social learning analytics - opus at uts: home › bitstream › 10453 › 19478 › ... · social...
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Social Learning Analytics
Rebecca Ferguson
Institute of Educational Technology
The Open University, UK
Southern SoLAR Flare, Sydney
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The Open University (UK)
• Supported distance education
• Quality open education at scale
• Over 250,000 current students
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Open learning
Science at the OU
59,053,400
iTunes downloads
6,200,000
YouTube views
OpenLearn
11,000 hours of
viewing material
400,000 unique
visitors per month
Frozen Planet
Have you studied with us?
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Online social learning
Why has someone sawn down half of the beautiful
cedar tree outside my office window? I can’t find
this out from a book, and I don’t know anyone
with the precise knowledge that I am looking
for. It is as I engage in conversations with different
people that my understanding of what I see
outside my window increases, and I learn more
about the tree’s history, health, ecosystem and
future possibilities.
www.open.ac.uk/blogs/SocialLearnResearch/2010/01/13/what-is-social-learning-and-why-does-it-matter/
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Sociallearn.open.ac.uk
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Learning analytics
Developing new tools for learners and teachers
drawing on experience from the learning sciences
intention of understanding and optimizing
not only learning
but also the environments in which it takes place
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Implementing analytics
• Aligned with
clear aims
• Huge and
sustained effort
• Agreed proxies
for learning
• Clear and
standardised
visualisation
• Driving
behaviour at
every level Individual assessment within cohort
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Negative perspective: NAPLAN
There is massive pressure on
schools and individual teachers
to lift their school results. The
logical consequence is to teach
to the test … It is not about the
students but it is all about the
school … It does not reveal
anything about the richness of
your child's learning … Why is
the ability to work in teams not
included…? Sydney Morning Herald
27 November 2012
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Social learning analytics
Social learning analytics focus on how learners
build knowledge together in their cultural and
social settings.
In the context of online social learning, these
analytics take into account both formal and
informal educational environments, including
networks and communities.
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Changing environment
Shift Happens:
Karl Fisch
Why social learning analytics? (1)
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Social media
Why social learning analytics? (2)
Support learning-related reflection on
interpersonal relationships and interactions
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Free and open content
Why social learning analytics?
Support the role of social networks in
filtering and recommending resources
Useful
resources
Key hashtags
Support
networks
New
ideas
Helpful
info
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Living in the knowledge age
Why social learning analytics? (3)
Support learners to assess their progress
in terms of knowledge-age skills
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Sociocultural understandings
Why social learning analytics? (4)
Increase learner proficiency in the
use of educational dialogue
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Sociocultural understandings
Why social learning analytics? (5)
Enable learners to engage proficiently
with a range of tools and social settings
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MOOCs
Why social learning analytics? (6)
Open Translation MOOC http://bit.ly/OTcgjD
Learning Design MOOC http://www.olds.ac.uk/
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Social/ized analytics
Social analytics
• social network analytics
• discourse analytics
Socialized analytics
• content analytics
• disposition analytics
• context analytics
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Network analytics
Identify individuals who support my learning
Identify individuals with relevant interests
Identify origins of conflicts
Identify groupings that could support learning
Provide feedback to groups and group leaders
Social analytics: potential uses
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Network analytics
Visualising Social Learning in the SocialLearn Environment. Bieke Schreurs and Maarten de Laat (Open University, NL), Chris
Teplovs (Problemshift Inc. and University of Windsor), Rebecca Ferguson and Simon Buckingham Shum (The Open University,
UK), SoLAR Storm webinar, The Open University, UK. http://bit.ly/UaFhbL
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Visualising ties by topic and type
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Visualising ties by topic
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Visualising ties by individual
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Discourse analytics
The ways in which learners engage in dialogue
indicate how they engage with the ideas of others,
how they relate those ideas to their understanding
and how they explain their own point of view.
Social analytics: potential uses
• Disputational dialogue
• Cumulative dialogue
• Exploratory dialogue
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Analysing synchronous chat
Extensions to: Ferguson, R. and Buckingham Shum, S. (2011). Learning Analytics to Identify Exploratory Dialogue within
Synchronous Text Chat. Proc. 1st International Conference Learning Analytics & Knowledge. Feb. 27-Mar 1, 2011,
Banff. ACM Press. Eprint: http://oro.open.ac.uk/28955
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Identifying indicators
Category Indicator
Challenge But if, have to respond, my view
Critique However, I’m not sure, maybe
Discussion of
resources Have you read, more links
Evaluation Good example, good point
Explanation Means that, our goals
Explicit reasoning Next step, relates to, that’s why
Justification I mean, we learned, we observed
Reflections of
perspectives of others Agree, here is another, makes the
point, take your point, your view
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Identifying exploratory chat
Manual analysis
identifies indicators
Category Indicator
Challenge But if, have to respond, my view Critique However, I’m not sure, maybe Discussion of resources Have you read, more links Evaluation Good example, good point Explanation Means that, our goals Explicit reasoning Next step, relates to, that’s why Justification I mean, we learned, we observed
Reflection of perspectives of others Agree, here is another, take your point
Challenge: Locate the exploratory dialogue
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Self-training framework
• Framework uses cue phrases to
make use of discourse features for
classification
• Uses a k-nearest neighbours
instance selection approach to
draw on topical features
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Webinar chat analytics
-60
-40
-20
0
20
40
60
80
9:2
8
9:3
2
9:3
6
9:4
0
9:4
1
9:4
6
9:5
0
9:5
3
9:5
6
10:0
0
10:0
5
10:0
7
10:0
7
10:0
9
10:1
3
10:1
7
10:2
3
10:2
7
10:3
1
10:3
5
10:4
0
10:4
5
10:5
2
10:5
5
11:0
4
11:0
8
11:1
1
11:1
7
11:2
0
11:2
4
11:2
6
11:2
8
11:3
1
11:3
2
11:3
5
11:3
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11:3
8
11:3
9
11:4
1
11:4
4
11:4
6
11:4
8
11:5
2
11:5
4
12:0
0
12:0
3
12:0
4
12:0
5
Average Exploratory Rate
Sheffield, UK not as sunny
as yesterday - still warm
Greetings from Hong Kong
Morning from Wiltshire,
sunny here! See you!
bye for now!
bye, and thank you
Bye all for now
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Webinar chat analytics
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OpenScience Laboratory
http://www.open.ac.uk/blogs/openscience
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Cohere.open.ac.uk
Weave webs of meaningful connections between ideas
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Kmi’s Cohere
Rebecca is playing the
role of broker,
connecting 2 peers’
contributions in
meaningful ways
De Liddo, A., Buckingham Shum, S., Quinto, I., Bachler, M. and Cannavacciuolo, L. Discourse-centric learning analytics. 1st
International Conference on Learning Analytics & Knowledge (Banff, 27 Mar-1 Apr, 2011) http://oro.open.ac.uk/25829
web deliberation
platform enabling
semantic
social network and
discourse network
analytics
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Evidence-hub.net
Simon Buckingham Shum, Anna De Liddo & Michelle Bachler
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Flashmeeting.e2bn.net
http://flashmeeting.open.ac.uk/research/shapes.html
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Flashmeeting video conference: spoken foreign language tutorials
Sessio
n
AV Chat AV Chat
1
2
3
Mentor 1 Mentor 2
Videoconferencing analytics
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Disposition analytics
Dispositions can be used to render visible the
complex mixture of experience, motivation and
intelligences that make up an individual’s capacity
for lifelong learning and influence responses to
learning opportunities
Socialized analytics: potential uses
Buckingham Shum, S., & Deakin Crick , R. (2012). Learning dispositions and
transferable competencies: pedagogy, modelling, and learning analytics. Paper
presented at the 2nd International Conference on Learning Analytics & Knowledge.
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ELLI Profile
Web questionnaire 72 items (children and adult
versions: used in schools, universities and
workplace)
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Dimensions of learning power
Critical curiosity
Meaning making
Creativity
Resilience
Strategic awareness
Learning relationships
Changing and learning
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A ‘visual learning analytic’
Basis for a mentored
discussion on how learner
see themselves, and
strategies for strengthening
the profile
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SIngleton High School
(ratified by the
Wonnaruah elders)
willy wagtail: didijiri
emu: kungkurung
snake: ta nipa tang
eagle: ka-wul
echidna: kuntji kukan
platypus: pikan
ants: yunrring
Connecting with
learner identity
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Gappuwiyak School
N. Territory http://bit.ly/srUSHE
Strategic Awareness:
Emu - Wurrpan
Changing & Learning:
Drongo - Guwak
Learning Relationships:
Cockatoo - Ngerrk
Meaning Making:
Pigeon - Nabalawal
Critical Curiosity:
Sea Eagle - Djert
Resilience:
Brolga - Gudurrku
Creativity:
Bower Bird - Djurwirr
Connecting with learner identity
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Plugin visualises
blog categories,
mirroring the
ELLI spider
Standard Wordpress editor
Categories from ELLI
EnquiryBlogger
More information at
learningemergence.net
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Secondary school bloggers
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Primary school bloggers
EnquiryBlogger: blogging for Learning Power & Authentic Enquiry
http://learningemergence.net/2012/06/20/enquiryblogger-for-learning-power-authentic-enquiry
Creativity
Meaning making
Strategic awareness
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EnquiryBlogger dashboard
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New possibilities
ELLI works from what
learners say they do Now we can observe what
they actually do…
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Could a platform generate an ELLI
profile from user traces?
Shaofu Huang: Prototyping Learning Power Modelling in SocialLearn
http://www.open.ac.uk/blogs/SocialLearnResearch/2012/06/20/social-learning-analytics-symposium
Different social
network patterns in
different contexts
may load onto
Learning
Relationships
Questioning and
challenging may
load onto Critical
Curiosity
Sharing relevant
resources from
other contexts may
load onto Meaning
Making
Repeated
attempts to pass
an online test
may load onto
Resilience
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Disposition analytics
Possible future implementation
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Content analytics
Various automated methods used to examine, index
and filter online media assets for learners.
These analytics may be used to provide
recommendations of resources tailored to the needs
of an individual or a group of learners.
Socialized analytics: potential uses
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iSpot.org.uk
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Social
Network
Status
Domain
Expert
Reputation
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Context analytics
Analytic tools that expose, make use of or seek to
understand learners’ contexts. These analytics may
be used alone, or may be employed as higher-level
tools, pulling together data produced by other
analytics.
Socialized analytics: potential uses
Context as a dynamic process – a mobile
device can present content, options and
resources that support learning activities
in this location at this time.
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Mandatory
Hiking boots
Hand lens
Grain-size
chart
Inventory
Optional
Waterproof
clothing
Sun hat
Sunscreen
Sunglasses
Compass
13ºC
Virtual field trip
Project led by
Shailey Minocha
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Virtual field trip
• Do learners
engage with all
the tasks?
• What are the
differences
between novice
and expert
practice?
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Implementing analytics
Customisable dashboards for learners and educators
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Implementing analytics
Can we achieve this?
• Aligned with clear aims
• Huge and sustained effort
• Agreed proxies for learning
• Clear and standardised visualisation
• Driving behaviour at every level
Can we avoid this?
• Instructivist approach
• Stressed, unhappy learners
• Analytics with little value for learners or teachers
• Omission of key areas, such as collaboration
Learning with others
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For more from the OU, see
http://www.open.ac.uk/blogs/innovating/