[Open-education] Research Jobs in Learning Analytics and Blockchain to support Learning at the Knowledge Media Institute @ The Open University

Mon May 28 13:48:00 UTC 2018

Closing Date May 31st – see http://kmi.open.ac.uk/jobs/ for more info.

Both posts in the context of a 20M pound funded UK National Institute of Coding aiming to enhance the number of Computing Graduates in the UK [1].

Learning Analytics - This IoC work will build on the experience of the OU Analyse project [2] which aims to increase the student retention rate at the Open University and at the same time to improve the quality of education. By analysing students interactions with the virtual learning environment, it is possible to identify those who might be at risk of failing the course and offer them well-targeted additional support.

Blockchain – we will use blockchain based accreditation and learner records to:
-           Increasing learner employability;
-           Decreasing the skills gap in key technical and non-technical areas associated with computing in industry;
-           Decreasing hiring costs for employers.
This work will build on KMi’s work on blockchains in the education space as well as our investigations into the relationship between blockchains and Linked Open Data. More on our work can be found at [3].

Please contact me for more information.

Thanks

John

1. https://instituteofcoding.open.ac.uk/
2. http://analyse.kmi.open.ac.uk
3. http://blockchain.open.ac.uk/

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Prof. John Domingue | Director KMi
Knowledge Media Institute (STEM)
The Open University, Level 4 North, Room 3, Berrill Building, Walton Hall, Milton Keynes, MK7 6AA, UK

Tel: +44 (0) 1908 653800
Twitter: johndmk<https://twitter.com/johndmk>; Skype: john.domingue
Web: kmi.open.ac.uk/people/domingue/<http://kmi.open.ac.uk/people/domingue/>, blockchain.open.ac.uk<http://blockchain.open.ac.uk/>
President, STI International (sti2.org<https://www.sti2.org/>)
Theme Leader (University Learners), Institute of Coding (instituteofcoding.org<https://instituteofcoding.org/>)
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