learning analytics are more than measurement
TRANSCRIPT
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Learning analytics are more than measurement
Dragan Gašević@dgasevic
April 15, 2015Policies for Educational Data Mining and Learning Analytics BriefingBrussels, Belgium
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Growing demand for education!
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Feedback loops between students and instructors
are missing!
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Learning environment
Educators
LearnersStudent
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
LearnersStudent
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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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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Better educational attainment:
– reducing school drop-out rates below 10%
– at least 40% of 30-34–year-olds with third level education (or equivalent)
http://ec.europa.eu/europe2020/europe-2020-in-a-nutshell/priorities/smart-growth/index_en.htm
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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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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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Youth on the move:
– equipping young people better for the job market
– improving all levels of education and training (academic excellence, equal opportunities)
http://ec.europa.eu/europe2020/europe-2020-in-a-nutshell/priorities/smart-growth/index_en.htm
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Learning analytics is more than measurement
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CHALLENGES
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Very few institution-wide examples of adoption
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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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~70% institutions in phase 1
305 institutions, 58% at stage 1, 20% at stage 2Yanosky, 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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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
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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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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Once size fits all does not work in learning analytics
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Data – Model – Transform
Participatory design of analytics tools
Analytics tools for non-statistics experts
Develop capabilities to exploit (big) dataBarton, 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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What’s our reality?
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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
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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Researchers not focused on scalability
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FINAL REMARKS
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Embracing complexity of educational systems
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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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Multidisciplinary teams in institutions critical
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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. SoLAROpen 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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http://evidence.laceproject.eu/
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Complement national plans in relation to big data and
identify specific requirements ofthe education section
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Cross-institutional/national data sharing and collaboration
Esp. relevant for student mobility
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Ethical and privacy consideration
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http://www.open.ac.uk/students/charter/essential-documents/ethical-use-student-data-learning-analytics-policy
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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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Thank you!