Real-time Learning Analytics

Real-time Learning Analytics (RLA) visualizes and analyses the data as it appears in the computing system which is a Learning Management System (LMS). It is the use of data and the related resources for analysis as soon as it becomes available in the LMS. The term real-time always refers to computer responsiveness and is associated with streaming data architectures which enable real-time operational decisions automatically through process automation and/or policy enforcement.

Real-time analytics helps us with the following:

1. Forming just-in time teaching decisions and applying them to learning activities -- including day-to-day teaching/learning processes and transactions -- on an ongoing basis.
2. Viewing dashboard displays in real-time with constantly updated transactional data sets.
3. Utilizing existing prescriptive and predictive analytics
4. Reporting historical and current data simultaneously.

Real-time Learning Analytics (RLA) ensures that data analysis is done as close to the data's origin as possible. In addition to edge computing, other technologies that support RLA include:

1. Processing in memory -- a chip architecture in which the processor is integrated into a memory chip to reduce latency. 
2. In-database analytics -- a technology that allows data processing to be conducted within the database by building analytic logic into the database itself. 
3. Data warehouse appliances -- a combination of hardware and software products designed specifically for analytical processing. An appliance allows the purchaser to deploy a high-performance data warehouse right out of the box. 
4. In-memory analytics -- an approach to querying data when it resides in random access memory, as opposed to querying data that is stored on physical disks.
5. Massively parallel programming -- the coordinated processing of a program by multiple processors that work on different parts of the program, with each processor using its own operating system and memory.

In order for the real-time data to be useful, the RLA applications being used should have high availability and low response times. These applications should also feasibly manage large amounts of data, over time up to terabytes. This should all be done while returning answers to queries within seconds.

The term real-time also includes managing changing data sources -- something that LMSs may have as third-party tools. As a result, the real-time analytics applications should be able to handle big data. The adoption of real-time big data analytics can maximize institutional returns, reduce operational costs and introduce an era where machines can interact over the internet of things using real-time information to make decisions on their own.

Real-time Learning Analytics (RLA) enables educators to react without delay, quickly detect and respond to patterns in learner behaviour, take advantage of opportunities that could otherwise be missed and prevent problems before they arise.

Institutions that utilize real-time analytics greatly reduce at-risk students throughout their teaching tenure since the system uses data to predict outcomes and suggest alternatives rather than relying on the collection of speculations based on past events or recent scans -- as is the case with historical data analytics. Real-time analytics provides insights into what is going on in the moment. The way forward.

Phishing

Phishing is dangerous because the stakes are high when it comes to email phishing security. It is deadly because certain links are hyperlinked within email text deceptively and it becomes hard to distinguish as dubious by an untrained eye.

Phishing normally have two types of people as its targets:

1. Spear phishing. In this an email is designed to look like it was sent from a user's manager within an organization. Spear-phishing attacks target a particular person or group of people, usually low-level to mid-level employees.Unsuspecting targets may be fooled by name recognition of trusted names or brands.
2. Whale phishing. The term whaling is used to describe the size of the attack. Whaling targets are larger authorities within the organization like high-level company executives, like CFOs or CEOs. Employees in high-level positions have the most access to this critical data, which makes them natural targets in this type of phishing attack. Whale phishing creates email messages that look like they are from a trusted brand or client to manipulate the victim into enacting wire or data transfers to the attacker, for example. These email messages are branded with personal or professional information pertinent to the target -- such as job title, name or other details -- gleaned from a variety of sources via social engineering. The level of personalization provides the victim with a false sense of security.

It takes only one click to affect or even compromise the whole network. This is complicated by the fact that many types of phishing scams are not easily eliminated by software alone. It takes a combination of threat detection systems, security awareness training and a vigilant security team to create a solid defense against phishing threats.

Three Dimentions of a Form-Teacher

Form Teacher is vital to the efficient running of the school.The Form Teacher should be the first person to whom a student will turn to for help or advice, although it may sometimes be necessary to refer the matter to the Year Head, Head of School, Deputy Head or, through them, even to an outside agency. It is through regular daily contact that unobtrusive care is exercised.

1. COMMUNICATION: 
1. Roll is marked accurately and daily. Reasons for absence will be collected and recorded on the weekly basis. Patterns of lateness and absence are recognised and action is taken to remedy problems relating to lateness and absence.
2. Ensure that letters to parents are distributed and recorded in student planners.  Returns should be collected and disseminated or passed on. Matters arising from any returns from parents are discussed with Year Head and action is taken on problems and queries. Register notices give essential last minute messages and along with messages from staff briefing should be read out or passed on to the tutor group. 
3. Ensure that all students have access to the same quality of pastoral care and supports HODs with constructive criticism.This is to take an active role in initiating new developments or shouldering responsibility for maintenance of whole year tasks.
4. Play the vital role of checking daily the progress students are making and praising and supporting students and arrange to meet parents over matters of concern and in appropriate cases attends meetings of external agencies and to report back and helps whole pastoral team (Head, Dep., Head of School, Year Head) in decision making process.
2. ASSESSMENT
1. Gather information from students and other parties which does not appear on formal reports / and develop a thorough knowledge of all students in the form.  In depth picture of both their academic abilities and out of school activities and interests and give advice to students in constructing personal targets and portfolio of achievements.
3. ETHOS
1. Student protocol at general assemblies
2. Maintain the standards of discipline and uniform
3. Check student diaries

Seriousness of Assessment

As a teacher, I often consider assessment to be rather a process i.e it is more than just an event. While there is a lot of research as to how the assessment influences instruction, there is relatively little attention paid to how students receive and react to assessment. It has in fact got different perspectives to it - social, emotional, or psychological.

1. Students need to learn how to use assessment feedback from an early age.
2. We need to better understand how students respond to assessment.
3. We need to learn how to promote positive classroom assessment climates.
4. We need to better understand how classrooms work and how assessment fits into effective classrooms.
5. We need to promote the students‘ voice in learning and assessment.
6. We need to understand how students work on assessments that are longer in duration and exist to a degree outside of the confines of the classroom.
7. We need to teach students how to monitor and self-regulate their independent learning efforts through better self-assessment.
8. We need to consider how students will react to major changes in curricular and assessment practice and policy. This should be a regular part of the consultation process. If we desire good outcomes from changes in policy and practice, we need to think those changes through from the perspective of the student.
9. We need to know how students experience tests‘ that are a regular part of classroom and school life such as, PATs and asTTle.
10. We need to better understand which types of assessment tasks students feel they are able to best demonstrate their level of understanding and skills.

In short, and in sum, the ten recommendations listed above can be boiled down to the simple phrase, ―Think of the students.

The Four aspects of Inquiry Learning

1. Relationships
• Know your students
• Students finding out about each other
• Students valued for who they are
• “Do you know me well enough to teach me?”
• Respectful connections: student/student, student/teacher
• Vital in order for students to take risks and colborate
• Becomes the fabric of an effectively functioning classroom
2. Student Voice & Choice
• Students involved in decision making around their learning
• Students co-constructing learning
• Different options are provided for learners and their learning
• Rich learning conversations with prompts for deeper thinking
• Listening/responding/conferring/prompting
• Inclusion of ‘passion’ type projects directly related to student curiosities
• Student voice/choice is deliberately planned for, regular and authentic
3. Learning what they are learning
• Visible student goal setting and action plans
• Clear learning intentions and success criteria
• Rich in the characteristics of the Key Competencies
• Looks like: participation, planned, focused, reflective, open minded, questioning,note making/taking, making connections to known/unknown
4. Provoking curiosity
• Using objects/resources that provoke curiosity and trigger further learning: fascinating images, compelling texts
• Deliberate questioning: What are you wondering about? What are you curious about?
• Making use of any opportunity to ask and answer questions
• Planned opportunities to model and record curiosities
• Planned opportunities to reinforce processes, follow-up actions and how to’s