Setting learning analytics in context
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Transcript of Setting learning analytics in context
Setting learning analytics in context: overcoming the barriers to large-scale adoption
Rebecca Ferguson, Doug Clow
Shane Dawson, Leah Macfadyen
Shirley Alexander, Alfred Essa
LAK14: Indianapolis
“The many elements of the ‘TEL Complex’ must all be taken into account as an innovation is designed, developed and embedded”
Scanlon, E., Sharples, M., Fenton-O'Creevy, M., Fleck, J., Cooban, C., Ferguson, R., Cross, S., Waterhouse, P. (2013). Beyond Prototypes. London: TEL Research Programme.
Beyond Prototypes model of the TEL Complex
Data wranglingat The Open University
Rebecca FergusonThe Open University, UK
LAK14: Indianapolis
Disparate data
VLE (Moodle) data
Survey data
Help desk data
Library data
Assessment data
Registration data
250,000 students around the world
Faculty expertise
Learning design
Learning outcomes
Assessment strategy
Module connections
Resource understanding
Data Wranglers
Tacit knowledge
Talking the same language
Resource page? Sub page? URL?Significance of dates?
Understanding learning design
How many forums?What were their roles?How were they timetabled?
Agreeing on conventions
80% agreed or strongly agreed that….
Is that80% of registered students?80% of those who completed the survey?80% of those who completed both survey and course?
Or is it80% of survey respondents who completed thecourse and did not select ‘not applicable’
Thinking through ethical issues
Support, not surveillance
Reporting at module level, not individual level
Survey responses kept apart from activity data
Making data accessible, not overwhelming
Negotiating meaning, not dictating interpretation