Learning analytics: developing an action plan ... developing a vision

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Information about Learning analytics: developing an action plan ... developing a vision

Published on September 27, 2017

Author: R3beccaF

Source: slideshare.net

1. Learning analytics: developing an action plan… …developing a vision Rebecca Ferguson The Open University, UK SLATE September 2017

2. Innovating in technology-enhanced learning (TEL) The TEL Complex 2 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 Programme.

3. Priority areas for education and training 3 • Bringing together different sectors: higher education, schools & workplace learning • Building enduring networks • Helping to develop learning analytics capability • Creating and sharing resources • Developing visions of the future and agreeing how to work towards them www.laceproject.eu

4. LAEP: learning analytics for European educational policy 4 • 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/2jLfx9p

5. 5 The Open University open.ac.uk

6. Developing institutional strengths The OU is developing its capabilities in 10 key areas 6 The university needs world class capability in data science to continually mine the data and build rapid prototypes of simple tools, and a clear pipeline for the outputs to be mainstreamed into operations We need to ensure we have the right architecture and processes for collecting the right data and making it accessible for analytics – we need a ‘big data’ mind-set Benefits will be realised through existing business processes impacting on students directly and through enhancement of the student learning experience – we will develop an ‘analytics mind-set’ in these areas The strategic roadmap will build these capabilities prioritised using the indicators and drivers of student success

7. Relating design and outcomes Learning design and analytics at the OU 7

8. Easily accessible OU data Learning design and analytics at the OU 8

9. Learning analytics help us to identify and make sense of patterns in the data to improve our teaching, our learning and our learning environments

10. Educators use analytics to… • 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, supervise, advise and assist • Improve teaching, resources and the environment 10 Dyckhoff, A. L., Lukarov, V., Muslim, A., Chatti, M. A., & Schroeder, U. (2013). Supporting Action Research with Learning Analytics. Paper presented at LAK13.

11. Learners use analytics to… • 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! 11 Dyckhoff, A. L., Lukarov, V., Muslim, A., Chatti, M. A., & Schroeder, U. (2013). Supporting Action Research with Learning Analytics. Paper presented at LAK13.

12. Rapid Outcomes Modelling Approach (ROMA) The ROMA Framework 12 Ferguson, R., Macfadyen, L., Clow, D., Tynan, B., Alexander, S., & Dawson, S.. (2015). Setting learning analytics in context: overcoming the barriers to large-scale adoption. Journal of Learning Analytics, 1(3), 120-144. Adapted from: Young, J., & Mendizabal, E. (2009). Helping researchers become policy entrepreneurs: How to develop engagement strategies for evidence‐based policy‐making. ODI Briefing Papers. London, UK: ODI. Define (and redefine) your policy objectives

13. What does success look like? 13 Academic analytics can guide future change 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

14. 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 14 Learning analytics help to identify appropriate interventions

15. Policy objectives OU Strategic Analytics Investment Programme 15 Vision To use and apply information strategically to retain students and enable them to progress and achieve their study goals. This vision requires • Discursive changes to the communication of data and analytics • Procedural changes in how learners are supported • Behavioural changes associated with sustainable change in learner support. Define (and redefine) your policy objectives

16. Political context Mapping people and processes 16 Tynan, B. & Buckingham Shum, S. (2013). Designing systemic learning analytics at the Open University. http://www.slideshare.net/sbs/designing‐systemic‐learning‐analytics‐at‐the‐open‐university

17. Key stakeholders OU Strategic Analytics Investment Programme 17 Define (and redefine) your policy objectives A community of stakeholders working in different areas: • Intervention and Evaluation • Data Usability • Ethics Framework • Predictive Modelling • Learning Experience Data • Professional Data • Student Tools Key stakeholders are • University administrators • Students • Educators

18. Desired behaviour changes OU Strategic Analytics Investment Programme 18 Define (and redefine) your policy objectives Vision To use and apply information strategically to retain students and enable them to progress and achieve their study goals. Desired behaviour changes • Staff will use and apply information strategically • Students will extend their learning journeys • Students will complete their learning journeys • Students will set learning goals • Students will work effectively towards study goals

19. Engagement strategy OU Strategic Analytics Investment Programme 19 Define (and redefine) your policy objectives • Data in action is provided to stakeholders through a live portal, enabling them to understand learner behaviour and make adjustments and interventions that will have an immediate positive impact. • Data on action is a more reflective process that takes place after an adjustment or intervention. • Data for action takes advantage of predictive modelling and innovation in order to isolate particular variables and make changes based on a variety of analysis tools.

20. Internal capacity to effect change OU Strategic Analytics Investment Programme 20 Define (and redefine) your policy objectives Includes • Recruitment • Capacity building • Developing an ethical framework for the use of learning analytics.

21. Monitoring OU Strategic Analytics Investment Programme 21 Tynan, B. & Buckingham Shum, S. (2013). Designing systemic learning analytics at the Open University. http://www.slideshare.net/sbs/designing‐systemic‐learning‐analytics‐at‐the‐open‐university

22. 22 What is your vision?

23. Pedagogy We have a social duty to facilitate and provide opportunities for learners to achieve their full potential • Why do we educate people? • How do people learn? • What pedagogic outcomes are we trying to achieve? • How can we measure those outcomes? Learning is not only about success – it is about learning from failure there is a time for learners to be confronted in order for transformation and growth to occur We need to nurture rich, reflective communities in both teaching and learning

24. Smart houses, wearable technology, the Internet of Things and face recognition are increasingly part of everyday life Hard to believe that there will be enough processing power to do this, but I guess people always say that when something is ten years away A new government authority that acts as a trusted clearing house for data and analytics Complexity • How can we understand the internal process of learning by measuring external actions? • How do we engage a wide range of stakeholders? • How do we process huge amounts of data from diverse sources?

25. Ethics • We need some form of regulation in this area • Control of data has ethical implications • Encourage awareness of how data are used and how analytics function • Focusing on data as a valuable commodity can lead to unethical practices The key is to establish the notion that each of us own our own data: the companies do not institutional rules and regulations must exist and should meet certain criteria As long as the data is anonymous data should be allowed to be used in these kinds of applications without any consent

26. One of the purposes of LA is to empower the teachers to provide better learning for the individual learners It is even worse to put that control in the hands of system designers and programmers, thus embedding their assumptions and beliefs • Who should control the data? • Who should control the learning and teaching process? • Who sets goals for learners and teachers? • Who needs to understand the analytic process? Power if tracking and monitoring are used to foster and support education and learning, it might be desirable. If it is used to monitor and control and to enforce power it is not desirable

27. drawing on previous legislation in the areas of privacy, child protection, data protection, consumer protection, and the use of personal data in medical research It must be handled as a human right in the 21st century that every single person should have the power to decide, when + how + for what purpose + for which timeframe + ... his/her personal data can/cannot be used • Need to regulate protection, ownership and storage of data • Need new policies on education, ethics, privacy and assessment • Need to decide how this regulation is developed and enforced Regulation

28. Very little credible research has demonstrated any real large-scale benefits to learners or institutions The use of LA applications in real practice has be conscious of the limitations of any analysis, and apply them in a way that is coherent with the limitations of the approach we MUST be willing to unpack the algorithms. Academics are extremely unlikely to accept 'black box' predictive tools - it goes against the very principles of critical thought Validity How can we be sure that the results generated by learning analytics are valid, reliable and generalisable?

29. Affect • Bear in mind what engages and motivates teachers and learners • Be aware that there is discomfort and unease about various aspects of learning analytics the real fuel of Learning is motivation and volition, which you cannot capture with external sensors I might be an alarmist, but there is too much at stake: from developing an underclass of limited-dimension robiticized learners, to propaganda-fed righteous fanatics, an automated, corrupted learning environment puts us on a path to an Orwellian future autonomy begets engagement, motivation, persistence, relevance

30. Visions of the future bit.ly/28X5tq7 Which vision are you working towards?

31. 31 Slides online at www.slideshare.net/R3beccaF Rebecca Ferguson @R3beccaF http://r3beccaf.wordpress.com/

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