learning analytics for learning and becoming in practice - #icls2014 workshop

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Learning Analytics Process vs Practice Simon Knight, Alyssa Wise, Golnaz Arastoopour, David Williamson Shaffer, Simon Buckingham Shum, Paul Kirschner, Wesley Collier

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Page 1: Learning analytics for learning and becoming in practice - #ICLS2014 workshop

Learning Analytics

Process vs Practice

Simon Knight, Alyssa Wise, Golnaz Arastoopour,

David Williamson Shaffer, Simon Buckingham Shum, Paul Kirschner, Wesley Collier

Page 2: Learning analytics for learning and becoming in practice - #ICLS2014 workshop

Getting Started

Page 3: Learning analytics for learning and becoming in practice - #ICLS2014 workshop

Getting Started

Introductions

Name, Institution & Department

Page 4: Learning analytics for learning and becoming in practice - #ICLS2014 workshop

Getting Started

Introductions

Name, Institution & Department

#ICLSLA #ICLS14

Page 5: Learning analytics for learning and becoming in practice - #ICLS2014 workshop

Getting Started

Introductions

Name, Institution & Department

#ICLSLA #ICLS14

Collaborative Notes

https://icls.etherpad.mozilla.org/1

Page 6: Learning analytics for learning and becoming in practice - #ICLS2014 workshop

Process vs. Practice

Page 7: Learning analytics for learning and becoming in practice - #ICLS2014 workshop

Process vs. Practice

What’s the difference?

Page 8: Learning analytics for learning and becoming in practice - #ICLS2014 workshop

a starting point for thinking about Process

a series of related actions engaged in as part of

learning activities

Page 9: Learning analytics for learning and becoming in practice - #ICLS2014 workshop

a starting point for thinking about Practice

a repertoire of processes organized around

particular foci recognized within a social group

Page 10: Learning analytics for learning and becoming in practice - #ICLS2014 workshop

Process vs. Practice

Practice = Process + Process + Process ?

Page 11: Learning analytics for learning and becoming in practice - #ICLS2014 workshop

Process vs. Practice

Practice = Process + Process + Process ?

Practice { Identity, Goals, Intentionality }

Page 12: Learning analytics for learning and becoming in practice - #ICLS2014 workshop

Process vs. Practice and Learning Analytics

Theoretical Frame

Page 13: Learning analytics for learning and becoming in practice - #ICLS2014 workshop

Process vs. Practice and Learning Analytics

BIG Data Mining

Page 14: Learning analytics for learning and becoming in practice - #ICLS2014 workshop

Process vs. Practice and Learning Analytics

BIG Data Mining

RICH Data Exploration

Page 15: Learning analytics for learning and becoming in practice - #ICLS2014 workshop

Process vs. Practice and Learning Analytics

BIG Data Mining

RICH Data Exploration

&

THEORY Informed Interpretation

Page 16: Learning analytics for learning and becoming in practice - #ICLS2014 workshop

Data Mining

Process vs. Practice and Learning Analytics

Page 17: Learning analytics for learning and becoming in practice - #ICLS2014 workshop

(Shaffer, 2013)

Process vs. Practice and Learning Analytics

Data Geology

Page 18: Learning analytics for learning and becoming in practice - #ICLS2014 workshop

Process vs. Practice and Learning Analytics

BIG Data Mining

RICH Data Exploration

&

THEORY Informed Interpretation

Page 19: Learning analytics for learning and becoming in practice - #ICLS2014 workshop

Process vs. Practice and Learning Analytics

BIG Data Mining

RICH Data Exploration

&

THEORY Informed Interpretation

RECONSTRUCTION of a past civilization

Page 20: Learning analytics for learning and becoming in practice - #ICLS2014 workshop

(Wise, 2013)

Process vs. Practice and Learning Analytics

Data Archeology

Page 21: Learning analytics for learning and becoming in practice - #ICLS2014 workshop

Process vs. Practice and Learning Analytics

Theoretical Frame

Temporality

Page 22: Learning analytics for learning and becoming in practice - #ICLS2014 workshop

Temporality and Learning Analytics

Code & Count vs. Process Data

Page 23: Learning analytics for learning and becoming in practice - #ICLS2014 workshop

Temporality and Learning Analytics

Code & Count vs. Process Data

Occurrances vs. Sequences

Page 24: Learning analytics for learning and becoming in practice - #ICLS2014 workshop

Temporality and Learning Analytics

Code & Count vs. Process Data

Occurrances vs. Sequences

Page 25: Learning analytics for learning and becoming in practice - #ICLS2014 workshop

Temporality and Learning Analytics

Code & Count vs. Process Data

Occurrances vs. Sequences

Snapshots vs. Accumulation

Page 26: Learning analytics for learning and becoming in practice - #ICLS2014 workshop

Temporality and Learning Analytics

Code & Count vs. Process Data

Occurrances vs. Sequences

Snapshots vs. Accumulation

Page 27: Learning analytics for learning and becoming in practice - #ICLS2014 workshop

Process vs. Practice and Learning Analytics

Theoretical Frame

Temporality

Context & Culture

Page 28: Learning analytics for learning and becoming in practice - #ICLS2014 workshop

Process vs. Practice and Learning Analytics

Theoretical Frame

Temporality

Context & Culture

Localization

Page 29: Learning analytics for learning and becoming in practice - #ICLS2014 workshop

How can learning analytics get at practices?

Page 30: Learning analytics for learning and becoming in practice - #ICLS2014 workshop

How can learning analytics get at practices?

Our schedule for the day

Page 31: Learning analytics for learning and becoming in practice - #ICLS2014 workshop

How can learning analytics get at practices?

Our schedule for the day

Strategies Over Time as Leverage Towards Practices

Page 32: Learning analytics for learning and becoming in practice - #ICLS2014 workshop

How can learning analytics get at practices?

Our schedule for the day

Strategies Over Time as Leverage Towards Practices

Co-Occurrence as Leverage Towards Practices

Page 33: Learning analytics for learning and becoming in practice - #ICLS2014 workshop

How can learning analytics get at practices?

Our schedule for the day

Strategies Over Time as Leverage Towards Practices

Co-Occurrence as Leverage Towards Practices

Practices in Constrained Environments

Page 34: Learning analytics for learning and becoming in practice - #ICLS2014 workshop

How can learning analytics get at practices?

Our schedule for the day

Strategies Over Time as Leverage Towards Practices

Co-Occurrence as Leverage Towards Practices

Practices in Constrained Environments

Interactive Demos

Page 35: Learning analytics for learning and becoming in practice - #ICLS2014 workshop

How can learning analytics get at practices?

Our schedule for the day

Strategies Over Time as Leverage Towards Practices

Co-Occurrence as Leverage Towards Practices

Practices in Constrained Environments

Interactive Demos

How Far Can Bottom-Up Methods Get us Towards

Practices?

Page 36: Learning analytics for learning and becoming in practice - #ICLS2014 workshop

Special Issue

We invite you to consider these issues and

submit to the related special issue in JLA!

Page 37: Learning analytics for learning and becoming in practice - #ICLS2014 workshop

Journal of Learning Analytics special issue on

Learning Analytics and Learning Theory

Topics include, but are not limited to:

• How understanding of specific learning phenomenon (processes, practices) has helped to shape particular approaches to learning analytics

• How learning analytics have helped to refine / improve our understanding of particular learning phenomenon (processes, practices)

• Work contributing to our understanding of how people engage with learning analytics as part of their learning processes or practices

For more information please see the CFP available at http://learning-analytics.info

This special issue focuses on the intersection of learning theory and analytics. Specifically it will include papers demonstrating the ways in which learning theories are being used to craft analytics, how analytics have helped us advance learning theories, and the initial development of theories of learning with analytics

Guest Editors: Alyssa Friend Wise & David Williamson Shaffer

Page 38: Learning analytics for learning and becoming in practice - #ICLS2014 workshop

Question groups

Constraint, co-occurrence, & temporality

https://icls.etherpad.mozilla.org/1

Discuss:

1. the ways in which analytics relate to our

understanding of practice, for example: A. What are the specific challenges for using analytics to

understand practices as opposed to processes?

B. What is the distinction between process and practice?

C. How have the work we’ve seen so far tried to get at

these issues through their theoretical models, working

definitions, tools and analytic approaches they’ve taken

Page 39: Learning analytics for learning and becoming in practice - #ICLS2014 workshop

Food Near the Millennium Hotel

(1 block) 28th St. and Arapahoe Ave.,

The Twenty Ninth Street mall anchors the intersection and is ideal for

quick meals at Chipotle or Noodles & Company (both founded in

Boulder), along with Pei Wei, Modmarket, and Smashburger, among

several others.

Additional recommendations within walking distance:

Larkburger ($) – Fresh, fast, delicious burgers paired with truffle & parm

fries.

Rincon del Sol ($) – Simple, affordable Mexican food and powerful

margaritas.

Tibet Kitchen ($) – Authentic momos and noodle dishes affordably

priced.

Il Pastaio ($$) – Voted best Italian in Boulder with delicious homemade

pastas.

Pizzeria Da Lupo ($$) – Boulder’s best pizza, wood fired pies and

amazing salads.

Zolo Grill ($$) – A local favorite for upscale Southwest cuisine and tasty

margs.

Page 40: Learning analytics for learning and becoming in practice - #ICLS2014 workshop

Demos

To what extent do the tools ‘get at’ practice? How do they do so? (e.g. how do the day’s themes relate?)

How could you integrate this tool as part of your

teaching / learning practice?

Generality / localization

How does theory conect to learning analytic

tools and methods? How much theory is embedded within the tool?

What’s the perspective of the tool?

Does it matter?

Page 41: Learning analytics for learning and becoming in practice - #ICLS2014 workshop

(Some of the) Burning questions

• Is data mining/geology/archeology the right

analogy? What else might we describe?

• Process data and outcome data--how are they

related in the learning analytics world?

• How do we deal with granularity, and

segmentation? How do we ‘theorise' which events

(or features) make up our data for analysis?

• Can we build practice models without a rich

theorized account of the domain?

• Multivocality – What role does it play? (Validation?)

Page 42: Learning analytics for learning and becoming in practice - #ICLS2014 workshop

Thanks for coming! Food/drinks (with

moocshop) @ Backcountry Pizza & Tap House

Evaluation: see http://goo.gl/suk0rL