current state and trends in learning analytics developments in la_1.pdf · current state and trends...
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Current State and Trends in Learning Analytics
Dragan Gašević
@dgasevic
January 22, 2016 Open University of Hong Kong Hong Hong
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Educational Landscape Today
“Non-traditional” students
Redefining the role of universities
Changing labor market
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Learning at scale
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Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 201319030.
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Feedback loops between students and instructors
are missing/weak!
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LEARNING ANALYTICS
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Learning environment
Educators
Learners Student
Information Systems
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Blogs
Videos/slides
Mobile
Search
Educators
Learners
Networks
Student Information
Systems
Learning environment
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Blogs
Mobile
Search
Networks
Educators
Learners Student
Information Systems
Learning environment
Videos/slides
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Learning Analytics – What?
Measurement, collection, analysis, and reporting of data about
learners and their contexts
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Learning Analytics – Why?
Understanding and optimising learning and the environments
in which learning occurs
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Pass/Fail, Retention
Concept understanding
Learning motivation/engagement
Learning strategy and metacognition
Learning dispositions
Graduate qualities
Learning experience
Satisfaction, community
Questions explored
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Growing Interest
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https://campustechnology.com/articles/2015/12/01/blackboard-acquires-predictive-analytics-company-blue-canary.aspx
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https://thejournal.com/articles/2015/07/02/blackboard-acquires-xray-analytics-for-moodle.aspx
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http://www.prweb.com/releases/2015/07/prweb12854557.htm
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CASE STUDIES
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Student retention
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
100.00%
Year 1 Year 2 Year 3 Year 4
Course Signals
No Course Signals
Arnold, K. E., & Pistilli, M. D. (2012, April). Course Signals at Purdue: Using learning analytics to increase student success. In Proceedings of the 2nd International Conference on Learning Analytics and Knowledge (pp. 267-270).
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Tanes, Z., Arnold, K. E., King, A. S., & Remnet, M. A. (2011). Using Signals for appropriate feedback: Perceptions and practices. Computers & Education, 57(4), 2414-2422.
Can teaching be improved?
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http://quantifiedself.com/about/
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Patel, M. S., Asch, D. A., & Volpp, K. G. (2015). Wearable devices as facilitators, not drivers, of health behavior change. The Journal of the American Medical Association, 313(5), 459-460.
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Wright, M. C., McKay, T., Hershock, C., Miller, K., & Tritz, J. (2014). Better Than Expected: Using Learning Analytics to Promote Student Success in Gateway Science. Change: The Magazine of Higher Learning, 46(1), 28-34.
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Wright, M. C., McKay, T., Hershock, C., Miller, K., & Tritz, J. (2014). Better Than Expected: Using Learning Analytics to Promote Student Success in Gateway Science. Change: The Magazine of Higher Learning, 46(1), 28-34.
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INSTITUTIONAL ADOPTION: CURRENT STATE
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Very few institution-wide examples of adoption
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Stage 1: Extraction and reporting of transaction-level data Stage 2: Analysis and monitoring of operational performance Stage 3: “What-if” decision support (such as scenario building) Stage 4: Predictive modeling & simulation Stage 5: Automatic triggers and alerts (interventions)
Goldstein, P. J., & Katz, R. N. (2005). Academic analytics: The uses of management information and technology in higher education (Vol. 8). Educause.
Analytics Framework
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~70% institutions in phase 1 305 institutions, 58% at stage 1, 20% at stage 2
Yanosky, R. (2009). Institutional data management in higher education. ECAR, EDUCAUSE Center for Applied Research.
Goldstein, P. J., & Katz, R. N. (2005). Academic analytics: The uses of management information and technology in higher education (Vol. 8). Educause.
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Interest in analytics is high, but many institutions had yet to make progress beyond basic reporting
Bichsel, J. (2012). Analytics in higher education: Benefits, barriers, progress, and recommendations. EDUCAUSE Center for Applied Research.
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Sophistication model
Siemens, G., Dawson, S., & Lynch, G. (2014). Improving the Quality and Productivity of the Higher Education Sector - Policy and Strategy for Systems-Level Deployment of Learning Analytics. Canberra, Australia: Office of Learning and Teaching, Australian Government. Retrieved from http://solaresearch.org/Policy_Strategy_Analytics.pdf
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Sophistication model
Siemens, G., Dawson, S., & Lynch, G. (2014). Improving the Quality and Productivity of the Higher Education Sector - Policy and Strategy for Systems-Level Deployment of Learning Analytics. Canberra, Australia: Office of Learning and Teaching, Australian Government. Retrieved from http://solaresearch.org/Policy_Strategy_Analytics.pdf
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Current state
Benchmarking learning analytics status, policy and practices for Australian universities
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Senior management perspective
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Senior management perspective
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Solution-driven approach
Bought an analytics product.
Analytics box ticked!
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Lack of data-informed decision making culture
Macfadyen, L., & Dawson, S. (2012). Numbers Are Not Enough. Why e-Learning Analytics Failed to Inform an Institutional Strategic Plan. Educational Technology & Society, 15(3), 149-163.
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Researchers not focused on scalability
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Learning from the successful examples
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An institutional learning analytics vision
Tynan, B. & Buckingham Shum, S. (2013). Designing Systemic Learning Analytics at the Open University. SoLAR Open Symposium – Strategy & Policy for Systemic Learning Analytics. http://people.kmi.open.ac.uk/sbs/2013/10/designing-systemic-analytics-at-the-open-university
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What’s necessary to move forward?
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DIRECTIONS
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Data – Model – Transform
Barton, D., & Court, D. (Oct 2012). Making Advanced Analytics Work for You. Harvard Business Review, 79-83, https://hbr.org/2012/10/making-advanced-analytics-work-for-you/ar/1
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Data – Model – Transform
Creative data sourcing
Barton, D., & Court, D. (Oct 2012). Making Advanced Analytics Work for You. Harvard Business Review, 79-83, https://hbr.org/2012/10/making-advanced-analytics-work-for-you/ar/1
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Social networks are everywhere
Gašević, D., Zouaq, A., Jenzen, R. (2013). ‘Choose your Classmates, your GPA is at Stake!’ The Association of Cross-Class Social Ties and Academic Performance. American Behavioral Scientist, 57(10), 1459–1478.
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Data – Model – Transform
Creative data sourcing
Necessary IT support
Barton, D., & Court, D. (Oct 2012). Making Advanced Analytics Work for You. Harvard Business Review, 79-83, https://hbr.org/2012/10/making-advanced-analytics-work-for-you/ar/1
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Awareness of limitations and challenging assumptions
Kovanović, V., Gašević, D., Dawson, S., Joksimović, S., Baker, R. (in press). Does Time-on-task Estimation Matter? Implications on Validity of Learning Analytics Findings. Journal of Learning Analytics, 2(3).
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Data – Model – Transform
Question-driven, not data-driven
Barton, D., & Court, D. (Oct 2012). Making Advanced Analytics Work for You. Harvard Business Review, 79-83, https://hbr.org/2012/10/making-advanced-analytics-work-for-you/ar/1
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Learning analytics is about learning
Gašević, D., Dawson, S., Siemens, G. (2015). Let’s not forget: Learning analytics are about learning. TechTrends, 59(1), 64-71.
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Once size fits all does not work in learning analytics
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Gašević, D., Dawson, S., Rogers, T., Gašević, D. (2016). Learning analytics should not promote one size fits all: The effects of course-specific technology use in predicting academic success. The Internet and Higher Education, 28, 68–84.
Learning context
Instructional conditions shape learning analytics results
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Learner agency
Kovanović, V., Gašević, D., Joksimović, S., Hatala, M., Adesope, S. (2015). Analytics of Communities of Inquiry: Effects of Learning Technology Use on Cognitive Presence in Asynchronous Online Discussions. The Internet and Higher Education, 27, 74–89.
More time online does not always mean better learning
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Data – Model – Transform
Participatory design of analytics tools
Barton, D., & Court, D. (Oct 2012). Making Advanced Analytics Work for You. Harvard Business Review, 79-83, https://hbr.org/2012/10/making-advanced-analytics-work-for-you/ar/1
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Data – Model – Transform
Participatory design of analytics tools
Analytics tools for non-statistics experts
Barton, D., & Court, D. (Oct 2012). Making Advanced Analytics Work for You. Harvard Business Review, 79-83, https://hbr.org/2012/10/making-advanced-analytics-work-for-you/ar/1
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Visualizations can be harmful
Corrin, L., & de Barba, P. (2014). Exploring students’ interpretation of feedback delivered through learning analytics dashboards. In Proceedings of the ascilite 2014 conference (pp. 629-633). ascilite.
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Data – Model – Transform
Participatory design of analytics tools
Analytics tools for non-statistics experts
Develop capabilities to exploit (big) data Barton, D., & Court, D. (Oct 2012). Making Advanced Analytics Work for You. Harvard Business Review, 79-83, https://hbr.org/2012/10/making-advanced-analytics-work-for-you/ar/1
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Marr, B. (Oct 2015). Forget Data Scientists - Make Everyone Data Savvy, http://www.datasciencecentral.com/m/blogpost?id=6448529%3ABlogPost%3A337288
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Are we ready to act on analytics?
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What to do if we detect deficit models in our practice?
Are we ready to act on analytics?
Joksimović, S., Gašević, D., Loughin, T. M., Kovanović, V., Hatala, M. (2015). Learning at distance: Effects of interaction traces on academic achievement. Computers & Education, 87, 204–217.
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How do we deal with performance-oriented culture?
Are we ready to act on analytics?
Jovanović, J., Pardo, A., Gašević, D., Dawson, S., Mirriahi, N. (2015). Dynamic analytics of learning in flipped classrooms. Manuscript in preparation.
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LA idealized systems model
Colvin, C., Rogers, T., Wade, A., Dawson, S., Gasevic, D., Buckingham Shum, S., Nelson, K., Alexander, S., Lockyer, L., Kennedy, G., Corrin, L., Fisher, J. (2015). Student retention and learning analytics: A snapshot of Australian practices and a framework for advancement. Australian Goverement’s Office for Learning and Teaching.
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Macfadyen, L. P., Dawson, S., Pardo, A., & Gasevic, D. (2014). Embracing big data in complex educational systems: The learning analytics imperative and the policy challenge. Research & Practice in Assessment, 9(2), 17-28.
Rapid Outcome Mapping Approach (ROMA)
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FINAL REMARKS
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Embracing complexity of educational systems
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Capacity development
Multidisciplinary teams in institutions critical
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Ethical and privacy consideration Development of data privacy agency
Prinsloo, P., & Slade, S. (2015). Student privacy self-management: implications for learning analytics. In Proceedings of the Fifth International Conference on Learning Analytics And Knowledge (pp. 83-92). ACM.
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Sclater, N. (2014). Code of practice for learning analytics: A literature review of the ethical and legal issues. http://repository.jisc.ac.uk/5661/1/Learning_Analytics_A-_Literature_Review.pdf
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Development of analytics culture
Manyika, J. et al. (2011). Big Data: The Next Frontier for Innovation, Competition, and Productivity. McKinsey Global Institute, http://goo.gl/Lue3qs
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Many thanks!