In Focus presentation: Moving from Learning Analytics to Social (Emotional) Learning Analytics
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Moving from Learning Analytics to Social (Emotional) Learning Analytics Dr Bart Rienties Department of Higher Education
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Moving from Learning Analytics to Social (Emotional) Learning Analytics. Presentation from 'In Focus: Learner analytics and big data', a CDE technology symposium held at Senate House on 10 December 2013. Conducted by Dr Bart Rientes (Senior Lecturer, Department of Higher Education, University of Surrey). Audio of the session and more details can be found at www.cde.london.ac.uk.
Transcript of In Focus presentation: Moving from Learning Analytics to Social (Emotional) Learning Analytics
Moving from Learning Analytics to Social
(Emotional) Learning Analytics
Dr Bart Rienties
Department of Higher Education
Tempelaar, D. T., Niculescu, A., Rienties, B., Giesbers, B., & Gijselaers, W. H. (2012). How achievement emotions impact students' decisions for online learning, and what precedes those emotions. Internet and Higher Education, 15 (3), 161-169. Impact factor: 2.013
Future of LA
1. Social Learning Analytics
2. Integration LA with educational psychology
3. Visualising the invisible
1. Social Learning Analytics“LA is the measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimising learning and the environments in which it occurs” (LAK 2011)
Social LA “focuses on how learners build knowledge together in their cultural and social settings” (Ferguson & Buckingham Shum, 2012)
Hommes, J., Rienties, B., de Grave, W., Bos, G., Schuwirth, L., Scherpbier, A. (2012). Visualising the invisible: a network approach to reveal the informal social side of student learning. Advances in Health Sciences Education. 17(5), 743-757. Impact factor: 2.089.
Formal and Informal Interaction between learners and teachers crucial for learning processes and outcomes (DeCuyper et al., 2010; Giesbers, Rienties, et al., 2013; Hommes, Rienties et al, 2012; Rienties et al., 2012, 2013a, 2013b)
Hommes, J., Rienties, B., de Grave, W., Bos, G., Schuwirth, L., Scherpbier, A. (2012). Visualising the invisible: a network approach to reveal the informal social side of student learning. Advances in Health Sciences Education. 17(5), 743-757. Impact factor: 2.089.
Not significant
Not significant
2. Integration LA with Ed Psy“One of the big problems around LA is the lack of clarity about what exactly should be measured to get a deeper understanding of how learning is taken place” (Duval, 2011)
“On a meta-level, LA provided exciting opportunities to ground research on learning in data and to transform it from what is currently all too often a collection of opinions and impossible-to-falsify conceptualisations and theories” (Duval, 2011)
In CSCL/CMC research (Kirschner & Erckens, 2013; Resta et al., 2009) and ED Psy (Jang, Reeve, & Deci, 2010) a wealth of evidence-based research is available how learners interact, learn and perform in online environments.
Dynamic interaction of sychronous and asychronous learning
Giesbers, B., Rienties, B., Tempelaar, D.T., Gijselaers, W. H. (2013). A dynamic analysis of the interplay between asynchronous and synchronous communication in online learning: The impact of motivation. Journal of Computer Assisted Learning. DOI: 10.1111/jcal.12020. Impact factor: 1.632.
Dynamic interaction of sychronous and asychronous learning
Intrinsic Motivation ↑ initial asynchronous contributions ↑ in asynchronous and synchronous contributions
Giesbers, B., Rienties, B., Tempelaar, D.T., Gijselaers, W. H. (2013). A dynamic analysis of the interplay between asynchronous and synchronous communication in online learning: The impact of motivation. Journal of Computer Assisted Learning. DOI: 10.1111/jcal.12020. Impact factor: 1.632.
3. Visualising the invisible
20-50% of learning cross-boundary knowledge spillovers occurs across teams (Akkerman & Bakker, 2011; Hernandez Nanclares et al. 2012; Rienties & Kinchin, Forthcoming)
30-90% of learning occurs outside formal learning setting (Hommes et al, Submitted; Rienties et al. 2013)
BUT measuring informal learning notoriously difficult
3. Visualising the invisible
Professional Development Programme
3. Visualising the invisible
Professional Development Programme
3. Visualising the invisible
Group 1
Group 2
Group n
Professional Development Programme
3. Visualising the invisible
Group 1
Group 2
Group n
Knowledge Spillover
Professional Development Programme
3. Visualising the invisible
Rienties, B., Kinchin, I. (Accepted with revisions) Understanding (in)formal learning in an academic development programme: A social network perspective. Teaching and Teacher Education. Impact factor: 1.322.
3. Visualising the invisible
Group 1
Group 2
Group n
Knowledge Spillover
Professional Development Programme
Group 1
Group 2
Group n
Knowledge Spillover
Department A
Department B
Department C
Professional Development Programme
Rienties, B., Kinchin, I. (Accepted with revisions) Understanding (in)formal learning in an academic development programme: A social network perspective. Teaching and Teacher Education. Impact factor: 1.322.
Moving LA to S(E)LA
Visualisation
Integration with Educational
Theory
Learning Analytics
“Social”
Outcomes for HEIs1. Improved visualisations for intervention and
active behavioural change
2. Improved monitoring of social interactions
3. Richer quality of learning
Moving from Learning Analytics to Social
(Emotional) Learning Analytics
Dr Bart Rienties
Department of Higher Education
