Learning analytics: the state of the art and the future
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This document discusses the current state and future of learning analytics, emphasizing its role in measuring and optimizing learning experiences. It highlights how both learners and educators can leverage analytics to enhance understanding and improve educational outcomes. Additionally, it outlines key starting points for implementing effective learning analytics strategies in various educational contexts.
Learning analytics: the state of the art and the future
- 1. Learning analytics: the state of the art and the future Rebecca Ferguson, The Open University, UK
- 2. 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 2 open.ac.uk * www.laceproject.eu * laepanalytics.wordpress.com
- 3. 3 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.
- 4. Learning analytics make use of the trace data we leave behind as we teach and learn
- 5. They help us to identify and make sense of patterns in the data to improve our teaching, our learning and our learning environments
- 6. 6 Course Signals Traffic-light symbols used as prompts for action Developed at Purdue University, USA
- 7. 7 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
- 8. 8 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
- 9. 9 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?
- 10. 10 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
- 11. 11 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
- 12. 12 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
- 13. 13 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
- 14. 14 Analytics on iSpot Analytics for informal learners Clow, D. & Makriyannis, E. (2011). iSpot Analysed: Participatory Learning and Reputation Proceedings of LAK11, Banff, Canada
- 15. 15 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.
- 16. 16 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.
- 17. 17 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
- 18. 18 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
- 19. 19 Work in progress Action for analytics ●Strategy ●Research and development ●Infrastructure ●Context ●Standards ●Skills ●Outreach
- 20. 20 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
- 21. 21 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
- 22. 22 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
- 23. 23 Context ●Align learning analytics work with different sectors of education ●Develop practices that are appropriate to different contexts ●Identify successful financial models
- 24. 24 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
- 25. 25 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
- 26. 26 Outreach ●Engage stakeholders throughout the learning analytics process ●Support collaboration with commercial organisations ●Promote awareness of learning analytics
- 27. 27 solaresearch.org • LAK conferences Stay connected
- 28. 28 Slides online at www.slideshare.net/R3beccaF Rebecca Ferguson @R3beccaF http://r3beccaf.wordpress.com/