The Connected Intelligence Centre

Simon Buckingham Shum Roberto Martinez-Maldonado Simon Knight

utscic.edu.au

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)

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

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How do we design and test data science and analytics for

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?

analytics for academic writing

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Analytical academic writing (Civil Law)

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Reflective academic writing (Nursing)

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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  

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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

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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

<text analytics service X>

<text analytics service Y>

<text analytics service Z> <academic A> <academic B> <academic C>

social learning analytics from external websites

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

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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

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?  

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xAPI  

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

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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

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Connected Learning Analytics Toolkit: SNA

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

Connected Learning Analytics Toolkit Topic Modelling

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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

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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)

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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