Learning analytics eller data i læring og undervisning, mil seminar

Præsentation på MIL-seminar på RUC, Roskilde Universitetscenter23. januar 2014 - Ulla lunde Ringtved - [email protected] . [email protected]

Creative Commons

http://www.slideshare.net/ulr

Twitter: @UllaRingtved

mailto:[email protected]



Agenda

• Trends og historik• Learning Analytics

– Big Data• Open Learning Ressources

– MOOCs• Evidensbaseret læring og undervisning

– Ny opgavetyper, ny kompetencer, nyt læringsudbytte

– Ny målemetoder




Revolution eller evolution i læring og undervisning

Implementering af Learning Analytics og åbne læringsressourcer i undervisning- eller ny opgavetyper, ny målemetoder og nyt læringsudbytte -

- eller small data og big data i klasseværelset -

”An avalance is coming”http://www.ippr.org/publication/55/10432/an-avalanche-is-coming-higher-education-and-the-revolution-ahead

”The revolution ahead”“People expect to be able to work, learn and study whenever and wherever they want to”

(NMC Horizon Report 2012 Higher Education, 2012)

”Online education is creating a ”revolution” driven by “the pen and the mouse, and will completely change the world. The new possibilities afforded by today`s technology have created “the biggest change in education since the invention of the printing press.” Anant Agarwal, president of edX

”The Data Tsunami hits higher education”Simon Buckingham Shum

“The true potential of the internet has not yet produced a Kuhnian shift in higher education. But it`s getting closer. With developments of the last decade, higher education is now at the point where perspectives have enlarged and blurring shapes of education to come can be seen: distributed, unbundled/fragmented, alternative assessment schemes, global, and greater commercial involvement”

George Siemens



http://www.ippr.org/publication/55/10432/an-avalanche-is-coming-higher-education-and-the-revolution-ahead





Trends & Historik




ESA building a lunar base with 3D printing

http://www.esa.int/Our_Activities/Technology/Building_a_lunar_base_with_3D_printing

Lunar Base Design

ESA = The European Space Agency






The ”paper material” for ESA`s 3D-printed lunar base

“The UK’s Monolite supplied the D-Shape printer for ESA's 3D-printed lunar base study, with a mobile printing array of nozzles on a 6 m frame to spray a binding solution onto a sand-like building material.

3D ‘printouts’ are built up layer by layer – the company more typically uses its printer to create sculptures and is working on artificial coral reefs to help preserve beaches from energetic sea waves. First the simulated lunar material with magnesium oxide – turning it into ‘paper’ to print with. Then for structural ‘ink’ a binding salt is applied which converts material to a stone-like solid.” http://spaceinimages.esa.int/Images/2013/01/D-Shape_printer



http://spaceinimages.esa.int/Images/2013/01/D-Shape_printer

http://spaceinimages.esa.int/Images/2013/01/D-Shape_printer


Trends & Historik




Trends & Historik




Trends & Historik




Trends & Historik




Trends & Historik




Trends & Historik




Learning Analytics




Teknologiberiget læring– TEL

Software/Communication

Data/Analysis

Hardware/Devices

Interface

Interface

Interface




Forskningsfeltet Learning Analytics http://www.solaresearch.org

”Learning Analytics is the measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs.”

”Learning Analytics handler mere om pædagogik , etik og udvikling af ny metoder end om teknik”. (Ulr)



http://www.solaresearch.org/

http://www.solaresearch.org/


Analytics versus Analysis

AnalyseBegrebet analyse/analysis er den nærmere undersøgelse af data og indsamlede prøver. En analyse betegner selve processen med at bryde et komplekst objekt eller område op i mindre dele for at få en større forståelse af det. Ordet ”analyse” kommer oprindeligt fra oldgræsk og betyder at ”bryde op”.

AnalyticsAnalytics er et meget nyere begreb end analysis men de to termer bruges overlappende og i en stor forvirring. Man kan ”næsten” oversætte Analytics til dansk til ”analysemetoder” eller en ”værktøjskasse for analysetyper”. Analytics begrebet er ikke velafgrænset men bruges overvejende som et udtryk for den mere overordnede metodologi, der kan omfatte mange forskellige analysetyper, metoder og værktøjer.

Analytics indeholder samtidigt betydningen af at være analysers understøttende teknologi og tilhørende værktøjer, eller man kan sige at begrebet dækker over forskellige analysetyper udført ved hjælp af teknologi, ”The technology and the associated tools for dataanalysis.”

Som et eksempel på betydningsdannelse: hvad betyder så data-analytics versus data-analysis? - dataanalytics vil her være værktøjskassen og den understøttende teknologi til analysemetoder, hvor dataanalysis vil være selve analysen af data ἀνάλυσις (analusis, "a breaking up", from ana- "up, throughout" and lysis "a loosening,

http://thesaurus.com/browse/analysis, http://en.wikipedia.org/wiki/Analysishttp://bigdatacraft.com/archives/62, http://en.wikipedia.org/wiki/Analytics



http://thesaurus.com/browse/analysis

http://thesaurus.com/browse/analysis

http://en.wikipedia.org/wiki/Analysis

http://bigdatacraft.com/archives/62

http://en.wikipedia.org/wiki/Analytics


Forskningsfeltet Learning Analytics

Source: http://www.slideshare.net/gsiemens/columbia-tc , slide 7 De deler alle en data-intensiv tilgang, er fokuserede på den lærendes succes, deltager i planlægning, strategi og beslutningstagning og bidrager til forskningsfeltet. Deres særlige kendetegn er:

• Learning Analytics: Har fokus på systemer og helheder• Academic Analytics: Har fokus på organisatorisk effektivitet, regionale strategier og beslutningstagning• Educational Datamining: Har fokus på at udvikle metoder og teknikker til at undersøge og forstå data i en

læringsammenhæng. IEDM, International Educational Data Mining har sit eget forskningsfelt og sin egen organisation http://www.educationaldatamining.org/



http://www.slideshare.net/gsiemens/columbia-tc

http://www.educationaldatamining.org/


Learning Analytics

Source: Intro to Learning Analytics on LAK13 course https://www.youtube.com/watch?feature=player_embedded&v=KqETXdq68vY

Figuren viser de niveauer man kan inddele et LA-setup i på en uddannelsesinstitution. På nederste niveau på de fleste uddannelsesinstitutioner finder der en vis databearbejdning sted. Det kan fx være en underviser der kigger på hvor mange studerende der logger ind på et lms og hvor megen tid den studerende anvender derinde og måske sammenholder det med afleverede opgaveløsninger og som så for eksempel kan udlede hvor mange studerende der anvender undervisningsmaterialet.

Men man skal op på system-niveau for at kunne opdage tværgående mønstre i big data og kigge på og udvikle fx automatiserede forudsigelser/hjælp. Det kræver en systemisk tilgang

”Learning Analytics is about collecting traces that learners leave behind and using those traces to improve learning”

Professor Eric Duval http

://erikduval.wordpress.com/2012/01/30/learning-analytics-and-educational-data-mining/



https://www.youtube.com/watch?feature=player_embedded&v=KqETXdq68vY

https://www.youtube.com/watch?feature=player_embedded&v=KqETXdq68vY

http://erikduval.wordpress.com/2012/01/30/learning-analytics-and-educational-data-mining/




Learning Analytics Model(LAM)

(Siemens, 2013)




Learning Analytics




Learning Analytics




Learning Analytics – eksempler på forskning og værktøjer

Andre der har valgt dette fag har også læst disse bøger og x % af dem har bestået









1. del af igangværende forskningsprojekt: “Considering Formal Assessment in learning Analytics within Personal Learning Environment”(Tracking students behavior via Social Network Analysis according to their formal grades) by Eleni Koulocheri

1. del af igangværende forskningsprojekt: “Multimodal Learning Analytics”(defining students ability to solve practical tasks via videos for determining their knowledge levels) by Paulo Blikstein o.a.

En del projekter vedrørende: Predictive modeling to forecast studentoutcomes and drive effective interventions in online college courses












Learning Analytics – Konference og Summer Institute 2014

http://lasiaalborg.ell.aau.dk/

http://lak14indy.wordpress.com/




Big Data




Big Data




Big Data

Laney definerede i 2001 Big data som værende tredimensionel(the 3Vs), denne term anvendes stadig ofte men er også ofte udvidet til (the 4Vs):

• Volume – mængde og størrelse af data, • Variety – forskellige former for data, • Velocity – analyse af realtime data, • Veracity – præcision og usikkerheder i data.

• http://www.ibmbigdatahub.com/sites/default/files/infographic_file/4-Vs-of-big-data.jpg



http://www.ibmbigdatahub.com/sites/default/files/infographic_file/4-Vs-of-big-data.jpg

http://www.ibmbigdatahub.com/sites/default/files/infographic_file/4-Vs-of-big-data.jpg


Big DataBig data er en betegnelse for datasæt der er så store og komplekse, at de er meget svære eller helt umulige at håndtere med typiske, gængse databaser og software værktøjer(Manyika et al., 2011)

http://www.google.org/flutrends/




Big Data

http://www.google.org/flutrends/




Open Educational Ressources

Der er flere definitioner, her citeres William and Flora Hewlett Foundation som definerer OER som: "teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re-purposing by others. Open educational resources include full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials, or techniques used to support access to knowledge".



http://en.wikipedia.org/wiki/William_and_Flora_Hewlett_Foundation


Eksterne Åbne Læringsressourser

http://globe-info.org/

http://ariadne-eu.org/



http://globe-info.org/

http://ariadne-eu.org/


OER - http://openeducationeuropa.eu



http://openeducationeuropa.eu/



OER - http://openeducationeuropa.eu






Eksterne læringsressourcer, MOOCs

http://coursera.org

http://www.canvas.net



http://chronicle.com/article/Major-Players-in-the-MOOC/138817/?cid=wb&utm_source=wb&utm_medium=en

http://coursera.org/


http://www.canvas.net/


Eksterne læringsressourcer, MOOCs

MOOC konceptet har udviklet sig i to retninger:

1)cMOOc er connectivist udgaven og som er det originale koncept. Cormier definerer fem trin som middel til succes med en cMOOC – ”orient, declare, network, cluster and focus” og argumenterer for at viden i en cMOOC konstrueres og er afhængig af samspillet med andre.

Intentionen er at gøre deltagerne i stand til at kommunikere og samarbejde via mange frit tilgængelige kanaler, f.eks. Twitter, blogs, wikis osv. Hvert deltager finder deres egen læringsti og tilretter og mikser materialer og aktiviteter, det så det passer bedst til den enkelte gennem kurset. cMOOCs pædagogik ligger indenfor connectivist-paradigmet men også tæt på ”Rhizomatic learning” (Cormier, 2008) . Der lægges megen vægt på anvendelse af open source materialer og åbenhed og transparens vægtes højt.

2)xMOOC Den anden type MOOCs benævnes xMOOCs og er den der udbydes på de store succesfulde platforme, (den historiske fremdrift af disse beskrives efterfølgende). xMOOCs er karakteriseret ved at være primært baserede på interaktive materialer og videoer samt forskellige former for tests, ofte muliplechoice tests, og opgaver. De består hovedsageligt af foredrags-videoer, kursusmateriale, quizzer og opgaver samt diskussionsfora hvor deltagerne kan diskutere og få hjælp fra hinanden.

xMOOC er dem man normal tænker på, når man taler om MOOCs




MOOC`s and other Learning Ressources

Eksterne, globale samarbejdsrelationer, beståelseskriterier, løbende automatiset feedback, deltagerbeviser, peer-to-peer-reviews, badges, formelle eksaminer

Basis-læring, meget korte klip, points og badges ”bare” for at se/gense videoklips, har vist sig at optimere læringsudbyttet for ”langsomme lærende”, coach-faciliteter




MOOCs = Massive Open Online Courses


http://futurelearn.org/

https://www.canvas.net/





http://futurelearn.org/

https://www.canvas.net/


MOOCs = Massive Open Online Courses

Tabel over gennemførelsesprocenter på tværs af MOOC kurser, se den interaktive tabel her http://www.katyjordan.com/MOOCproject.html

Tabel over deltagere i University of Edinburghs første seks MOOC kurser https://www.era.lib.ed.ac.uk/bitstream/1842/6683/1/Edinburgh%20MOOCs%20Report%202013%20%231.pdf

I maj 2013 udgav University of Edinburgh, som de første, en omfattende rapport over deres seks MOOC kurser på Coursera, se nedenfor.Analysen viste at cirka 200 lande var repræsenterede men de fleste af deltagerne kom fra US, UK, Spanien og Brasilien, forskerne fandt huller i de deltagende nationaliteter - der var ingen deltagere fra Kina for eksempel.

33 % af deltagerne var mellem 25 – 35 år gamle og befandt sig mest i uddannelsessektoren eller var universitetets studerende og 70 % havde en fuldført akademiske grad.

Der blev uddelt 34.850 gennemførelsesbeviser på tværs af de seks kurser, hvilket er 12 % gennemførelse i gennemsnit



http://www.katyjordan.com/MOOCproject.html

https://www.era.lib.ed.ac.uk/bitstream/1842/6683/1/Edinburgh%20MOOCs%20Report%202013%20#1.pdf


Google Helpouts




Ny opgavetyperNy kompetencerNyt Læringsudbytte




Ny opgavetyper, Ny kompetencer, nyt læringsudbytte




Opgave

• Tegn et hus

• 30 sekunder

• http://www.online-stopwatch.com/



http://www.online-stopwatch.com/

http://www.online-stopwatch.com/



https://www.rescuetime.com/

Eric Duval




Ny opgaver, Ny målemetoder www.scraperwiki.com



http://www.rescuetime.com/


Ny opgavetyper, Ny kompetencer, nyt læringsudbytte - Eye Tracking




Ny opgavetyper, Ny kompetencer, nyt læringsudbytte - Tekst Visualiseringsværktøjer

http://www.youtube.com/watch?v=aAYDBZt7Xk0



http://www.youtube.com/watch?v=aAYDBZt7Xk0


The Quantified Self

http://quantifiedself.com/



http://quantifiedself.com/



The Quantified Self - EEG - måling

http://www.emotiv.com/”to control your game with your thoughts”, Learning outcome: Concentration techniques?



http://www.emotiv.com/

http://www.emotiv.com/


Ny opgavetyper, Ny kompetencer, nyt læringsudbytteFingerfærdighed

BadgesKaraktererUdtalelserTestsEksaminer

http://www.howstuffworks.com/surgeon-video-game.htm

http://www.sciencedaily.com/releases/2007/02/070220012341.htm

At the Florida Hospital Celebration Health in Kissimmee, Florida, general surgeon Dr. James “Butch” Rosser conducted an experiment with 300 surgeons. Prior to performing a simulated laparoscopic surgery, half of the doctors played a variety of video games, including Super Monkey Ball 2 on the Nintendo Wii and the original Super Monkey Ball on the GameCube, for six minutes while the other 150 doctors did not. Those that played the video games scored higher on the surgery simulator, resulting in better results for the virtual patients.“Surgeons who had played video games in the past for more than three hours per week made 37-percent fewer errors, were 27-percent faster and scored 26-percent better overall than surgeons who never played video games,” the study found. “It is the error reduction that will have the most significant impact on patient safety.”Rosser, who compares the act of surgeon playing a video game before surgery to an athlete warming up before a game, first published a report on the benefits of video games for physicians in 2003. He has preached the virtues of gaming ever since. As a result of the study, the surgeon’s lounge in the Florida hospital now features a gaming lounge, where up to four doctors can play/prepare.

http://www.digitaltrends.com/gaming/surgeons-play-video-games-to-prepare-for-surgery /



http://www.howstuffworks.com/surgeon-video-game.htm

http://www.sciencedaily.com/releases/2007/02/070220012341.htm

http://amzn.to/17YuVPQ

http://www.digitaltrends.com/gaming/

http://www.digitaltrends.com/gaming/surgeons-who-play-video-games-err-less/

http://www.digitaltrends.com/gaming/surgeons-play-video-games-to-prepare-for-surgery

http://www.digitaltrends.com/gaming/surgeons-play-video-games-to-prepare-for-surgery



Selvmåling

Google Glasses

http://www.google.com/glass/start/what-it-does/

Google Watch



http://www.google.com/glass/start/what-it-does/



3d scan & print





Robots in education

Dau





Data Visualisations & Digital Artifacts

“the edcmooc team’s descriptor:a digital artefact which expresses, for you, something important about one or more of the themes we have covered during the course

What is a digital artefact you ask?• something that is designed to be experienced digitally, on the web. It

will have the following characteristics:• it will contain a mixture of two or more of: text, image, sound, video,

links.• it will be easy to access and view online.• it will be stable enough to be assessed for at least two weeks.

The best bit was the encouragement to:Try to have fun with this and use it as a chance to think broadly and creatively: anything goes in terms of the form of this essay.

Why a digital artefact you ask?Text is the dominant mode of expressing academic knowledge, but digital environments are multimodal by nature – they contain a mixture of text, images, sound, hyperlinks and so on. To express ourselves well on the web, we need to be able to communicate in ways that are “born digital” – that work with, not against, the possibilities of the medium.What is your response to that, you ask? ……….”

http://selfdirection.blogspot.dk/2013/03/edcmooc-my-artifact-missed-deadline-but.html



https://class.coursera.org/edc-001/wiki/view?page=Interpretingimages

https://class.coursera.org/edc-001/wiki/view?page=Interpretingimages

http://selfdirection.blogspot.dk/2013/03/edcmooc-my-artifact-missed-deadline-but.html


Ny Målemetoder




Ny målemetoder – Open Badges

http://blogs.hbr.org/schrage/2012/12/four-innovation-trends-to-watc.html

http://hastac.org/digital-badges-bibliography

http://www.openbadges.org//

“Google has famously begun de-prioritizing the role of a college degree in the hiring process, if a student took a Stanford college course in an OEA-recognized subject, Google might give it more weight in an interview”

http://techcrunch.com/2013/09/09/tech-titans-and-online-education-orgs-team-up-for-career-standards-alliance/



http://blogs.hbr.org/schrage/2012/12/four-innovation-trends-to-watc.html

http://hastac.org/digital-badges-bibliography


http://www.openbadges.org/

http://www.openbadges.org/





Ny Målemetoder - Peer review

Peer review fra et Coursera - kursus(Interactive Programming in Python)• For at kunne få point for sit eget projekt, skal man først vurdere 5 andre projekter og

derefter sit eget. Gør man ikke det, for man ingen point for opgaven.• Det antal point man får, er gennemsnittet af de fem vurderinger samt ens egen.




Peer review

Peer review fra et Coursera - kursus(Interactive Programming in Python)




Evidensbaseret læring og undervisning




Evidensbaseret undervisningFeedback , tilbagemeldinger, evaluering




Feedback , tilbagemeldinger, evaluering

