Your SlideShare is downloading. ×
0
Moving from Learning Analytics to
Social (Emotional) Learning Analytics

Dr Bart Rienties
Department of Higher Education
Tempelaar, D. T., Niculescu, A., Rienties, B., Giesbers, B., & Gijselaers, W. H. (2012). How achievement emotions impact s...
Future of LA
1. Social Learning Analytics
2. Integration LA with
educational psychology
3. Visualising the invisible
1. Social Learning Analytics
“LA is the measurement, collection,
analysis and reporting of data about
learners and their c...
Formal and Informal Interaction between learners and teachers crucial for learning
processes and outcomes (DeCuyper et al....
Not significant

Not significant

Hommes, J., Rienties, B., de Grave, W., Bos, G., Schuwirth, L., Scherpbier, A. (2012). V...
2. Integration LA with Ed Psy
“One of the big problems around LA is the lack of clarity
about what exactly should be measu...
Dynamic interaction of sychronous and
asychronous learning

Giesbers, B., Rienties, B., Tempelaar, D.T., Gijselaers, W. H....
Dynamic interaction of sychronous and
asychronous learning

Intrinsic Motivation ↑ initial asynchronous contributions 
↑...
3. Visualising the invisible
20-50% of learning cross-boundary
knowledge spillovers occurs across
teams (Akkerman & Bakker...
3. Visualising the invisible

Professional Development Programme
3. Visualising the invisible

Professional Development Programme
3. Visualising the invisible

Group 1

Group n

Group 2
Professional Development Programme
3. Visualising the invisible

Knowledge Spillover

Group 1

Group n

Group 2
Professional Development Programme
3. Visualising the invisible

Rienties, B., Kinchin, I. (Accepted with revisions) Understanding (in)formal learning in an ...
3. Visualising the invisible

Knowledge Spillover

Group 1

Group n

Group 2
Professional Development Programme
Department A

Knowledge Spillover
Department C

Group 1

Group n

Group 2
Professional Development Programme

Department B
Rienties, B., Kinchin, I. (Accepted with revisions) Understanding (in)formal learning in an academic development programme...
Moving LA to S(E)LA

“Social”
Learning Analytics
Outcomes for HEIs
1. Improved visualisations for intervention and
active behavioural change
2. Improved monitoring of soci...
Moving from Learning Analytics to
Social (Emotional) Learning Analytics

Dr Bart Rienties
Department of Higher Education
In Focus presentation: Moving from Learning Analytics to Social (Emotional) Learning Analytics
In Focus presentation: Moving from Learning Analytics to Social (Emotional) Learning Analytics
In Focus presentation: Moving from Learning Analytics to Social (Emotional) Learning Analytics
In Focus presentation: Moving from Learning Analytics to Social (Emotional) Learning Analytics
In Focus presentation: Moving from Learning Analytics to Social (Emotional) Learning Analytics
In Focus presentation: Moving from Learning Analytics to Social (Emotional) Learning Analytics
Upcoming SlideShare
Loading in...5
×

In Focus presentation: Moving from Learning Analytics to Social (Emotional) Learning Analytics

620

Published on

Moving from Learning Analytics to Social (Emotional) Learning Analytics.

Presentation from 'In Focus: Learner analytics and big data', a CDE technology symposium held at Senate House on 10 December 2013. Conducted by Dr Bart Rientes (Senior Lecturer, Department of Higher Education, University of Surrey).

Audio of the session and more details can be found at www.cde.london.ac.uk.

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
620
On Slideshare
0
From Embeds
0
Number of Embeds
2
Actions
Shares
0
Downloads
2
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Transcript of "In Focus presentation: Moving from Learning Analytics to Social (Emotional) Learning Analytics"

  1. 1. Moving from Learning Analytics to Social (Emotional) Learning Analytics Dr Bart Rienties Department of Higher Education
  2. 2. Tempelaar, D. T., Niculescu, A., Rienties, B., Giesbers, B., & Gijselaers, W. H. (2012). How achievement emotions impact students' decisions for online learning, and what precedes those emotions. Internet and Higher Education, 15 (3), 161-169. Impact factor: 2.013
  3. 3. Future of LA 1. Social Learning Analytics 2. Integration LA with educational psychology 3. Visualising the invisible
  4. 4. 1. Social Learning Analytics “LA is the measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimising learning and the environments in which it occurs” (LAK 2011) Social LA “focuses on how learners build knowledge together in their cultural and social settings” (Ferguson & Buckingham Shum, 2012)
  5. 5. Formal and Informal Interaction between learners and teachers crucial for learning processes and outcomes (DeCuyper et al., 2010; Giesbers, Rienties, et al., 2013; Hommes, Rienties et al, 2012; Rienties et al., 2012, 2013a, 2013b) Hommes, J., Rienties, B., de Grave, W., Bos, G., Schuwirth, L., Scherpbier, A. (2012). Visualising the invisible: a network approach to reveal the informal social side of student learning. Advances in Health Sciences Education. 17(5), 743-757. Impact factor: 2.089.
  6. 6. Not significant Not significant Hommes, J., Rienties, B., de Grave, W., Bos, G., Schuwirth, L., Scherpbier, A. (2012). Visualising the invisible: a network approach to reveal the informal social side of student learning. Advances in Health Sciences Education. 17(5), 743-757. Impact factor: 2.089.
  7. 7. 2. Integration LA with Ed Psy “One of the big problems around LA is the lack of clarity about what exactly should be measured to get a deeper understanding of how learning is taken place” (Duval, 2011) “On a meta-level, LA provided exciting opportunities to ground research on learning in data and to transform it from what is currently all too often a collection of opinions and impossible-to-falsify conceptualisations and theories” (Duval, 2011) In CSCL/CMC research (Kirschner & Erckens, 2013; Resta et al., 2009) and ED Psy (Jang, Reeve, & Deci, 2010) a wealth of evidence-based research is available how learners interact, learn and perform in online environments.
  8. 8. Dynamic interaction of sychronous and asychronous learning Giesbers, B., Rienties, B., Tempelaar, D.T., Gijselaers, W. H. (2013). A dynamic analysis of the interplay between asynchronous and synchronous communication in online learning: The impact of motivation. Journal of Computer Assisted Learning. DOI: 10.1111/jcal.12020. Impact factor: 1.632.
  9. 9. Dynamic interaction of sychronous and asychronous learning Intrinsic Motivation ↑ initial asynchronous contributions  ↑ in asynchronous and synchronous contributions Giesbers, B., Rienties, B., Tempelaar, D.T., Gijselaers, W. H. (2013). A dynamic analysis of the interplay between asynchronous and synchronous communication in online learning: The impact of motivation. Journal of Computer Assisted Learning. DOI: 10.1111/jcal.12020. Impact factor: 1.632.
  10. 10. 3. Visualising the invisible 20-50% of learning cross-boundary knowledge spillovers occurs across teams (Akkerman & Bakker, 2011; Hernandez Nanclares et al. 2012; Rienties & Kinchin, Forthcoming) 30-90% of learning occurs outside formal learning setting (Hommes et al, Submitted; Rienties et al. 2013) BUT measuring informal learning notoriously difficult
  11. 11. 3. Visualising the invisible Professional Development Programme
  12. 12. 3. Visualising the invisible Professional Development Programme
  13. 13. 3. Visualising the invisible Group 1 Group n Group 2 Professional Development Programme
  14. 14. 3. Visualising the invisible Knowledge Spillover Group 1 Group n Group 2 Professional Development Programme
  15. 15. 3. Visualising the invisible Rienties, B., Kinchin, I. (Accepted with revisions) Understanding (in)formal learning in an academic development programme: A social network perspective. Teaching and Teacher Education. Impact factor: 1.322.
  16. 16. 3. Visualising the invisible Knowledge Spillover Group 1 Group n Group 2 Professional Development Programme
  17. 17. Department A Knowledge Spillover Department C Group 1 Group n Group 2 Professional Development Programme Department B
  18. 18. Rienties, B., Kinchin, I. (Accepted with revisions) Understanding (in)formal learning in an academic development programme: A social network perspective. Teaching and Teacher Education. Impact factor: 1.322.
  19. 19. Moving LA to S(E)LA “Social” Learning Analytics
  20. 20. Outcomes for HEIs 1. Improved visualisations for intervention and active behavioural change 2. Improved monitoring of social interactions 3. Richer quality of learning
  21. 21. Moving from Learning Analytics to Social (Emotional) Learning Analytics Dr Bart Rienties Department of Higher Education
  1. A particular slide catching your eye?

    Clipping is a handy way to collect important slides you want to go back to later.

×