feeling that everyone is more productive? Is it may be the case that you’ll notice other members of the group who are posting more regularly, but without knowing what is happening in their blogs or whether they have circumstances that particularly allow them to do more reading, and so on?”
I made this picture half an hour ago, that is the reality of the majority of the time I am checking the platform. Online user: me and myself! Sometimes there are a couple of people, but I have never interacted. I never thought of opening a direct message and say “hi, how are you doing?” Maybe because the functionality is one to one? It could be cool to have an open general chat where you can comment without sending a direct message?. If we were sharing a physical space I would say something for sure, at least waving everyone being in the space. I cannot imagine myself entering a class or study room and don’t say hello to my classmates. I am sure that we would have started a conversation about the readings, the activities and maybe some personal topic. Is this expected on online learning? Is this something cultural? The fact that we are a cohort based around the world make this interaction more difficult?
“Maybe in the physical campus, it would become apparent through corridor conversation that, in fact, lots of people are in the same position as ourselves? You’ve made me wonder whether there is any existing research around this – the idea that online we are more inclined to inflate or be intimidated by the output or energy of our peers? Fascinating!”Thanks again, what I am finding fascinating the capacity you have to see the potential of a paragraph I wrote when I was tired and overwhelmed after a long week! Maybe you made me see a great example of what a teacher can do and not a simple facilitator ;).
After your comment, I did a quick search about the topic, very quick! I end up finding many articles that talk about the impact of social media in the perception/satisfaction of the students. I feel this could answer some of the questions are formulated. When I read your comment I connected the context and feeling with something it is a hot topic now: the impact of the social media and how it seems that we live in the era of poseur culture. So, maybe these articles could give us some clues? Saddly, I was not able to read many, because were not free (also, lack of time!) and I got stuck in the abstract. Find some examples underneath.
Overall, what I have seen is that studies talk about the benefits of using social media, and how this improve engagement and communication among students. Here, though, we can read the summury of the authors and they conclude that: The study finds that: (1) perceived usefulness of social media has positive effect on the use of social media in student learning; (2) perceived risk of using social media discourages the use of the tool, and (3) SMU has positive effect on student satisfaction.
Without reading the full article, I suspect the authors found out that the students are afraid to use social media in terms that usually this expose to much of their personal life, maybe something they don’t want to share and want to keep it private because they are more aware of the consequences?. Maybe we are having a generation of students really aware of the importance of projecting themselves in one direction when they are using social media, or when interacting in a digital environment. Actually, I found some articles, like this one that highlights the idea that “Socially, millennials are indeed more risk-averse than older Americans, perhaps because of the reputation-damaging potential of social media.” Everyday, there are more studies that show the difference between the lack of risks taken by new generation compared with older ones. Also, what are the impact of insatisfaction, lack of realism and depression because of the use of social media. Can this be translated to online learning platforms?
The fact that we have students (and I include myself here) that grow up socialising and having a concrete realitionship with social media, (again, poseur culture, influencers, and all he superficiality that involves social media) maybe we are having the same actitud when we are learning online. Exposing only what we want to show and never show the complete picture…
Is this something that can be prevented? how? the teacher has a responsibility here? (if we narrow our questions to higher education)… Many questions a no answers…. yet!
I love this Ig account, showing all the strategis that advertising and social media use to modify reality and show something that is difficult to achieve!
References
Rahman, S., Ramakrishnan, T and Ngamassi, L. ()2019 Impact of social me social media use on student satisfaction in Higher Education. Link here.
Mahdiuon, R., Salimi, R. and Raeisy, L (2019). Effect of social media on academic engagement and perfomance: Perspective of graduate students. Link here.
Waleed Mugahe AL-Rahmi and Mohd Shahizan Othman (2013) Evaluating student’s satisfaction using social media through collaborative learning in higher education. Link here.
Have to admit that I was quite surprised to see that we should spend some time investigating bots as a teaching tool, I didn’t find the connection at the first, or second thought. Actually, I was surprised that bots are a hot topic still. Even my husband co-founded a start-up based on messaging and chatbots, I never thought bots could be used for people or helping in education. (I know, I know… ignorant alert!)
Until this week, I was not following bot on Twitter, for example, and I was not conscious of using it as a useful tool. Now, I would say that see their potential to encourage learning. I discovered that many museums are using Twitter bots to promote their collections. I can see how this can help people with limited resources and time to know and explore museum objects without leaving you home. Considering how is the world right now, that is very interesting…
But bots are not only useful when we have limited access to hove physically to the museums, for example. They can also play an interesting role when teachers want to introduce a topic, motivate students, and let them get familiar with a subject. Teachers can use it to introduce a future cultural visit. Using it to introduce new exhibitions related to the topic they are talking about in class, or maybe to spark interest. It was not on my to-do list, but after finding the MNAC (Museu Nacional d’Art de Catalunya) and checking some of their twits, I am looking forward to going.
As I have exposed, I see some interesting uses of having bots in class, but don’t think I am seeing all the potentiality of them… Are bots a basic AI that could substitute or at least transform the task of a teacher? Difficult to see that. I can imagine a chatbot that gives mathematical problems that students need to solve, or maybe a history bot that explains important facts. Maybe a foreign language bot that helps with grammar? After this first week, I definitely can project some opportunities of using bots when teaching. However, for me, this is so far from having a robot or automated teacher.
On the other hand, when I think about bots (or simple AI/robots) in education, I cannot stop myself from connecting the thoughts with collecting data and data analysis. At the end of the day, AI or an algorithm is using information stored in a specific database. Can we trust the data bots are using? If we begin to trust bots, without fact-checking, there is the potential risk for malicious misuse of information from those with the capability, and desire, to hack official information. We assume that teachers have some bias, but we also trust that if a teacher is in front of a class it is because they passed a trustful test (maybe an interview, exams, recognition from people of the community…). As a society, we have established some mechanisms of quality, control, and trust. Obviously, we can challenge them and question their utility and how they are formulated, but still, there is some QA process there. What is the control for bots? Why we should trust them? or what can be the protocols to make them more trustworthy?
However, my question is: do teachers need to be replaced? Are teachers actually needed any more? I mean, do we want to use the new technology and automated artificial intelligence to replace the traditional teacher’s role? What is the point of that?
In my opinion, the traditional teacher figure that focuses on delivering content, which is sadly the most common kind of teacher we find, is not actually offering anything interesting in the teaching-learning process. I would say that the teachers that enter into a class and spend their time only explaining a bunch of details, dates, or concepts, are not the “good ones”. We all could agree that this kind of teachers can actually be replaced by books and readings, there is no need for robots or high-level AI. So, what do we want to automate exactly?
In my opinion, the elements that describe a good teacher cannot be replaced by any machine. I think that a good educator is the one that guides the process of learning, not the one who actually delivers anything. I believe that teachers are facilitators. They are responsible for creating an environment where the learning process can be developed, respecting the pace and motivations of each student. Can this be done by a robot?
Also, why would we use AI to teach something in particular? Let’s say, history for example. Why do we want to use the latest technology to explain when an important event happened? This information is already available for the students in seconds, in their hands. Are we actually using the new resources to improve and make a change in the way we learn and what we learn?
Trying to answer these questions, I was happy to read Selwyn’s article (2017) and how he explores the differents Models of how teachers can integrate technology. The first pages of the article helped me to know and organise concepts and ideas.
“ While some teachers are clearly able to effortlessly ‘assimilate’ and incorporate digital technologies into their teaching, others achieve only a pragmatic ‘accommodation’ of technology into their established modes of working”
As Selwyn’s points out there are some teachers who assimilate tech very well, while others are just using the basics. I guess we should avoid creating the idea that using tech “correctly” makes you a better teacher. After last week readings where we focused on understanding the necessity to have a constructivist and critique view, I think this should not be about if the teachers use it or not and if they are “better” teachers if they do it correctly. As usual, this is a much complex debate about the role of teachers. Then, what is the teacher’s role?
When I visualise a good teacher I see a person willing to improve their practise. Taking time to learn, observe and develop their skills. In that sense getting familiar with technology that will enhance their job, it is necessary, as well as learning new estrategies of communciation, engangement, it is part of the pack. A good teacher will understand that the use of technology will not make their class better or more interesting perse, but it will give them the opportunity to subtitute or transform what is needed in order to improve their job, and help the with the learning process of their students.
“In this sense, technology ‘integration’ is perhaps something that teachers achieve through experience and increased mindfulness.”
“As Mishra and Koehler put it, it is not enough to be either a good teacher, or a subject specialist or a skilled user of technology – ‘merely knowing how to use a technology is not the same as knowing how to teach with it’ (p. 1033).”
Considering all of this, as I said in one of my privious posts, if a teacher can be replaced by a robot (or video, AI, book, etc.) it should be.
The article focuses in the essentialism and the instrumentalism as the main factors that prevent online education research from asking relevant questions than enable the core changes expected when digital networks emerged.
The article offers an introduction to those concepts and what is their approach to online education. Essentialism understand technology as a independent abstract subject with pedagogical value itself, while instrumentalism is presented as a bunch of tools which humans can operate in order to satisfy particular needs.
The article is very consistent in presenting essentialism and instrumentalism as the two main factors that limit the research in online education. Overall, the critique is well supported. They use previous articles that give credibility to their arguments, as well as using examples that facilitate the compensation of their claims. The examples are very good to illustrate the constructivist view in particular. These mundane examples helped me to understand the theory and principals behind.
When the authors present the main limitations of essentialism and instrumentalism, I expected a clearer critique of why these perspectives not offer the opportunity to grow in online education research. I would like to have more examples of why and how they are limiting the research and maybe more references that support and shows those constraints. Instead, I found a short description of how essentialism and instrumentalism understand new technologies, and the main focus was in how it is important to introduce a constructivist perspective.
I appreciate the fact the article presents clear reasons and arguments to introduce a constructivist view. This is something that I agree with the authors. However, I would like to know some benefits of the essentialism and instrumentalism. I believe that research in these perspective offers some opportunities of learning and answer interesting questions. In my opinion, the article has a very negative view towards both ideas. Even the article does not give much credit, I think I have learned that essentialism and instrumentalism perspective also need to be taken in account, and essentially understand when someone is basing their arguments from those perspectives.
As we have been seeing, the article focuses in essentialism and instrumentalism as main reasons why research has been prevented to develop. Reading the paper I wondered about other possible reasons, such as lack of technical knowledge on the part of the educational community. Can educational research formulates good question about technical/design aspects of the digital networks without coding or programming skills?
I have to admit that it has been a challenge and a difficult paper to read. I think that the language used and the structure does not facilitate the full understanding of the arguments. It took me several readings to capture the main points and understand all the elements presented. I found the article very condense and trying to explore so many factors. I got interested in some aspects that I would like to dig in, as the bias in the design and their consequences. On the other hand I was surprise that some ideas need to be raised, for example. “First, technical design is undertaken by people who do not leave their connection to the social world behind at the laboratory gates.(Hamilton and Friesen 2013 p.10)”
As a conclusion, I would say that this article offered me to understand that I tend to have a constructivist approach to the online education. I particularly enjoyed reading a similar question I formulated previously in the blog: What kind of future we want?
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Hamilton, C.E. & Friesen, N. (2013). Online Education: A Science and Technology Studies Perspective. Canadian Journal of Learning and Technology. 39 (2): 1 – 21
Peach, H.G. Jr & Bieber, J.P. (2015). Faculty and Online Education as a Mechanism of Power. Distance Learning.
I am writing this post suggested just for the introduction of this week. I wanted to write my first ideas and thoughts before digging to the articles and the task, forum and the up coming virtual conversation.
I am the kind of person that wants to think that tools are not good or bad per se. I believe that it is what you decide to do with these tools that defines if an action is correct and the outcome is positive or not. Also, we should debate what is positive and good before that, any ways…
We are in the digital era. At this point, the debate about weather technology is good or bad is just too simplistic, and it does not have much value any more. I think the debate should go beyond whether the technology is helping or improving the learning process, at the end of the day we don’t have a choice. Technology is everywhere and it is here to stay.
As a society, we have achieved a level of technology where robots and AI are part of our routine. It is not science fiction any more. Because of that, teachers and professionals of education should be discussing what to do with that. What is the development we want to see in the field? To what extend can this development be enforced when things are changing dramatically.
I feel that there is a strong link between technology and privatisation of education. The truth is that new technologies and technological discoveries are coming from private companies. How will this affect education? This is a question that I want to open to my classmates in the forum. Even if I have had some thoughts about it, I don’t have a clear position, and I would love to read different opinions about it.
For a long time I thought that a public system was the solution to avoid biased practices and malicious interests. However, coming from a country with a high level of political corruption I am not sure about this any more. From the perspective of society,what is education trying to achieve? Is the school a place to prepare students to be ready for the future market. If that is the case, who knows better the market that big companies?
Or in the other hand, primary and secondary education are the place where students learn to socialize and interact? In that case, is the use of latest technologies actually necessary?
Are private interests more “obscure or immoral” than the public ones?
All these ideas reminded me one episode of The Simpsons, where a future alternative classroom is presented. In this scene we can see how “new technologies” are introduced in a classroom and are sponsored by a well known soda company . I find this reality terrifying!
Do are we ready to let private tech companies to take a big part of the education?
Thanks for transforming my impostor syndrome to something interesting and worthy to connect with the programme! , I have been thinking about your comment on my “In a rush!” post.
“Perhaps it’s a feature of online and predominantly asynchronous learning, however, I wonder whether it is easier to get the feeling that everyone is more productive? Is it may be the case that you’ll notice other members of the group who are posting more regularly, but without knowing what is happening in their blogs or whether they have circumstances that particularly allow them to do more reading, and so on?”