ALT-C2012 Learning Analytics Symposium

transcript

Simon Buckingham Shum, Naomi Jeffery, Kevin Mayles, Richard Nurse & Rebecca Ferguson The Open University (KMI, IET, LTS & Library)

Sheila MacNeill JISC CETIS

Symposium: Confronting Reality with…

Big Data & Learning Analytics http://altc2012.alt.ac.uk/talks/28051

ALT-C 2012, Manchester — “A Confrontation with Reality” @sbskmi @R3beccaF @kevinmayles @sheilmcn @richardn2009

Big Data & Learning Analytics

Simon Buckingham Shum

John Daniel

3 http://www.col.org/resources/speeches/2012presentations/Pages/2012-02-01.aspx

Possibly 90% of the digital data we have today was generated in the last 2 years Volume The sheer amount of data outstrips old infrastructure capacity

Variety Internet of things, e-business transactions, environmental sensors, social media, audio, video, mobile…

Velocity The speed of data access and analysis is exploding A quantitative shift of this scale is in fact a qualitative shift, requiring

new ways of thinking about societal phenomena

edX: “this is big data giving us the chance to ask big questions about learning”

US states are getting the infrastructure in place to share educational data across the silos

dataqualitycampaign.org

Analytics in your VLE: Blackboard: feedback to students

http://www.blackboard.com/Platforms/Analytics/Overview.aspx

Analytics in your VLE: Desire2Learn visual analytics & predictive models

http://www.desire2learn.com/products/analytics

Students

Online tools

Adaptive platforms (ITS comes of age) generate fine-grained analytics

http://knewton.com

Adaptive platforms (ITS comes of age) generate fine-grained analytics

http://oli.cmu.edu

Purdue University Signals Real time traffic-lights for students based on a predictive model

Premise: academic success is defined as a function of aptitude (as measured by standardized test scores and similar information) and effort (as measured by participation within the CMS). Using factor analysis and logistic regression, a model was tested to predict student success based on:

•  ACT or SAT score •  Overall grade-point average •  CMS usage composite •  CMS assessment composite •  CMS assignment composite •  CMS calendar composite

Campbell et al (2007). Academic Analytics: A New Tool for a New Era, EDUCAUSE Review, vol. 42, no. 4 (July/August 2007): 40–57. http://bit.ly/lmxG2x

Predicted 66%-80% of struggling students who needed help

The Wal-Martification of education?

12 http://chronicle.com/blogs/techtherapy/2012/05/02/episode-95-learning-analytics-could-lead-to-wal-martification-of-college/

“What counts as data, how do you get it, and what does it

actually mean?”

“The basic question is not what can we measure? The basic question is

what does a good education look like?

Big questions.

“data narrowness” “instrumental learning”

“students with no curiosity”

It’s about insight and sensemaking, not data

Al Essa: Learning Analytics… less data, more insight. Analytics primary task is not to report the past, but to help find the optimal path to a desired future George Siemens: Analytics doesn’t end with the data dashboard – that’s when it really starts – it’s all about sensemaking

JISC surveying the UK landscape

Sheila McNeill

Confronting Big Data and Learning Analytics

ALT-C 2012

Sheila MacNeill Assistant Director

Big data and analytics in education

n  Shift from data collecting to data connecting n  Develop data informed mind–sets n  Integration of multiple (structured and unstructured) data

sources n  Management and use of real-time data

n  ((http://blogs.cetis.ac.uk/cetisli/2011/12/14/big-data-and-analytics-in-education-and-learning/)

JISC Cetis view of the landscape

Business Intelligence

Learning Analytics CRM

practice

research

management

Analytics Reconnoitre

n  Practical guidance of/for uses of analytics n  Who, why, what, where, when and how n  Audience: first movers and early adopters n  Topics: whole institutional issues, research, teaching and

learning, legal and ethical issues, skills & literacies, professional development, technology and infrastructure

n  http://jisc.cetis.ac.uk/topic/analytics

open.edu VLE

perspective 20

Kevin Mayles

VLE Analy*cs @ the OU

Virtual Learning

Environment Data Warehouse

Usage sta*s*cs at system, faculty and module level – general paAerns

‘Par*cipa*on Tracking’ func*on to track individual students’ interac*on with specific

online learning ac*vi*es In pilot 2012/13

open.edu Library

perspective 22

Richard Nurse

Learning Analytics – the Library dimension

http://www.flickr.com/photos/davepattern/6928727645/sizes/o/in/photostream/

Library Impact Data Project – Huddersfield University

‘Students who looked at this article also looked at this article’

‘Students on your course are looking at these articles’

Student achievement

Library use

Recommender services

open.edu social learning

analytics 24

Rebecca Ferguson

Network analytics help me identify •  People with relevant interests •  People who support my learning

Discourse analytics help me locate •  Challenges and Extensions •  Evaluation and Reasoning

focus on how learners build knowledge together in their cultural and social settings

Social learning analytics

open.edu bringing it all

together 26

Naomi Jeffrey

the floor is yours…

Does this excite or disturb you?

Who doesn’t want education to be evidence-based and high impact?

Who gets to see – and define – analytics?

What does ‘good’ learning look like in an analytics dashboard?

How might analytics be misinterpreted?

What ethical issues arise?

Your point or question…

join the community…

UK SoLAR “Flare” (national meetup) Mon 19 Nov

Open University Co-sponsored by OU & JISC

@SoLAResearch #LearningAnalytics

SoLAResearch.org

3rd Int. Conf. Learning Analytics & Knowledge LAK13, Leuven

8-12 April 2013

lakconference.org @LAKconf

www.educause.edu/library/analytics

http://jisc.cetis.ac.uk/topic/analytics

ALT-C2012 Learning Analytics Symposium

Education