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

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.

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

  • 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 students' decisions for online learning, and what precedes those emotions. Internet and Higher Education, 15 (3), 161-169. Impact factor: 2.013
  • 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 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)
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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
  • 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 academic development programme: A social network perspective. Teaching and Teacher Education. Impact factor: 1.322.
  • 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: A social network perspective. Teaching and Teacher Education. Impact factor: 1.322.
  • 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 social interactions 3. Richer quality of learning
  • Moving from Learning Analytics to Social (Emotional) Learning Analytics Dr Bart Rienties Department of Higher Education