ico-fallschool2012-learninganalyticswkshp
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Learning Analytics Workshop (8-9 Nov. 2012)
ICO Fall School 2012, Santuari de Santa Maria del Collell, Girona https://sites.google.com/site/icofallschool2012
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Knowledge Media Institute
@sbskmi linkedin.com/in/simon
Simon Buckingham Shum Knowledge Media Institute, The Open University UK simon.buckinghamshum.net
What does ‘the cloud’ know about you?
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The plan today
1. Introductions + intro lecture 2. designing your own analytics v1
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Introducing a new Analytics Platform…
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From a recent review…
“Some have tried to argue that this technology doesn't work out cost effectively when compared to conventional tests... but this misses a huge point. More often than not, we test after the event and discover the problem — but this is too late..”
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Aquarium Analytics!
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Aquarium Analytics!
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How is your aquatic ecosystem?
“This means that the keeper can be notified before water conditions directly harm the fish—an assured outcome of predictive software that lets you know if it looks like the pH is due to drop, or the temperature is on its way up.
This way, it’s a real fish saver, as opposed to a forensic examiner, post-wipeout.”
(From a review of Seneye, in a hobbyist magazine) 8
How is your learning ecosystem?
This means that the teacher can be notified before learning conditions directly harm the students — an assured outcome of predictive software that lets you know if it looks like engagement is due to drop, or attainment is on its way up.
This way, it’s a real student saver, as opposed to a forensic examiner, post-wipeout.
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…but when it’s done calibrating and the dashboard springs to life, there’s an exciting sense of control
– BUT you still need to know what ‘good’ looks like
First-to-market immaturity, tricky install process…
is education poised to become a data-driven enterprise and science
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?
Possibly 90% of the digital data we have today was generated in the last 2 years
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Volume outstrips old infrastructure
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 on 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”
13
Will the tomorrow’s educational researcher be
as helpless without an analytics infrastructure, as
a geneticist without genome databases, or a physicist without CERN?
Lifelogging: explosion of data capture and sharing about personal activities
14
http://www.mirror-project.eu
http://quantifiedself.com/guide
Educational Data Mining research community
Learning Analytics research community
What do we mean by Learning Analytics?
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Learning analytics
“Learning Analytics is concerned with the collection, analysis and reporting of data about learning in a range of contexts, including informal learning, academic institutions, and the workplace. It informs and provides input for action to support and enhance learning experiences, and the success of learners.”
2nd Int. Conf. Learning Analytics & Knowledge 2012
A learning analytics ecosystem
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learners
educators
A learning analytics ecosystem
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learners
educators
learning analytics data collection cycle
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Analytics cycle (Doug Clow) h"p://www.slideshare.net/dougclow/the-‐learning-‐analy7cs-‐cycle-‐closing-‐the-‐loop-‐effec7vely (slide 5)
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Analytics cycle (George Siemens) h"p://www.slideshare.net/gsiemens/eli-‐2012-‐sensemaking-‐analy7cs (slide 7)
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?!*?!*
?!*?!*
A learning analytics ecosystem
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learners
educators
?!*?!*
?!*?!*
A learning analytics ecosystem
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learners
educators
data curators/ translators
dashboard design team
Where did the data come from?
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learners
Where did the data come from?
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learners
researchers / educators / instructional designers
theories pedagogies
assessments tools
Where did the data come from?
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learners
researchers / educators / instructional designers
theories pedagogies
assessments tools
technologists
Data Intent
The map is not the territory Analytics are not the end, but a means The goal is to optimize the whole system
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learners
researchers / educators / instructional designers
theories pedagogies
assessments tools
desi
gn feedback
intent
outcome
Optimize the system for what?
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Same outcomes, but higher scores?
Learning Analytics as
Evolutionary Technology
• more engaging • better assessed • better outcomes
• deliverable at scale
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New outcomes we couldn’t assess before?
Learning Analytics as
Revolutionary Technology
• learner behaviours quantifiable • interpersonal networks quantifiable
• discourse quantifiable • moods and dispositions quantifiable
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different levels of analytic
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‘Learning Analytics’ and ‘Academic Analytics’
Long, P. and Siemens, G. (2011), Penetrating the fog: analytics in learning and education. Educause Review Online, 46, 5, pp.31-40. http://www.educause.edu/ero/article/penetrating-fog-analytics-learning-and-education 34
Macro/Meso/Micro Learning Analytics
Macro: region/state/national/international
Macro/Meso/Micro Learning Analytics
Meso: institution-wide
Macro: region/state/national/international
Micro: individual user actions
(and hence cohort)
Macro/Meso/Micro Learning Analytics
Meso: institution-wide
Macro: region/state/national/international
Macro/Meso/Micro Learning Analytics
Macro: region/state/national/international
US states are getting the infrastructure in place
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dataqualitycampaign.org
National league tables for English schools
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Macro/Meso/Micro Learning Analytics
Meso: institution-wide
Analytics-savvy Leaders are the future?
42 Parr-Rud, O. (2012). Drive Your Business with Predictive Analytics. SAS White Paper http://www.sas.com/reg/gen/corp/1800392
Business Intelligence companies see an education market opening up
43 http://www.sas.com/industry/education/highered
These are pedagogically agnostic: they seek to optimize operational
efficiency whatever the sector
These may make pedagogical assumptions: how will learning
design and assessment regimes shape the analytics they offer?
Business Intelligence companies see an education market opening up
44
…but do they know anything about the roles that language plays in
learning and knowledge construction?
BI+HigherEd communities of practice
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Business Intelligence
≠ Learning Analytics
Micro: individual user actions
(and hence cohort)
Macro/Meso/Micro Learning Analytics
Analytics in your VLE: Blackboard: feedback to students
48
http://www.blackboard.com/Platforms/Analytics/Overview.aspx
Socrato: train for SATs
49 http://www.socrato.com
Khan Academy: more data to teachers, finer-grained feedback to students
50 http://www.thegatesnotes.com/Topics/Education/Sal-Khan-Analytics-Khan-Academy
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https://grockit.com/research
Adaptive platforms generate fine-grained analytics
Adaptive platforms generate fine-grained analytics
http://knewton.com
Adaptive platforms generate fine-grained analytics
http://oli.cmu.edu
Purdue University Signals: real time traffic-lights for students based on predictive model
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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 online learning environment). 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
Desire2Learn visual analytics & predictive models which can be interrogated on different dimensions
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http://www.desire2learn.com/products/analytics
Desire2Learn visual analytics & predictive models which can be interrogated on different dimensions
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http://www.desire2learn.com/products/analytics
The VLE—BI convergence
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Micro: individual user actions
(and hence cohort)
Hard distinctions between Learning + Academic analytics may dissolve
Meso: institution-wide
Macro: region/state/national/international
Aggregation of user traces enriches meso + macro analytics with finer-grained process data
…as they get joined up, each level enriches the others
Micro: individual user actions
(and hence cohort)
Hard distinctions between Learning + Academic analytics may dissolve
Meso: institution-wide
Macro: region/state/national/international
Aggregation of user traces enriches meso + macro analytics with finer-grained process data
Breadth + depth from macro + meso levels add power to
micro analytics
…as they get joined up, each level enriches the others
…so everybody’s happy?
dawn of a new data-driven enterprise + science?
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wrong.
a very healthy debate is brewing…
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data (indeed technology)
is not neutral
data does not wholly ‘speak for itself’
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Measurement tools are not neutral
“accounting tools...do not simply aid the measurement of economic activity, they shape the reality they measure”
Du Gay, P. and Pryke, M. (2002) Cultural Economy: Cultural Analysis and Commercial Life
Sage, London. pp. 12-13
Analytics provide maps = systematic ways of distorting reality
“A marker of the health of the learning analytics field will be the quality of debate around what the technology renders visible and leaves invisible.”
Buckingham Shum, S. and Deakin Crick, R. (2012). Learning Dispositions and Transferable Competencies: Pedagogy, Modelling
and Learning Analytics. Proc. 2nd Int. Conf. Learning Analytics & Knowledge. (29 Apr-2 May, 2012, Vancouver, BC). ACM: New York.
Eprint: http://oro.open.ac.uk/32823
course completion is only one proxy for good learning
and what’s easy to
measure isn’t always what’s most important
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The Wal-Martification of education?
66 http://chronicle.com/blogs/techtherapy/2012/05/02/episode-95-learning-analytics-could-lead-to-wal-martification-of-college http://lak12.wikispaces.com/Recordings
The Wal-Martification of education?
67 http://chronicle.com/blogs/techtherapy/2012/05/02/episode-95-learning-analytics-could-lead-to-wal-martification-of-college http://lak12.wikispaces.com/Recordings
“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”
context
context
context
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Video conferencing analytics OU KMi’s Flashmeeting
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Video conference spoken foreign language tutorials Se
ssio
n
AV Chat AV Chat
2
3
Mentor 1 Mentor 2
— which mentor would you want to have?...
Video conferencing analytics OU KMi’s Flashmeeting
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Video conference spoken foreign language tutorials Se
ssio
n
AV Chat AV Chat
1
2
3
Mentor 1 Mentor 2
— which mentor would you want to have?...
Video conferencing analytics OU KMi’s Flashmeeting
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Video conference spoken foreign language tutorials Se
ssio
n
AV Chat AV Chat
1
2
3
Mentor 1 Mentor 2
— which mentor would you want to have?...
Video conferencing analytics OU KMi’s Flashmeeting
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Video conference spoken foreign language tutorials Se
ssio
n
AV Chat AV Chat
1
2
3
Mentor 1 Mentor 2
— which mentor would you want to have?...
Mentor 1 is doing the best job: at this introductory
level, students need intensive input and
flounder if left
context
context
context
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Learning analytics in English schools
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Learning analytics in English schools
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Will our analytics reflect the progress that ‘Joe’ has made on so many other fronts – but not his sats?
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?
let’s just pretend that learning analytics took seriously the revolution going on outside the
university front door…
We need to devise learning
analytics for this?...
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“We are preparing students for jobs that do not exist yet, that will use technologies that have not been invented yet, in order to solve problems that are not even problems yet.”
“Shift Happens” http://shifthappens.wikispaces.com
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Learning analytics for this?
Learning analytics for this?
“While employers continue to demand high academic standards, they also now want more. They want people who can adapt, see connections, innovate, communicate and work with others. This is true in many areas of work. The new knowledge-based economies in particular will increasingly depend on these abilities. Many businesses are paying for courses to promote creative abilities, to teach the skills and attitudes that are now essential for economic success…”
All our Futures: Creativity, culture & education, May 1999
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“Knowledge of methods alone will not suffice: there must be the desire, the will, to employ them. This desire is an affair of personal disposition.”
John Dewey, 1933
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Dewey, J. How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process. Heath and Co, Boston, 1933
Learning analytics for this?
Learning analytics for this?
“The test of successful education is not the amount of knowledge that pupils take away from school, but their appetite to know and their capacity to learn.”
Sir Richard Livingstone, 1941
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Expert-led enquiry
Student-led enquiry
Expert-led teaching
Student-led revision
Kno
wle
dge
co
-gen
erat
ion
an
d us
e
Pre-
scrib
ed
Kno
wle
dge
Teacher agency Student agency
Repetition, Abstraction Acquisition
Authenticity Agency Identity
Teaching as learning design
The Knowledge-Agency Window
Learning analytics for this?
consider assessment for learning
(not summative assessment for
grading pupils, teachers, institutions or nations)
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Assessment for Learning
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http://assessment-reform-group.org
Assessment for Learning
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http://assessment-reform-group.org
Assessment for Learning
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http://assessment-reform-group.org
To what extent could automated
feedback be designed and evaluated with
emotional impact in mind?
Assessment for Learning
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http://assessment-reform-group.org
Can analytics identify proxies
for such advanced qualities?
Assessment for Learning
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http://assessment-reform-group.org
Do analytics provide constructive next
steps?
Assessment for Learning
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http://assessment-reform-group.org
How do we provide analytics feedback
that does not disempower and de-motivate struggling
learners?
analytics for…
dispositions discourse
social networks
90 See SoLAR Storm: Social Learning Analytics symposium http://www.open.ac.uk/blogs/SocialLearnResearch/2012/06/20/social-learning-analytics-symposium
Social Learning Analytics
§ Analytics focused on social learning theories, practices and platforms, e.g.
§ Discourse analytics: beyond quantitative summaries of online writing, to qualitative analysis
§ Social network analytics: visualizing effective social ties for collective learning
§ Dispositional analytics: measuring students’ readiness to engage in lifelong, lifewide learning
Ferguson R and Buckingham Shum S. (2012) Social Learning Analytics: Five Approaches. Proc. 2nd International Conference on Learning Analytics & Knowledge. Vancouver, 29 Apr-2 May: ACM Press. Eprint: http://oro.open.ac.uk/32910
Buckingham Shum, S. and Ferguson, R., Social Learning Analytics. Educational Technology & Society (Special Issue on Learning & Knowledge Analytics, Eds. G. Siemens & D. Gašević), 15, 3, (2012), 3-26. http://www.ifets.info Open Access Eprint: http://oro.open.ac.uk/34092
Socio-cultural discourse analysis (Mercer et al, OU)
• Disputational talk, characterised by disagreement and individualised decision making.
• Cumulative talk, in which speakers build positively but uncritically on what the others have said.
• Exploratory talk, in which partners engage critically but constructively with each other's ideas.
92 Mercer, N. (2004). Sociocultural discourse analysis: analysing classroom talk as a social mode of thinking. Journal of Applied Linguistics, 1(2), 137-168.
• Exploratory talk, in which partners engage critically but constructively with each other's ideas.
• Statements and suggestions are offered for joint consideration.
• These may be challenged and counter-challenged, but challenges are justified and alternative hypotheses are offered.
• Partners all actively participate and opinions are sought and considered before decisions are jointly made.
• Compared with the other two types, in Exploratory talk knowledge is made more publicly accountable and reasoning is more visible in the talk.
93
Socio-cultural discourse analysis (Mercer et al, OU)
Mercer, N. (2004). Sociocultural discourse analysis: analysing classroom talk as a social mode of thinking. Journal of Applied Linguistics, 1(2), 137-168.
Analytics for identifying Exploratory talk
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Elluminate sessions can be very long – lasting for hours or even covering days of a conference
It would be useful if we could identify where quality learning conversations seem to be taking place, so we can recommend those sessions, and not have to sit through online chat about virtual biscuits
Ferguson, R. and Buckingham Shum, S. Learning analytics to identify exploratory dialogue within synchronous text chat. 1st International Conference on Learning Analytics & Knowledge (Banff, Canada, 27 Mar-1 Apr, 2011)
Defining indicators of Exploratory Talk
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Category Indicator Challenge But if, have to respond, my view Critique However, I’m not sure, maybe Discussion of resources
Have you read, more links
Evaluation Good example, good point Explanation Means that, our goals Explicit reasoning Next step, relates to, that’s why Justification I mean, we learned, we observed Reflections of perspectives of others
Agree, here is another, makes the point, take your point, your view
Extract classified as Exploratory Talk
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Time Contribution 2:42 PM I hate talking. :-P My question was whether "gadgets" were just
basically widgets and we could embed them in various web sites, like Netvibes, Google Desktop, etc.
2:42 PM Thanks, that's great! I am sure I understood everything, but looks inspiring!
2:43 PM Yes why OU tools not generic tools?
2:43 PM Issues of interoperability
2:43 PM The "new" SocialLearn site looks a lot like a corkboard where you can add various widgets, similar to those existing web start pages.
2:43 PM What if we end up with as many apps/gadgets as we have social networks and then we need a recommender for the apps!
2:43 PM My question was on the definition of the crowd in the wisdom of crowds we acsess in the service model?
2:43 PM there are various different flavours of widget e.g. Google gadgets, W3C widgets etc. SocialLearn has gone for Google gadgets
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Average Exploratory
Discourse analytics on webinar textchat
Sheffield, UK not as sunny as yesterday - still warm Greetings from Hong Kong Morning from Wiltshire, sunny here!
See you! bye for now! bye, and thank you Bye all for now
Extensions to: Ferguson, R. and Buckingham Shum, S. (2011). Learning Analytics to Identify Exploratory Dialogue within Synchronous Text Chat. Proc. 1st Int. Conf. Learning Analytics & Knowledge. Feb. 27-Mar 1, 2011, Banff. ACM Press. Eprint: http://oro.open.ac.uk/28955
Given a 2.5 hour webinar, where in the live textchat were the most effective learning conversations? Not at the start and end of a webinar but if we zoom in on a peak…
Discourse analytics on webinar textchat
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Averag
Wei & He extensions to: Ferguson, R. and Buckingham Shum, S. (2011). Learning Analytics to Identify Exploratory Dialogue within Synchronous Text Chat. Proc. 1st Int. Conf. Learning Analytics & Knowledge. Feb. 27-Mar 1, 2011, Banff. ACM Press. Eprint: http://oro.open.ac.uk/28955
Classified as “exploratory
talk”
(more substantive for learning)
“non-exploratory”
Given a 2.5 hour webinar, where in the live textchat were the most effective learning conversations?
De Liddo, A., Buckingham Shum, S., Quinto, I., Bachler, M. and Cannavacciuolo, L. Discourse-centric learning analytics. 1st International Conference on Learning Analytics & Knowledge (Banff, 27 Mar-1 Apr, 2011) http://oro.open.ac.uk/25829
KMi’s Cohere: a web deliberation platform enabling semantic social network and discourse network analytics
Rebecca is playing the role of broker,
connecting 2 peers’ contributions in meaningful ways
analytics for scholarly writing
100
Discourse analysis (Xerox Incremental Parser)
BACKGROUND KNOWLEDGE:
Recent studies indicate …
… the previously proposed …
… is universally accepted ...
NOVELTY:
... new insights provide direct evidence ...
... we suggest a new ... approach ...
... results define a novel role ...
OPEN QUESTION: … little is known … … role … has been elusive
Current data is insufficient …
GENERALIZING: ... emerging as a promising approach Our understanding ... has grown exponentially ... ... growing recognition of the
importance ...
CONRASTING IDEAS: … unorthodox view resolves … paradoxes …
In contrast with previous hypotheses ...
... inconsistent with past findings ...
SIGNIFICANCE: studies ... have provided important advances
Knowledge ... is crucial for ... understanding
valuable information ... from studies
SURPRISE: We have recently observed ... surprisingly
We have identified ... unusual The recent discovery ... suggests intriguing roles
SUMMARIZING: The goal of this study ... Here, we show ...
Altogether, our results ... indicate
Detection of salient sentences in scholarly reports, based on the rhetorical signals authors use:
Ágnes Sándor & OLnet Project: http://olnet.org/node/512
De Liddo, A., Sándor, Á. and Buckingham Shum, S., Contested Collective Intelligence: Rationale, Technologies, and a Human-Machine Annotation Study. Computer Supported Cooperative Work, 21, 4-5, (2012), 417-448. http://oro.open.ac.uk/31052
Human and machine analysis of a text for key contributions
19 sentences annotated 22 sentences annotated 11 sentences same as human annotation
71 sentences annotated 59 sentences annotated 42 sentences same as human annotation
Document 1
Document 2
http://technologies.kmi.open.ac.uk/cohere/2012/01/09/cohere-plus-automated-rhetorical-annotation De Liddo, A., Sándor, Á. and Buckingham Shum, S., Contested Collective Intelligence: Rationale, Technologies, and a Human-Machine Annotation Study. Computer Supported Cooperative Work, 21, 4-5, (2012), 417-448. http://oro.open.ac.uk/31052
analytics for reflecting on “networked expertise”
(a key skill for our times)
103
Semantic Social Network Analytics
De Liddo, A., Buckingham Shum, S., Quinto, I., Bachler, M. and Cannavacciuolo, L. Discourse-centric learning analytics. 1st International Conference on Learning Analytics & Knowledge (Banff, 27 Mar-1 Apr, 2011) http://oro.open.ac.uk/25829
Visualizing and filtering social ties in SocialLearn by topic and type
Visualising Social Learning in the SocialLearn Environment. Bieke Schreurs and Maarten de Laat (Open University, The Netherlands), Chris Teplovs (Problemshift Inc. and University of Windsor), Rebecca Ferguson and Simon Buckingham Shum (Open University UK), SoLAR Storm webinar, Open University UK. http://bit.ly/UaFhbL
Visualizing and filtering social ties in SocialLearn by topic and type
Visualising Social Learning in the SocialLearn Environment. Bieke Schreurs and Maarten de Laat (Open University, The Netherlands), Chris Teplovs (Problemshift Inc. and University of Windsor), Rebecca Ferguson and Simon Buckingham Shum (Open University UK), SoLAR Storm webinar, Open University UK. http://bit.ly/UaFhbL
Visualizing and filtering social ties in SocialLearn by topic and type
Visualising Social Learning in the SocialLearn Environment. Bieke Schreurs and Maarten de Laat (Open University, The Netherlands), Chris Teplovs (Problemshift Inc. and University of Windsor), Rebecca Ferguson and Simon Buckingham Shum (Open University UK), SoLAR Storm webinar, Open University UK. http://bit.ly/UaFhbL
Visualizing and filtering social ties in SocialLearn by topic and type
Visualising Social Learning in the SocialLearn Environment. Bieke Schreurs and Maarten de Laat (Open University, The Netherlands), Chris Teplovs (Problemshift Inc. and University of Windsor), Rebecca Ferguson and Simon Buckingham Shum (Open University UK), SoLAR Storm webinar, Open University UK. http://bit.ly/UaFhbL
Visualizing and filtering social ties in SocialLearn by topic and type
Visualising Social Learning in the SocialLearn Environment. Bieke Schreurs and Maarten de Laat (Open University, The Netherlands), Chris Teplovs (Problemshift Inc. and University of Windsor), Rebecca Ferguson and Simon Buckingham Shum (Open University UK), SoLAR Storm webinar, Open University UK. http://bit.ly/UaFhbL
Visualizing and filtering social ties in SocialLearn by topic and type
Visualising Social Learning in the SocialLearn Environment. Bieke Schreurs and Maarten de Laat (Open University, The Netherlands), Chris Teplovs (Problemshift Inc. and University of Windsor), Rebecca Ferguson and Simon Buckingham Shum (Open University UK), SoLAR Storm webinar, Open University UK. http://bit.ly/UaFhbL
Visualizing and filtering social ties in SocialLearn by topic and type
Visualising Social Learning in the SocialLearn Environment. Bieke Schreurs and Maarten de Laat (Open University, The Netherlands), Chris Teplovs (Problemshift Inc. and University of Windsor), Rebecca Ferguson and Simon Buckingham Shum (Open University UK), SoLAR Storm webinar, Open University UK. http://bit.ly/UaFhbL
Dispositional Learning Analytics
112
Dispositions are beginning to register within the learning analytics community
113 Brown, M., Learning Analytics: Moving from Concept to Practice. EDUCAUSE Learning Initiative Briefing, 2012. http://www.educause.edu/library/resources/learning-analytics-moving-concept-practice
In your experience, what are the qualities shown by the most effective learners?
114
Think about the most effective learners you’ve met/mentored/taught
Not necessarily the highest grade scorers, but the ones
who showed a sustained appetite for learning
What qualities/dispositions/attitudes did they bring?
A ‘visual learning analytic’ 7-dimensional spider diagram of how the learner sees themself
115 Bristol and Open University are now embedding ELLI in learning software.
Basis for a mentored-discussion on how the
learner sees him/herself, and strategies for
strengthening the profile
ELLI: Effective Lifelong Learning Inventory Web questionnaire 72 items (children and adult versions: used in schools, universities and workplace)
116
Validated as loading onto 7 dimensions of “Learning Power”
Changing & Learning
Meaning Making
Critical Curiosity
Creativity
Learning Relationships
Strategic Awareness
Resilience
Being Stuck & Static
Data Accumulation
Passivity
Being Rule Bound
Isolation & Dependence
Being Robotic
Fragility & Dependence
Univ. Bristol and Vital Partnerships provides practitioner resources and tools to support their application in schools and the workplace 117
Learning to Learn: 7 Dimensions of Learning Power Factor analysis of the literature plus expert interviews: identified seven dimensions of effective “learning power”, since validated empirically with learners at many levels. (Deakin Crick, Broadfoot and Claxton, 2004)
Learning to Learn: 7 Dimensions of Learning Power Factor analysis of the literature plus expert interviews: identified seven dimensions of effective “learning power”, since validated empirically with learners at many levels. (Deakin Crick, Broadfoot and Claxton, 2004)
119
Datasets: >40,000 ELLI profiles
(data from other hosted apps)
Learning Warehouse 2.0 analytics platform
Analytics: Real time ELLI Analytics reports
Bespoke research reports
User experience: Research-validated assessment tools
Researcher interface Learning Communities
120
Adding imagery to ELLI dimensions to connect with learner identity
121
Working with Gappuwiyak School, N. Territory AUS (Ruth Deakin Crick, University of Bristol) http://bit.ly/srUSHE
122
Strategic Awareness: Emu - Wurrpan
Changing & Learning: The Drongo - Guwak
Learning Relationships: The Cockatoo - Ngerrk
Meaning Making: The Pigeon - Nabalawal
Critical Curiosity: Sea Eagle - Djert
Resilience: Brolga - Gudurrku
Creativity: Bower Bird - Djurwirr
Cohort analytics for educators and organizational leaders
123 123
Plugin visualizes blog categories,
mirroring the ELLI spider
EnquiryBlogger: Tuning Wordpress as an ELLI-based learning journal
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Standard Wordpress editor
Categories from ELLI
Primary School EnquiryBloggers Bushfield School, Wolverton, UK
EnquiryBlogger: blogging for Learning Power & Authentic Enquiry http://learningemergence.net/2012/06/20/enquiryblogger-for-learning-power-authentic-enquiry
EnquiryBlogger dashboard
Could a platform generate an ELLI profile from user traces?
Shaofu Huang: Prototyping Learning Power Modelling in SocialLearn http://www.open.ac.uk/blogs/SocialLearnResearch/2012/06/20/social-learning-analytics-symposium
Different social network patterns
in different contexts may
load onto Learning
Relationships
Questioning and challenging may load onto Critical
Curiosity
Sharing relevant resources from other contexts may load onto
Meaning Making
Repeated attempts to pass
an online test may load onto
Resilience
SocialLearn provides new possibilities of looking at learners learning
ELLI works from what learners say they do
Now we can observe what they actually do…
128 Shaofu Huang: Prototyping Learning Power Modelling in SocialLearn http://www.open.ac.uk/blogs/SocialLearnResearch/2012/06/20/social-learning-analytics-symposium
129
Mentored discussions
Educator or leader’s interventions
ELLI feedbacks inform development of learning
Shaofu Huang: Prototyping Learning Power Modelling in SocialLearn http://www.open.ac.uk/blogs/SocialLearnResearch/2012/06/20/social-learning-analytics-symposium
Your most recent mood comment: “Great, at last I have found all the resources that I have been looking for, thanks to"Steve and Ellen."
In your last discussion with your mentor, you decided to work on your resilience by taking on more learning challenges
Your ELLI Spider shows that you have made a start on working on your resilience, and that you are also beginning to work on your creativity, which you identified as another area to work on.
1 2 3
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Based on: Buckingham Shum, S. and Ferguson, R. (2011). Social Learning Analytics. Available as: Technical Report KMI-11-01, Knowledge Media Institute, The Open University, UK. http://kmi.open.ac.uk/publications/pdf/kmi-11-01.pdf
Dream? Student’s analytics dashboard
Closing thoughts
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“The basic question is not what can we measure?
The basic question is
what does a good education look like?”
(Gardner Campbell)
http://chronicle.com/blogs/techtherapy/2012/05/02/episode-95-learning-analytics-could-lead-to-wal-martification-of-college http://lak12.wikispaces.com/Recordings
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Will learning analytics merely turbocharge the current educational paradigm?
— which is so often declared
not fit for purpose…
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…or will learning analytics reflect what we now know about designing authentic,
engaged learning, developing the new qualities that a
complex society demands?
Learning Analytics is becoming a new discipline and research field
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www.SoLAResearch.org Follow: @SoLAResearch
Learning Analytics conference April 2012, Leuven: lakconference.org
Invent your own Analytics cycle based on your research interests…
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What kinds of learners? What kinds of learning?
What data could be captured digitally in
the use context?
What data patterns might be proxies for good/poor learning?
What human +/or software interventions
might be triggered?
Learning Analytics workshop
Day 2
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day 2 plan
1. Post-it affinity mapping 2. Team dashboard design 3. Plenary presentations 4. LAnoirblanc photo shoot 5. Sharing images + stories
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What are we interested in? (Affinity Mapping exercise)
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Subject e.g. maths
argumentation essay structure social networks
dispositions Data
e.g. discourse graphical
video user logs
survey Pedagogy + Context e.g. face-face special needs constructivist
PBL
write 1 post-it per interest
Subject e.g. maths
argumentation essay structure social networks
dispositions
Focus e.g. maths
reading essay structure
dispositions argumentation Data
e.g. discourse graphical
video user logs
survey
Data e.g. discourse
social ties essays
user logs survey Pedagogy
+ Context e.g. face-face special needs constructivist
PBL
Pedagogy + Context e.g. face-face special needs constructivist
PBL
DIY Analytics Elaborated version of figure from Doug Clow: h"p://www.slideshare.net/dougclow/the-‐learning-‐analy7cs-‐cycle-‐closing-‐the-‐loop-‐effec7vely (slide 5)
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What kinds of learners? What kinds of learning?
What data could be generated digitally
from the use context? (you can invent future technologies if need)
Does your theory predict patterns
signifying learning?
What human +/or software
interventions /recommendations?
How to render the analytics, for whom, and will they
understand them?
What analytical tools could be used to find
such patterns?
ethics purpose
users
design your own analytics dashboard
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LAnoirblanc reactions to Learning Analytics in image and story
LAnoirblanc.tumblr.com Choose an image and email it to the site with your story…
Emailing your photo…
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LAnoirblanc Add your photo and story to the website
1. Take a photo or choose an image from the web
2. Email it + your tags, and a story or comments: To: semtaur2@tumblr.com
Subject: (no title needed) Message: #dream #nightmare #fairydust
#yourtag #yourtag (choose your tags: each must be a single word)
text of your story... (add your name if you wish)
Attachment: the photo
3. It will appear on LAnoirblanc.tumblr.com
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