Learning Analytics - a brave new world or back to the future?
Published on Nov 20, 2015
Keynote at UHMLG Summer conference, 24 June, 2016, Glasgow
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PRESENTATION OUTLINE
Learning Analytics - a Brave New World or Back to the Future?
Sheila MacNeill, GCU
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Untitled Slide
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The Quantified Self
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Everyday data in Universities
- High-level figures
- Academic analytics
- Educational data mining
- Learning analytics
http://www.laceproject.eu/faqs/learning-analytics/
http://www.slideshare.net/R3beccaF/learning-analytics-fa-qs
http://www.slideshare.net/R3beccaF/learning-analytics-fa-qs
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“the measurement, collection, analysis and reporting about learners and their contexts, for the purposes of understanding and optimising learning and the environments in which it occurs”
Learning and Academic Analytics, Siemens, G., 5 August 2011, http://www.learninganalytics.net/?p=131
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“the process of developing actionable insights through problem definition and the application of statistical models and analysis against existing and/or simulated future data“.
What is Analytics? Definition and Essential Characteristics, Vol. 1, No. 5. CETIS Analytics Series, Cooper, A., http://publications.cetis.ac.uk/2012/521
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“learning analytics is about collecting traces that learners leave behind and using those traces to improve learning”
Learning Analytics and Educational Data Mining, Erik Duval’s Weblog, 30 January 2012, https://erikduval.wordpress.com/2012/01/30/learning-analytics-and-education...
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Big data - v - local data
Much of the noise is about big data
It is noisy, and big people make big statements about the big things it is/can/will make. But does that really apply to us in education? We don't
Have much big data, and despite the hype of moocs much of the data analysis from them doesn't really help us understand our core student population - there are very different drivers when you are a student on a mooc and a typical undergraduate. I am much more of an advocate for the use of local data - that is far more useful to us - we understand that context,
It is noisy, and big people make big statements about the big things it is/can/will make. But does that really apply to us in education? We don't
Have much big data, and despite the hype of moocs much of the data analysis from them doesn't really help us understand our core student population - there are very different drivers when you are a student on a mooc and a typical undergraduate. I am much more of an advocate for the use of local data - that is far more useful to us - we understand that context,
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Untitled Slide
Platform(s) and product(s)
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People and process
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social learning
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Dashboards
We all love a dashboard
How may do we need? One to rule them all, personalisation versus confusion
Do they actually mean anything/ are useful?
How may do we need? One to rule them all, personalisation versus confusion
Do they actually mean anything/ are useful?
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Measuring and monitoring
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What are we measuring?
What are we measuring and why?
Meaningful or meaningless measurements
What is quality
What is engagement
No one standard for that
How do we ensure that are measures are adaptable and meaningful and relevant?
Meaningful or meaningless measurements
What is quality
What is engagement
No one standard for that
How do we ensure that are measures are adaptable and meaningful and relevant?
Patterns, Prediction, Data as learning?
Behaviour as learning?
manipulation - v- understanding
Objectivity of analysis?
Freedom and transparency?
Mireille Hildebrandt: Learning as a machine - LAK16 Keynote
https://youtu.be/dwv0tjpFGgg
manipulation - v- understanding
Objectivity of analysis?
Freedom and transparency?
Mireille Hildebrandt: Learning as a machine - LAK16 Keynote
https://youtu.be/dwv0tjpFGgg
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data & ethics
"Being aware of the legal and ethical implications of any activity requiring data collection is fundamental before undertaking any form of data analysis activity."
Cetis Analytics Series Volume 1: Analytics: What is changing and why does it matter?
http://publications.cetis.org.uk/wp-content/uploads/2012/11/Analytics-Vol1-...
Clarity
Comfort and care
Choice and consent
Consequence and complaint
Cetis Analytics Series Volume 1: Analytics: What is changing and why does it matter?
http://publications.cetis.org.uk/wp-content/uploads/2012/11/Analytics-Vol1-...
Clarity
Comfort and care
Choice and consent
Consequence and complaint
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Who is doing what?
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Where to start?
"Being aware of the legal and ethical implications of any activity requiring data collection is fundamental before undertaking any form of data analysis activity."
Cetis Analytics Series Volume 1: Analytics: What is changing and why does it matter?
http://publications.cetis.org.uk/wp-content/uploads/2012/11/Analytics-Vol1-...
Clarity
Comfort and care
Choice and consent
Consequence and complaint
Jisc Discovery projects:
GCU final report and recommendations:
Cetis Analytics Series Volume 1: Analytics: What is changing and why does it matter?
http://publications.cetis.org.uk/wp-content/uploads/2012/11/Analytics-Vol1-...
Clarity
Comfort and care
Choice and consent
Consequence and complaint
Jisc Discovery projects:
GCU final report and recommendations:
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Untitled Slide
Situation at GCU
Looked to others and great analogy with Glasgow subways
Been trying to move to things forward
Tech - we have, oracle bi suite, we have a bi analytist Ken Fraser we have data
But . . . People problem in sharing
Looked to others and great analogy with Glasgow subways
Been trying to move to things forward
Tech - we have, oracle bi suite, we have a bi analytist Ken Fraser we have data
But . . . People problem in sharing
Pillars of Readiness
- culture
- process
- people
- technology
code of practice
https://www.jisc.ac.uk/guides/code-of-practice-for-learning-analytics
Clarity = Responsiblity
Comfort and care = Transparency and consent
Choice and consent = Privacy and Access
Consequence and complaint = Validity, Minimising adverse impacts
Enabling positive interventions. Stewardship of data
Data protection, n
Clarity = Responsiblity
Comfort and care = Transparency and consent
Choice and consent = Privacy and Access
Consequence and complaint = Validity, Minimising adverse impacts
Enabling positive interventions. Stewardship of data
Data protection, n
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brave new world?
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Untitled Slide
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Untitled Slide
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