Learning analytics: the state of the art and the future
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Transcript of Learning analytics: the state of the art and the future
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Learning analytics:the state of the art and the future
Rebecca Ferguson, The Open University, UK
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The Open University (OU)
• The Open University: largest in UK
• Distance university
• Making use of big data for 45 years
• Informal learning: iTunes, YouTube…
• MOOCs on FutureLearn,
OpenLearn and elsewhere
• Learning analytics research and events
• LACE and LAEP projects
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open.ac.uk * www.laceproject.eu * laepanalytics.wordpress.com
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Defining learning analytics
The measurement, collection, analysis and
reporting of data about learners and their
contexts, for purposes of understanding and
optimizing learning and the environments in
which it occurs.
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Learning analytics make
use of the trace data we
leave behind as we teach
and learn
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They help us to
identify and make sense
of patterns in the data
to improve our teaching,
our learning and
our learning environments
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Course Signals
Traffic-light
symbols
used as
prompts for
action
Developed at Purdue University, USA
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Why learners use analytics
• Monitor their own activities and interactions
• Monitor the learning process
• Compare their activity with that of others
• Increase awareness, reflect and self reflect
• Improve discussion participation
• Improve learning behaviour
• Improve performance
• Become better learners
• Learn!
Dyckhoff, A.L., Lukarov, V., Muslim, A., Chatti, M.A. & Schroeder, U. (2013). Supporting Action Research with
Learning Analytics. Proceedings of LAK13, Leuven, Belgium
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Why educators use analytics
• Monitor the learning process
• Explore student data
• Identify problems
• Discover patterns
• Find early indicators for success
• Find early indicators for poor marks or drop-out
• Assess usefulness of learning materials
• Increase awareness, reflect and self reflect
• Increase understanding of learning environments
• Intervene, advise and assist
• Improve teaching, resources and the environment
Dyckhoff, A.L., Lukarov, V., Muslim, A., Chatti, M.A. & Schroeder, U. (2013). Supporting Action Research with
Learning Analytics. Proceedings of LAK13, Leuven, Belgium
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Starting points
Don’t start with the data – start with the pedagogy
What problems can learning analytics help us to solve?
How can analytics help our students to succeed?
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We need to go beyond summary statistics
What does success look like?
Student perspectives
● Overall, I am satisfied with the quality of this module
● Overall, I am satisfied with my study experience
● I would recommend this module to other students
● I was satisfied with the support provided by my tutor on this module
● I enjoyed studying this module
● This module met my expectations
Academic perspectives
● The students were well prepared
● The students met specified learning outcomes
● The students defined and achieved their own learning goals
University perspectives
● The module enhanced the university’s reputation
● The module aligned well with others
● The module generated income
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Learning analytics help to identify appropriate interventions
What does success look like?
● Students demonstrate the skills necessary to network, collaborate, browse and
reflect
● Students show progress towards defined learning outcomes
● Students communicate well… when asked to collaborate
● Students access and share links… when encouraged to browse
● Students return to materials... when encouraged to reflect
● Students engage with course content
● Students seek out new challenges
● Students persist when the work is challenging
● Students persist in the face of failure
● Students ask for help… when they are stuck
after several attempts
● Students compare their learning strategies with those of experts
● Students adapt their learning strategies to resemble those of experts
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Starting points in Europe
● Open and innovative education and training,
fully embracing the digital era.
● Strong support for teachers, trainers, school
leaders and other educational staff
● Relevant and high-quality knowledge, skills
and competences developed throughout
lifelong learning
● Focus on learning outcomes for
employability, innovation, active citizenship
and well-being and inclusive education,
equality, equity, non-discrimination and the
promotion of civic competences.
Euopean priority areas for education and training
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SNAPP: Social networks adapting pedagogical practice
Supporting collaborative learning
Bakharia, A. & Dawson, S. (2011). SNAPP: A Bird’s-Eye View of Temporal Participant Interaction.
Proceedings of LAK11: Banff, Canada
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Analytics on iSpot
Analytics for informal learners
Clow, D. & Makriyannis, E. (2011). iSpot Analysed: Participatory Learning and Reputation Proceedings of
LAK11, Banff, Canada
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Open Essayist
Helping students to reflect
50 identical sentences
Stanford University prize essay
OU essay –
low mark
OU essay –
high mark
Van Labeke, N., Whitelock, D., Field, D., Pulman, S. & Richardson, J.T.E. (2013). OpenEssayist: extractive
summarisation and formative assessment of free-text essays.
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CLARA: Centre for Connected Intelligence, UTS, Australia
Analytics for lifelong learning
Deakin Crick, R., S. Huang, A. Ahmed-Shafi and C. Goldspink (2015). Developing Resilient Agency in
Learning: The Internal Structure of Learning Power. British Journal of Educational Studies 63(2): 121- 160.
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Testifying before US Senate panel
Narrowing the attainment gap
Claims:
• Reduction of the
average time it takes
students to gain a
degree
• 1,700 more students
graduating annually
than did so five years
ago
• Elimination of
achievement gaps
based on race,
ethnicity and
economics
https://www.youtube.com/watch?v=uu9ii38TcFI
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Learning analytics for European educational policy
LAEP project
• What is the current state of the art?
• What are the prospects for the
implementation of learning
analytics?
• What is the potential for European
policy to be used to guide and
support the take-up and adaptation
of learning analytics to enhance
education in Europe?
http://bit.ly/1Xu9v6E
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Work in progress
Action for analytics
●Strategy
●Research and development
●Infrastructure
●Context
●Standards
●Skills
●Outreach
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Strategy
Example of a framework for lerning analytics: Siemens, G., Gašević, D., Haythornthwaite, C., Dawson, S.,
Buckingham Shum, S., Ferguson, R., Duval, E., Verbert, K. & Baker, R.S.J.d. (2011). Open Learning
Analytics: An Integrated and Modularized Platform (Concept Paper). Download from solaresearch.org
• Align work on learning analytics with
strategic objectives and priority areas for
education and training
• Assign responsibility for development of
learning analytics
• Develop a framework for learning analytics
• Identify and build on work in
related areas and other countries
• Build on learning analytics
work to develop new priorities
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Research and development
• Develop pedagogy that makes
good use of analytics
• Develop analytics that address
strategic objectives and priorities
• Develop technology that enables
deployment of analytics
• Develop frameworks that enable
development of analytics
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http://evidence.laceproject.eu
Infrastructure
● Increase data handling
capability
●Create organisational
structures to support use
of learning analytics
●Use Evidence Hub to
identify areas for
development
●Develop methods of
sharing experience
and good practice
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Context
●Align learning analytics
work with different
sectors of education
●Develop practices that
are appropriate to
different contexts
● Identify successful
financial models
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Standards
●Develop and employ
interoperability standards
●Develop and employ ethical
standards, including data
protection
●Develop open approaches
to learning analytics
●Align analytics with
assessment practices
●Develop a robust quality
assurance process
http://www.laceproject.eu/deliverables/d7-1-interoperability-studies/
http://www.open.ac.uk/students/charter/essential-documents/ethical-use-student-data-learning-analytics-policy
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Skills
● Identify the skills required in
different areas
●Train and support researchers and
developers to work in this field
●Develop and support educational
leaders to implement these
changes
●Train and support educators to
use analytics to support
achievement
●Educate learners to use analytics
to support their own achievement
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Outreach
●Engage stakeholders
throughout the learning
analytics process
●Support collaboration
with commercial
organisations
●Promote awareness of
learning analytics
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solaresearch.org • LAK conferences
Stay connected
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Slides online at www.slideshare.net/R3beccaF
Rebecca Ferguson @R3beccaF
http://r3beccaf.wordpress.com/