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Presentation given at SCONUL 2014, the summer conference of The Society of College, National and University Libraries, Glasgow, June 2014. The presentation focuses on frequently asked questions (FAQs) about learning analytics, with the emphasis on the role and perspective of libraries in this area.
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Learning analytics:answering the FAQs
Rebecca FergusonThe Open University
SCONUL: June 2014
Take a minute to write down
or tweet the three questions
that would head your list of
FAQs about learning analytics
#sconulfaqs
Who are you?
• The Open University: largest in Europe• Making use of data for more than 40 years• Informal learning: iTunes, YouTube…• MOOCs on FutureLearn and OpenLearn• Learning analytics research / events• LACE project
What are analytics?
High-level figuresBrief overview for internal and external reports
Academic analyticsFigures on retention and success, for the institution to assess performance
Educational data miningSearching for patterns in the data
Learning analyticsUse of [big] data to provide actionable intelligence for learners and teachers
Is there a precise definition?
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.
Why do learners use analytics?
• Monitor their own activities and interactions
• Monitor the learning process
• Compare their activity with that of others
• Increase awareness, reflect and self reflect
• Improve discussion participation
• Improve learning behaviour
• Improve performance
• Become better learners
• Learn!
Why might I use analytics?
• Monitor the learning process• Explore student data• Identify problems• Discover patterns• Find early indicators for success• Find early indicators for poor marks or drop-out• Assess usefulness of learning materials• Increase awareness, reflect and self reflect• Increase understanding of learning environments• Intervene, advise and assist• Improve teaching, resources and the environment
Can you give me an example?
• 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
Is that an ideal example?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
Don’t start with the data – start with the pedagogy
How do people learn?How can I use data to facilitate that process?
Social learning analytics:How do people learn socially & in social settings?How can I use data to facilitate that process?
How could we achieve that?
What questions should I ask?
• Which elements are learners struggling with?
• Which sections engage them the most?
• What prompts them to ask questions?
• How are they navigating resources?
• What misconceptions have they shown?
• Are there any accessibility issues?
How can analytics be used to achieve desired learning outcomes?
• Demographic data• Calendar information about assignments• VLE activity data (including forums).• Lists of required reading• Library resources usage data• Library helpdesk enquiries• Library website usage and analytics data• Assessment results• User survey results• Student retention and attainment data
What data could I use?
Does HE use learning analytics?
Purdue University
SNAPP: British Columbia
Are all analytics like that?
Disparate data
VLE (Moodle) data
Survey data
Help desk data
Library data
Assessment data
Registration data 250,000 students around the world
Faculty expertise
Learning design
Learning outcomes
Assessment strategy
Module connections
Resource understanding
Data Wranglers
Do you have an OU example?
Resource page? Sub page? URL?Significance of dates?
What does a Wrangler do?
Reach agreement on conventions
80% agreed or strongly agreed that….
Is that80% of registered students?80% of those who completed the survey?80% of those who completed both survey and course?
Or is it80% of survey respondents who completed thecourse and did not select ‘not applicable’
What else do Wranglers do?
Relate analytics to learning design
How many forums?What were their roles?How were they timetabled?
Anything else?
Support, not surveillance
Reporting at module level, not individual level
Survey responses kept apart from activity data
Making data accessible, not overwhelming
Negotiating meaning, not dictating interpretation
Are there any ethical issues?
Shared knowledge building
Is it all about wrangling?
Shared knowledge building
Does your library use analytics?
What about informal learning?
Social Network Status
Domain Expert
Reputation
Massive thousands may sign up
Open no payment is required
Online resources on the Internet
Courses time-bounded cohorts
Any links with MOOCs?(What are MOOCs?)
Introduction to Forensic ScienceUniversity of Strathclyde
You have been actively engaged in the discussions, which is excellent,
thank you, but with more than 23,000 participants it means that our
responses and comments risk getting lost.
Analytics could help to filter discussions
How could MOOCs use analytics?
Introduction to Forensic ScienceUniversity of Strathclyde
This will be primary school material for some of you and exactly the opposite for others. It is just not possible to tailor the material to
each of you […]
How could MOOCs use analytics?
Analytics could help to group learners
Analytics could help to focus attention
How could MOOCs use analytics?
Helping to identify useful analyticsWhat do learners need to know in order to network, collaborate, browse or reflect?What do educators need to know to support them?
Helping to identify gaps in the dataWhich data do we need to collect? Helping to identify gaps in our toolkitWhich design elements can we look at easily?Which ones still pose problems?
Any links with learning design?
Helping to frame and focus analytics questionsWhat did they learn?… in relation to learning outcomesWere they social?... when they were collaboratingDid they share links?... when encouraged to browseDid they return to steps?... when encouraged to reflect
Helping to identify appropriate forms of analysisThe same content, but with a focus onNumber of visits if contentLength, quality, number of comments if conversationalDwell time and repeat visits if reflection
Any links with learning design?
How are analytics used in libraries?MissionTo impact student measures of satisfactionTo demonstrate value-added to usersTo inform and justify policy
Teaching and learningTo target and assess interventionsTo position library teaching effortTo track user journeys
RecommendationsTo promote use of content beyond reading listTo link discovery, lists and recommendationsTo surface unused content jisclamp.mimas.ac.uk
How are analytics used in libraries?Collection managementTo deliver better / best value for moneyTo promote evidence-led decision-makingTo identify how faculties use the library
DataTo merge data from multiple systemsTo incorporate web analyticsTo provide compelling visualisations
ServiceTo correlate feedback, enquiries and collection strengthTo understand access patternsTo target skills development jisclamp.mimas.ac.uk
How are you using analytics?
Collection management
Mission
Data
Teaching and learning
Recommendations
Service
jisclamp.mimas.ac.uk
bit.ly/1130R0Y
bit.ly/VUGBfJ
Where can I find out more?
jisclamp.mimas.ac.uk
bit.ly/1qulB06