Case study LAK11
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Questions we should try answer in this case study
- In what ways is the pedagogy of this course similar or different to other MOOCs?
Provide a brief overview of the course including:
- intended student audience
- Duration of the course in terms of student learning hours
- demographic information eg number of learners etc
- Whether a credit option was available (if so provide level and details of the course credit.)
Learning and Knowledge Analytics 2011 was a conceptual and exploratory introduction to the role of analytics in learning and knowledge development. It was offered by the Technology Enhanced Knowledge Research Institute (TEKRI) at Athabasca University and held January 10 - February 20, 2011. This course was not for credit. This was an introductory course, targeted at faculty, administrators, grad students, learning and development professionals, and organisational leaders. It was recommended that participants have some level of familiarity with the Internet, online social networks, and web-based communications used to collaborate and share information. It was recommended participants spend 5 - 10 hours per week depending on their existing familiarity with the concepts of analytics.
Provide a summary of the main stats including registrations, activity levels and engagement with different tools and technologies, etc.
Participant Technologies and Tools
Pedagogical model and tools
Describe the teaching approach and technology tools used for the course. Included details of the assessment strategy if applicable.
Discuss strengths, weaknesses and lessons learned. Where possible reference relevant student reflections and experiences.
Recommendations for the OERu
Provide recommendations for the design of the pedagogical model.
Provide links to relevant online resources and any research reports relating to the course.
- Student Activity Meter (SAM) 
- Visualizing #LAK11 Tweets Blog post Michael Paskevicius on January 28, 2011