The UTS Connected Intelligence Centre

transcript

The Connected Intelligence Centre

Simon Buckingham Shum Roberto Martinez-Maldonado Simon Knight

utscic.edu.au

CIC works as a creative incubator to catalyse thinking about the use of data and analytics among students, educators, researchers and leaders. We do this through research, prototyping, evaluation, embedding and education.

So we work with faculties Business

Communication Education

Engineering Health

Information Technology Law

Science and support units

Careers HELPS Library

IML ITD

Jumbunna IHL U:PASS

Student Services

http://uts.edu.au/future-students/analytics-and-data-science

internal data challenges

“The future is already here — it’s just not very evenly distributed”

(William Gibson)

CIC as a broker: convene an internal data challenge with analytics groups in UTS

How do we design and test data science and analytics for

analytics for academic writing

Analytical academic writing (Civil Law)

Reflective academic writing (Nursing)

UTS CIVIL LAW STUDENT VIEWS

“takes the emo0on out of having your work scru0nized” respondent 12; “it was not embarrassing in the way that it can be when a tutor or marker gives feedback” student 7 reflec1on notes

“I definitely found it useful. It also made me realise that I tend to use bold, certain language in making my point towards the end of each paragraph rather than up front at the beginning (when introducing my point).” Respondent 5

“I realise now what descrip0ve wri0ng is -‐ the soCware had quite a bit to say about my lack of jus0fica0on -‐ also true -‐ pressed for 0me and difficult circumstances have caused this for me in this instance -‐ good to see it sampled.” Respondent 9

UTS CIVIL LAW STUDENT VIEWS

it is possible to make a clearly stated point in an academic way without using one of the markers …saying that if a paper does not use specified 'signposts' suggests that the wri0ng is not clear and ‘academic’ (see ’0ps’ on the results page), constricts wri0ng style. I think it is possible to be clear about your posi0on without explicitly saying 'my posi0on is…’. respondent 11

“found that the tool was limited in its ability to pick up on summary sentences. It was able to detect phrases such as ‘ul0mately, this essay will conclude,’ or ‘in conclusion,’ but the use of adverbs such as ‘thus,’ and ‘evidently,’ in conclusive statements failed to be recognized.”…

“Another limita0on is that certain sentences, which were recounts or mere descrip0ons were deemed important, whilst more substan0ve parts of the essay containing arguments and original voice failed to be detected.”

AWA: Hybrid university/commercial partnership

Ágnes Sándor Xerox Research Centre Europe

Grenoble (linguist: modelling

academic writing)

Natural Language

Processing

Rosalie Goldsmith Institute for Multimedia Learning (researcher in reflective writing in engineering)

Philippa Ryan Faculty of Law (academic teaching civil law)

Reflective writing rubrics

Civil Law student writing

Simon Buckingham Shum Shawn Wang, Simon Knight

Connected Intelligence Centre (learning analytics researchers and web developer)

User requirements, interface design and evaluation, data collection & analysis

social learning analytics from external websites

OLT-funded project: Enabling connected learning via open source analytics in “the wild”: Learning Analytics beyond the LMS

Queensland University of Technology (Kirsty KiQo, PI) University of Technology Sydney University of South Australia

University of Sydney University of Texas, Arlington

www.beyondlms.org

Infrastructure to harvest activity outside the LMS

Are the students doing what I hoped? Learning Analytics . . . Learning Design

Could you say what you hope to see?

What would STUDENTS see?

How should that be visualised?

What would you do as an intervention?

Connected Learning Analytics Toolkit Sentiment Analysis

Connected Learning Analytics Toolkit: SNA

Connected Learning Analytics Toolkit Inspecting the activity behind the social ties in the network

Connected Learning Analytics Toolkit Topic Modelling

Connected Learning Analytics Toolkit: Next steps

Testbeds in partner universities with academics using social media in their learning designs Configurable dashboards to show indicators that the educator can define Evaluation studies with students

blended-learning analytics across

contexts 22

cic.uts.edu.au cic.uts.edu.au

Issue Mapping: Questions, Answers, Pros + Cons

cic.uts.edu.au cic.uts.edu.au

Learning Analytics in Complex Situations

https://www.youtube.com/watch?v=Th8fnaCZ20E

co-designing a learning space with students

(to seed future analytics)

Design process

1.  Why do you participate in online environments?

2.  Thinking about specific activities involving tools or online spaces, do you have any examples of great practice?

3.  In your MDSI experience thus far, what obstacles have you encountered in online learning? What has prevented you from participating as you would have liked?

4.  If you could design anything to support your learning, what would it be?

Themes §  How do we ensure our site is responsive, and well designed? §  How do we tackle the need for a sustainable, searchable, tagged knowledge base & Q&A

space? §  How do we integrate external tools and platforms effectively? §  How do we guide learners through resources? (E.g. sticky posts and collaborative filtering) §  How do we manage identities internally and externally, integrating existing profiles, and

crediting engagement & participation (reputation management)? §  How do we create a constructive feedback and discussion area (possibly with multimedia

tools)? §  How to we engage with industry through the site, and understand what they’re looking for? §  How do we build a space for constructive-community-based feedback and formative

iteration, with possible ‘employer-ready’ output? §  How do we gamify and show participation to support learning and effective community?

The Connected Intelligence Centre

Simon Buckingham Shum Simon Knight Roberto Martinez-Maldonado

utscic.edu.au