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@DrBartRienties Professor of Learning Analytics Keynote presentation - Learning analytics and the effective use of assessments 30 November 2020

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Page 1: @DrBartRienties Keynote presentation - Learning analytics ......learning in a real-world setting Applying learning in a simulated setting All forms of assessment, whether continuous,

@DrBartRienties

Professor of Learning Analytics

Keynote presentation - Learning analytics and the effective use of assessments

30 November 2020

Page 2: @DrBartRienties Keynote presentation - Learning analytics ......learning in a real-world setting Applying learning in a simulated setting All forms of assessment, whether continuous,

Dyckhoff, A. L., Zielke, D., Bültmann, M., Chatti, M. A., & Schroeder, U. (2012). Design and Implementation of a Learning Analytics Toolkit for Teachers. Journal of Educational Technology & Society, 15(3), 58-76.

Page 3: @DrBartRienties Keynote presentation - Learning analytics ......learning in a real-world setting Applying learning in a simulated setting All forms of assessment, whether continuous,

Leading global distance learning, delivering high-quality education to anyone, anywhere, anytime

The Open University

LargestUniversityin Europe

No formal entry requirements

enter with oneA-level or less

33%

38%of part-time undergraduates taught by OU in UK

173,927formal students

55%of students are 'disadvantaged'

FTSE 100 have sponsored staff on OU courses in 2017/8

60%

66%of new undergraduates are 25+ 1,300

Open University students has a disability (23,630)

1 in 8Students are already in work

3 in 4employers use OU learning solutions to develop workforce

Page 4: @DrBartRienties Keynote presentation - Learning analytics ......learning in a real-world setting Applying learning in a simulated setting All forms of assessment, whether continuous,

Predictive analytics to identify whether students are

going to make the next assignment

Kuzilek, J., Hlosta, M., Herrmannova, D., Zdrahal, Z., & Wolff, A. (2015). OU Analyse: analysing at-risk students at The Open University LACE Learning Analytics Review (Vol. LAK15-1). Milton Keynes: Open University.

Kuzilek, J., Hlosta, M., & Zdrahal, Z. (2017). Open University Learning Analytics dataset. Scientific Data, 4, 170171. doi: 10.1038/sdata.2017.171

Wolff, A., Zdrahal, Z., Herrmannova, D., Kuzilek, J., & Hlosta, M. (2014). Developing predictive models for early detection of at-risk students on distance learning modules, Workshop: Machine Learning and Learning Analytics

Paper presented at the Learning Analytics and Knowledge (2014), Indianapolis.

Page 5: @DrBartRienties Keynote presentation - Learning analytics ......learning in a real-world setting Applying learning in a simulated setting All forms of assessment, whether continuous,

Start

FSF RFSOFS ORFN O SRFROF OR ORSORFS OS RS

FSF RFSOFS ORFN O SRFROF OR ORSORFS OS RS

FSF RFSOFS ORFN O SRFROF OR ORSORFS OS RS

FSF RFSOFS ORFN O SRFROF OR ORSORFS OS RS

FSF RFSOFS ORFN O SRFROF OR ORSORFS OS RS

Pass Fail No submit TMA-1time

VLE opens

Start

Activity space

FSF RFSOFS ORFN O SRFROF OR ORSORFS OS RS

Page 6: @DrBartRienties Keynote presentation - Learning analytics ......learning in a real-world setting Applying learning in a simulated setting All forms of assessment, whether continuous,

FSF RFSOFS ORFN O SRFROF OR ORSORFS OS RS

Start

FSF RFSOFS ORFN O SRFROF OR ORSORFS OS RS

FSF RFSOFS ORFN O SRFROF OR ORSORFS OS RS

FSF RFSOFS ORFN O SRFROF OR ORSORFS OS RS

FSF RFSOFS ORFN O SRFROF OR ORSORFS OS RS

Pass Fail No submit TMA-1time

VLE opens

Start

VLE trail: successful

student

FSF RFSOFS ORFN O SRFROF OR ORSORFS OS RS

Page 7: @DrBartRienties Keynote presentation - Learning analytics ......learning in a real-world setting Applying learning in a simulated setting All forms of assessment, whether continuous,

FSF RFSOFS ORFN O SRFROF OR ORSORFS OS RS

Start

FSF RFSOFS ORFN O SRFROF OR ORSORFS OS RS

FSF RFSOFS ORFN O SRFROF OR ORSORFS OS RS

FSF RFSOFS ORFN O SRFROF OR ORSORFS OS RS

FSF RFSOFS ORFN O SRFROF OR ORSORFS OS RS

FSF RFSOFS ORFN O SRFROF OR ORSORFS OS RS

Pass Fail No submit TMA-1time

VLE opens

Start

VLE trail: student who

did not submit

Page 8: @DrBartRienties Keynote presentation - Learning analytics ......learning in a real-world setting Applying learning in a simulated setting All forms of assessment, whether continuous,

Probabilistic model: all students

time

TMA1

VLE

start

Page 9: @DrBartRienties Keynote presentation - Learning analytics ......learning in a real-world setting Applying learning in a simulated setting All forms of assessment, whether continuous,

OU Analyse demo http://analyse.kmi.open.ac.uk

http://analyse.kmi.open.ac.uk/
Page 10: @DrBartRienties Keynote presentation - Learning analytics ......learning in a real-world setting Applying learning in a simulated setting All forms of assessment, whether continuous,

Assimilative Finding and

handling

information

Communication Productive Experiential Interactive/

Adaptive

Assessment

Type of activity Attending to

information

Searching for

and processing

information

Discussing

module related

content with at

least one other

person (student

or tutor)

Actively

constructing an

artefact

Applying

learning in a

real-world

setting

Applying

learning in a

simulated

setting

All forms of

assessment,

whether

continuous, end

of module, or

formative

(assessment for

learning)

Examples of

activity

Read, Watch,

Listen, Think

about, Access,

Observe,

Review, Study

List, Analyse,

Collate, Plot,

Find, Discover,

Access, Use,

Gather, Order,

Classify, Select,

Assess,

Manipulate

Communicate,

Debate, Discuss,

Argue, Share,

Report,

Collaborate,

Present,

Describe,

Question

Create, Build,

Make, Design,

Construct,

Contribute,

Complete,

Produce, Write,

Draw, Refine,

Compose,

Synthesise,

Remix

Practice, Apply,

Mimic,

Experience,

Explore,

Investigate,

Perform,

Engage

Explore,

Experiment,

Trial, Improve,

Model, Simulate

Write, Present,

Report,

Demonstrate,

Critique

Conole, G. (2012). Designing for Learning in an Open World. Dordrecht: Springer.

Rienties, B., Toetenel, L., (2016). The impact of learning design on student behaviour, satisfaction and performance: a cross-institutional comparison across 151

modules. Computers in Human Behavior, 60 (2016), 333-341

Open University Learning Design Initiative (OULDI)

Page 11: @DrBartRienties Keynote presentation - Learning analytics ......learning in a real-world setting Applying learning in a simulated setting All forms of assessment, whether continuous,

Toetenel, L., Rienties, B. (2016). Analysing 157 Learning Designs using Learning Analytic approaches as a means to evaluate the impact of pedagogical

decision-making. British Journal of Educational Technology, 47(5), 981–992.

Page 12: @DrBartRienties Keynote presentation - Learning analytics ......learning in a real-world setting Applying learning in a simulated setting All forms of assessment, whether continuous,

Merging big data sets• Learning design data (>300 modules mapped)

• VLE data

• >140 modules aggregated individual data weekly

• >37 modules individual fine-grained data daily

• Student feedback data (>140)

• Academic Performance (>140)

• Predictive analytics data (>40)

• Data sets merged and cleaned

• 111,256 students undertook these modules

Page 13: @DrBartRienties Keynote presentation - Learning analytics ......learning in a real-world setting Applying learning in a simulated setting All forms of assessment, whether continuous,

Constructivist

Learning Design

Assessment

Learning Design

Productive

Learning Design

Socio-construct.

Learning Design

VLE Engagement

Student

Satisfaction

Student

retention

150+ modules

Week 1 Week 2 Week30

+

Rienties, B., Toetenel, L., (2016). The impact of learning design on student behaviour, satisfaction and performance: a cross-institutional comparison across 151

modules. Computers in Human Behavior, 60 (2016), 333-341

Communication

Page 14: @DrBartRienties Keynote presentation - Learning analytics ......learning in a real-world setting Applying learning in a simulated setting All forms of assessment, whether continuous,
Page 15: @DrBartRienties Keynote presentation - Learning analytics ......learning in a real-world setting Applying learning in a simulated setting All forms of assessment, whether continuous,

Nguyen, Q., Rienties, B., Toetenel, L., Ferguson, R., Whitelock, D. (2017). Examining the designs of computer-based assessment and its impact on student

engagement, satisfaction, and pass rates. Computers in Human Behavior. DOI: 10.1016/j.chb.2017.03.028.

69% of what students are

doing in a week is

determined by us, teachers!

Page 16: @DrBartRienties Keynote presentation - Learning analytics ......learning in a real-world setting Applying learning in a simulated setting All forms of assessment, whether continuous,

Nguyen, Q., Rienties, B., Toetenel, L., Ferguson, R., Whitelock, D. (2017). Examining the designs of computer-based assessment and its impact on student

engagement, satisfaction, and pass rates. Computers in Human Behavior. DOI: 10.1016/j.chb.2017.03.028.

And assessment drives

learning…

Page 17: @DrBartRienties Keynote presentation - Learning analytics ......learning in a real-world setting Applying learning in a simulated setting All forms of assessment, whether continuous,

Further reflections

1. Who owns the data?

2. What about the ethics?

3. What about professional development?

4. Are we optimising the record player?

Page 18: @DrBartRienties Keynote presentation - Learning analytics ......learning in a real-world setting Applying learning in a simulated setting All forms of assessment, whether continuous,

T: drBartRienties

E: [email protected]

W: www.bartrienties.nl

W: https://www.organdonation.nhs.uk/

W: https://www.sportentransplantatie.nl/

mailto:[email protected]
http://www.bartrienties.nl/
https://www.organdonation.nhs.uk/
https://www.sportentransplantatie.nl/

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