The Impact of Learning Analytics
on the Dutch Education System
Hendrik Drachsler, Slavi Stoyanov, Marcus Specht
27/03/14
Hendrik Drachsler 2 2 / 31
Onderwerp via >Beeld >Koptekst en voettekst
Pagina 3
27 March 2014@HDrachsler 3 / 31
• Structured approach to objectively identify the
common understanding of a group of experts about a
particular issue
• In...
• innovations in way network is delivered
• (investigate) corporate/structural alignment
• assist in the development of no...
Binary, square
similarity
matrix
Sort for one participant
Total square
similarity
matrix across
participants
What is Group...
Multidimensional Scaling
Output: An 2-dimensional
mapping of the entities
5655
54
53
52
51
50
49
48
47
46
45
44
43
42
41
4...
Hierarchical Cluster Analysis
1 + 6
5 + 7
9 + 10
(1 + 6) + 8
3 + 4
2 + (9 + 10)
((1 + 6) + 8)) + (3 + 4)
(5 + 7) + ((2 + (...
Online brainstorming
Onderwerp via >Beeld >Koptekst en voettekst
Pagina 9
27 March 2014@HDrachsler 9 / 31
Online sorting
27 March 2014@HDrachsler 10 / 31
Online rating
27 March 2014@HDrachsler 11 / 31
Hypothesis
H1: The most important items (clusters) will be less
feasible to implement in the Dutch education system.
H2: T...
Descriptive Statistics
27 March 2014@HDrachsler 13 / 31
Descriptive Statistics
27 March 2014@HDrachsler 14 / 31
Descriptive Statistics
27 March 2014@HDrachsler 15 / 31
Descriptive Statistics
27 March 2014@HDrachsler 16 / 31
Descriptive Statistics
27 March 2014@HDrachsler 17 / 31
Point Map
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
1718
19
20
21
22
23
24 25
26
27
28
29
30
31
32
33
34
3536
37
38
39
40
41
...
Cluster Map points
1
5
9
20 3337
42
46
47
48
50
51
54
55 59
62
64
7174
84
89
97
101
106
1623 2527
3536
49
63
67
72
80
2
10...
Cluster Map 7 labeled
1. Students empowerment
2. Personalisation
3. Research
& Learning Design
4. Teacher
empowerment
5. F...
Cluster Rating Map Importance
1. Students empowerment
2. Personalisation
3. Research
& Learning Design
4. Teacher
empowerm...
Cluster Rating Map Feasibility
1. Students
empowerment
2. Personalisation
3. Research
& Learning Design
4. Teacher
empower...
H1: The most important items (clusters) will be less
feasible to implement in the Dutch education system.
27 March 2014@HD...
Pattern Match Importance vs. Feasibility
Importance Feasibility
Teacher empowerment Teacher empowerment
Personalisation
Pe...
H2: There will be a significant difference between Novice
participants compared to more Expert participants on their
ratin...
Pattern Match Novice vs. Experts on Importance
Novice Expert
Personalisation
PersonalisationTeacher empowerment
Teacher em...
Pattern Match Novice vs. Experts on Feasibility
Novice Experts
Teacher empowerment Teacher empowerment
Research & Learning...
Conclusions
27 March 2014@HDrachsler
We rejected H1 and H2, the GCM study shows a very high
agreement between the Novice a...
Conclusions
27 March 2014@HDrachsler
Future Research
H3: There will be a significant difference between the
stakeholder gr...
bit.ly/LAK14
30 / 3127 March 2014@HDrachsler
31 / 3127 March 2014@HDrachsler
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The Impact of Learning Analytics on the Dutch Education System

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The article reports the findings of a Group Concept Mapping
study that was conducted within the framework of the Learning Analytics Summer Institute (LASI) in the Netherlands. Learning Analytics are expected to be beneficial for students and teacher empowerment, personalization, research on learning design, and feedback for performance. The study depicted some management and economics issues and identified some possible treats. No differences were found between novices and experts on how important and feasible are changes in education triggered by
Learning Analytics.

Paper available at: http://dl.acm.org/citation.cfm?id=2567617&CFID=427722877&CFTOKEN=73282080

Published in: Education
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The Impact of Learning Analytics on the Dutch Education System

  1. 1. The Impact of Learning Analytics on the Dutch Education System Hendrik Drachsler, Slavi Stoyanov, Marcus Specht
  2. 2. 27/03/14 Hendrik Drachsler 2 2 / 31
  3. 3. Onderwerp via >Beeld >Koptekst en voettekst Pagina 3 27 March 2014@HDrachsler 3 / 31
  4. 4. • Structured approach to objectively identify the common understanding of a group of experts about a particular issue • Involves participants in 3 simple activities (1. brainstorming, 2. sorting and 3. rating of ideas) • Applies a robust analysis (Multi Dimensional Scaling (MDS) and Hierarchical Clustering Analysis (HCA)). • GCM presents the results from the analysis as conceptual maps and other graphical representations (pattern matches and go-zones) 27 March 2014@HDrachsler What is Group Concept Mapping? 4 / 31
  5. 5. • innovations in way network is delivered • (investigate) corporate/structural alignment • assist in the development of non-traditional partnerships (Rehab with the Medicine Community) • expand investigation and knowledge of PSN'S/PSO's • continue STHCS sponsored forums on public health issues (medicine managed care forum) • inventory assets of all participating agencies (providers, Venn Diagrams) • access additional funds for telemedicine expansion • better utilization of current technological bridge • continued support by STHCS to member facilities • expand and encourage utilization of interface programs to strengthen the viability and to improve the health care delivery system (ie teleconference) • discussion with CCHN ...organize the issues... Work quickly and effectively under pressure 49 Organize the work when directions are not specific. 39 Decide how to manage multiple tasks. 20 Manage resources effectively. 4 2. Sort 3. Rate 1. Brainstorm What is Group Concept Mapping? 27 March 2014@HDrachsler 5 / 31
  6. 6. Binary, square similarity matrix Sort for one participant Total square similarity matrix across participants What is Group Concept Mapping? 27 March 2014@HDrachsler 6 / 31
  7. 7. Multidimensional Scaling Output: An 2-dimensional mapping of the entities 5655 54 53 52 51 50 49 48 47 46 45 44 43 42 41 40 39 38 37 36 35 34 33 32 31 3029 28 27 26 25 242322 21 20 19 181716 15 14 13 12 11 10 9 8 7 6 5 4 3 1 Input: A square matrix of relationships among a set of entities 5 1 2 4 0 1 1 3 1 0 1 5 0 0 0 1 0 0 2 0 2 0 5 3 0 0 0 0 0 0 4 0 3 5 0 0 0 0 0 0 0 0 0 0 5 0 0 2 0 0 1 1 0 0 0 5 0 0 4 0 1 0 0 0 0 0 5 0 0 0 3 0 0 0 2 0 0 5 0 0 1 2 0 0 0 4 0 0 5 0 0 0 0 0 0 0 0 0 0 5 27 March 2014@HDrachsler 7 / 31
  8. 8. Hierarchical Cluster Analysis 1 + 6 5 + 7 9 + 10 (1 + 6) + 8 3 + 4 2 + (9 + 10) ((1 + 6) + 8)) + (3 + 4) (5 + 7) + ((2 + (9 + 10)) (((1 + 6) + 8)) + (3 + 4)) + (5 + 7) + ((2 + (9 + 10)) 1 6 8 3 4 7 5 9 10 2 10 9 8 7 6 5 4 3 2 1 NumberofClusters Merge Points Merged 1 2 3 4 5 6 7 8 9 1 6 8 7 5 9 10 2 4 3 27 March 2014@HDrachsler 8 / 31
  9. 9. Online brainstorming Onderwerp via >Beeld >Koptekst en voettekst Pagina 9 27 March 2014@HDrachsler 9 / 31
  10. 10. Online sorting 27 March 2014@HDrachsler 10 / 31
  11. 11. Online rating 27 March 2014@HDrachsler 11 / 31
  12. 12. Hypothesis H1: The most important items (clusters) will be less feasible to implement in the Dutch education system. H2: There will be a significant difference between Novice participants compared to more Expert participants on their rating for Importance and Feasibility. 27 March 2014@HDrachsler 12 / 31
  13. 13. Descriptive Statistics 27 March 2014@HDrachsler 13 / 31
  14. 14. Descriptive Statistics 27 March 2014@HDrachsler 14 / 31
  15. 15. Descriptive Statistics 27 March 2014@HDrachsler 15 / 31
  16. 16. Descriptive Statistics 27 March 2014@HDrachsler 16 / 31
  17. 17. Descriptive Statistics 27 March 2014@HDrachsler 17 / 31
  18. 18. Point Map 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 1718 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 3536 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 6869 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 27 March 2014@HDrachsler 18 / 31
  19. 19. Cluster Map points 1 5 9 20 3337 42 46 47 48 50 51 54 55 59 62 64 7174 84 89 97 101 106 1623 2527 3536 49 63 67 72 80 2 1018 26 29 53 6869 76 78 79 82 87 103 105 3 13 17 22 57 70 75 94 95 100 4 6 19 28 38 40 41 44 6165 73 83 91 92 102 104 7 15 24 31 39 43 58 81 86 96 98 107 108 8 11 1214 21 30 32 34 45 5256 60 66 77 85 88 90 93 99 27 March 2014@HDrachsler 19 / 31
  20. 20. Cluster Map 7 labeled 1. Students empowerment 2. Personalisation 3. Research & Learning Design 4. Teacher empowerment 5. Feedback & Performance 6. Risks 7. Management & Economics 27 March 2014@HDrachsler 20 / 31
  21. 21. Cluster Rating Map Importance 1. Students empowerment 2. Personalisation 3. Research & Learning Design 4. Teacher empowerment 5. Feedback & Performance 6. Risks 7. Management & Economics Cluster Legend Layer Value 1 2.75 to 3.00 2 3.00 to 3.25 3 3.25 to 3.50 4 3.50 to 3.75 5 3.75 to 4.00 27 March 2014@HDrachsler 21 / 31
  22. 22. Cluster Rating Map Feasibility 1. Students empowerment 2. Personalisation 3. Research & Learning Design 4. Teacher empowerment 5. Feedback & Performance 6. Risks 7. Management & Economics Cluster Legend Layer Value 1 2.91 to 3.10 2 3.10 to 3.28 3 3.28 to 3.46 4 3.46 to 3.64 5 3.64 to 3.83 27 March 2014@HDrachsler 22 / 31
  23. 23. H1: The most important items (clusters) will be less feasible to implement in the Dutch education system. 27 March 2014@HDrachsler 23 / 31
  24. 24. Pattern Match Importance vs. Feasibility Importance Feasibility Teacher empowerment Teacher empowerment Personalisation Personalisation Feedback & Performance Feedback & Performance Research & Learning Design Research & Learning Design Students empowerment Students empowerment Management & Economics Management & Economics Risks Risks 2.75 2.91 4.00 3.83 r = 0.94 27 March 2014@HDrachsler 24 / 31
  25. 25. H2: There will be a significant difference between Novice participants compared to more Expert participants on their rating for Importance and Feasibility. 27 March 2014@HDrachsler 25 / 31
  26. 26. Pattern Match Novice vs. Experts on Importance Novice Expert Personalisation PersonalisationTeacher empowerment Teacher empowerment Feedback & Performance Feedback & Performance Students empowerment Students empowermentResearch & Learning Design Research & Learning Design Management & Economics Management & Economics Risks Risks 2.79 2.70 4.05 3.99 r = 0.99 27 March 2014@HDrachsler 26 / 31
  27. 27. Pattern Match Novice vs. Experts on Feasibility Novice Experts Teacher empowerment Teacher empowerment Research & Learning Design Research & Learning DesignPersonalisation PersonalisationFeedback & Performance Feedback & Performance Students empowerment Students empowerment Management & Economics Management & Economics Risks Risks 2.96 2.88 3.67 3.97 r = 0.99 27 March 2014@HDrachsler 27 / 31
  28. 28. Conclusions 27 March 2014@HDrachsler We rejected H1 and H2, the GCM study shows a very high agreement between the Novice and Expert participants on how Important and Feasible are changes that LA brings to the Dutch education. The Dutch community highly agrees on topics that are of importance to influence the educational system with LA. Conclusions NL is ready to roll out LA in K12 & Higher Education 28 / 31
  29. 29. Conclusions 27 March 2014@HDrachsler Future Research H3: There will be a significant difference between the stakeholder groups (Higher Education vs. K12), (Business vs. Educational Sector) Find partners that are interested to run a GCM on LA in their countries - Contact us! 29 / 31
  30. 30. bit.ly/LAK14 30 / 3127 March 2014@HDrachsler
  31. 31. 31 / 3127 March 2014@HDrachsler
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