OLDaily

China restricts minors from live streaming, citing need to improve their ‘physical and mental health’
Yaling Jiang, South China Morning Post, 2022/05/10

I have long been of the opinion that child labour laws should extend to things like media and sports (which would mean no more child actors or 14-year old Olympic athletes). So I'm sympathetic with Chinese regulations that would see the end of minors doing things like live streaming for tips. Now I can hear people saying "but it should be up to the parents", and I'm sympathetic, but I also know parents were quite happy to send children to coal mines, so there are limits. In any case, these measures, like earlier Chinese limitations on online gaming, are applied to the platforms, and I think there's quite a good case for limiting what platforms can do with children (and indeed would note that most nations regulate this in one way or another).

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The biggest consumers of fake news may benefit from this one tech intervention
Charlotte Hu, Popular Science, 2022/05/10

The 'tech intervention' being touted here is "adding labels about the credibility of the source." But in one of those coincidences, just before reading this I read an article from Futurity titled Credibility labels don't do much to shift news diets. So how to work through this dilemma. The only way through is to read and think. From the Popular Science article: "for the majority of users, these labels didn't alter their online behaviors in measurable ways." OK, that confirms the Futurity report. But "it had a notable effect on the individuals who consumed the highest amount of  low-quality news." So maybe the intervention is useful. My take is that there's no one way that will work for everyone. It depends a lot on what you need, and it depends a lot on what question you're trying to answer exactly.

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Do you keep a diary?
Alexandra Mihai, The Educationalist, 2022/05/10

The answer, for me, is "sort of". This issue of OLDaily is to a large degree the place where I do a daily reflection on what I've learned, though of course I'm constantly dumping stuff into blogs, photo galleries, social networks, and even journals. I think doing this publicly is a lot better than writing private reflections (and I've done both; I have binders full of notes and reflections from the pre-internet days). I also much prefer digital formats for their ease of search. And while any course content is grist for the mill, my reflections are based on the full range of my experience, inside and outside the course. But all of that said, it doesn't matter how you structure your creative outlet. Public or private, course-centric or not, it doesn't matter. Just do it.

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Towards investigating the validity of measurement of self-regulated learning based on trace data
Yizhou Fan, et.al., Metacognition and Learning, 2022/05/10

As reported here (39 page PDF), "since the introduction of self-report surveys in Self-Regulated Learning (SRL), researchers have shown that self-reports are not a suitable approach to reveal actual SRL processes." So what to do instead? This article looks at "trace-based methods that rely upon learner trace data captured in technology-enhanced learning environments" but warns "it is critical to ensure that the researchers' interpretations grounded in trace data are valid." What does that mean? "There are three commonly considered types of validity in the literature: content validity, criterion-related validity, and construct validity." This report opts for the third form, offering a combination of a data-driven and theory-driven approach; "researchers may begin their analytical procedures by looking at SRL theoretical assumptions, and then use these assumptions to guide systematic identification of SRL processes from trace data." First-rate paper.

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Approaches to Monitor and Evaluate OER Policies in Higher Education - Tracing Developments in Germany, Austria, and Switzerland
Jan Neumann, et.al., Asian Journal of Distance Education, 2022/05/10

This study seeks to examine policy documents on OER and appears to be a combination of three separate projects each approaching the topic in different ways. This it is not surprising to read part way through the paper that "the concept of 'OER policy' is fuzzy and must be sharpened in the future." The report also points to the OER World Map as a useful framing tool, though it should be noted here that the World Map is searching for a new home and as of a week ago shut down the web site (I checked).

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Procrastination is a key indicator of success or failure in some online business courses
Brent Benson, International Conference on Learning Analytics & Knowledge, 2022/05/10

I think it's pretty funny that this article is the very first item in this long volume of proceedings from the International Conference on Learning Analytics & Knowledge (LAK22), thus ensuring it will be read right away. To access it you'll be downloading the entire 232 page PDF, and because the license is ND, the volume can't be split into more manageable papers. Anyhow, the paper is based on 57,151 students across 201 Harvard Business School (HBS) Online program offerings from 2017 through the beginning of 2021, which is a respectable number, but - please note - you can't draw reliable conclusions from a single institution. This especially means Harvard Business School. The conclusion it does draw is that "procrastination, or lack thereof, is a key indicator of success or failure in these mostly-asynchronous credential and certificate online business courses."

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