Layers loops and processes: learning analytics for complex learning systems


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Presentation given at the Learning Analytics Summer School, Stanford, June 2013.

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  • These three slides are causal loops diagrams for you to choose. I find it more comfortable to call them influence loops diagram, which is used by some people.
  • Layers loops and processes: learning analytics for complex learning systems

    1. 1. Layers Loops and Processes: multi-level analytics in complex learning systems Ruth Deakin Crick Chris Goldspink Shaofu Huang 1
    2. 2. The story in one slide • Learning and teaching are complex processes • Learning analytics enable us to re-present complex data visually and feed it back rapidly to users to ‘learn forwards together’ • Learning contexts are layered:
    3. 3. Starting with individual agency and engagement in learning
    4. 4. CMIN=167, p=.000, df=82, CFI=0.97, RMSEA=.033 73%
    5. 5. Moving up a level to learning dispositions
    6. 6. Name of scale Conceptual definition Changing and learning A sense of myself as someone who learns and changes over time Critical curiosity An orientation to want to “get beneath the surface”. Meaning making Making connections and seeing that learning “matters to me”. Creativity Risk-taking, playfulness, imagination and intuition. Learning relationships Learning with and from others and also able to manage without them Strategic awareness Being aware of my thoughts, feelings and actions as a learner, and able to use that awareness to manage learning processes. Resilience The readiness and openness to persevere in the development of my own learning power in the face of challenge.
    7. 7. Strategic Awareness .43 Changing and Learning .52 Critical Curiosity .35 Meaning Making .47 Creativity e1 e2 e3 e4 .66 .72 .59 .69 .26 .18 .14 .17 .26 CMIN 278 p=.000 Df 1, CFI .977, RMSEA, .22 Strategic awareness explains 43% of variance on Changing and Learning, It also explains 52% of variance on Critical Curiosity, 35% on Meaning Making and 47% of variance on creativity.
    8. 8. .81 Agency .74 managing feelings .52 managing processes .27 t1q77 e1 .52 .33 t1q60 e2 .57 .23 t1q81 e3 .48 .18 t1q39 e4 .42 .34 t1q76 e5 .58 .43 t1q58 e6 .66 .23 t1q53 e7 .48 .23 t1q51e11 .48 .36 t1q68e10 .60 .19 t1q14e8 .44 .34 t1q69e13 .58 .28 t1q19e14 .53 .13 .15 .39 e22 e21 e20 Strategic awareness .90 .72 .86 Cmin 648.9 p=000, CFI .95, RMSEA .047 DF 48
    9. 9. Moving up a level to teachers practices
    10. 10. -0.6 -0.4 -0.2 0 0.2 0.4 0.6 0.8 1 Develop democratic relationships Build a community of learners Negotiate learning Challenge support to achieve high stnds. Teach students how to learn Promote dialogue as means of learning Foster deep understanding skilful action Explore construction of knowledge Build on learners understandings Connect to lives and aspirations Apply/assess in authentic contextsCommunicate in multiple modes Structure/explicit teaching Self-referenced Control orientated Absence of challenge High personalization Reflective_on_pedagogy Could think on feet Dynamic - creative design approach Facilitator/orchestrator
    11. 11. -1 -0.8 -0.6 -0.4 -0.2 0 0.2 0.4 0.6 0.8 1 Develop democratic relationships Build a community of learners Negotiate learning Challenge and support learners Teach students how to learn Foster deep understanding Explore the construction of knowledge Promote dialogue as a means of learning Build on learners understanding Connect learning to lives and aspirations Apply and assess in authentic contexts Communicate in multiple modes Dynamic Design Script
    12. 12. Moving up a level to organisational cultures
    13. 13. Influence loops diagram Huang, S. (2013) Authentic Pedagogy, University of Bristol, PhD Thesis.
    14. 14. How can we use technology to capture, model, diagnose and enhance responsible agency in schools as complex systems?
    15. 15. Test Fast Fail Fast And Early Learn And Improve
    16. 16. PLAN Choosing Observing & Describing Generating Questions Uncovering Stories Mapping DO Designing improvement protocol Implementing improvement protocol STUDY Measure change Analyse Results ACT Revise, Refine, Coll aborate. Present and Re- develop
    17. 17. Bryk A, Gomez, L. (2010) Getting Ideas into Action: Building Networked Improvement Communities in Education, Stanford, CA. Carnegie Foundation for the Advancement of Teacher Education.
    18. 18. Moving up a level to leadership learning
    19. 19. Hierarchical Process Modelling Purpose = How (who what where when)
    20. 20. What sort of learning architecture will provide rapid feedback at multiple levels to make the invisible visible and enhance responsible agency
    21. 21. Datasets: >40,000 ELLI profiles (data from other hosted apps) Learning Warehouse 2.0 Analytics: Real time ELLI Analytics reports Bespoke reports User experience: Research-validated assessment tool Researcher interface Learning Communities
    22. 22. System Wide (Empirical/Analytical) When we use the same data for different purposes, we need different ‘truth paradigms’/forms of rationality (Habermas) Group/Community (Hermeneutical) Individual (Emancipatory) Learners Teachers Administrators Leaders Researchers Policymakers …so Learning Analytics MUST be interdisciplinary + methodologically plural = painful + challenging!
    23. 23. Data Sets + Data Streams Learning Warehouse 2.0 (3.0) Learning Analytics System Simulations Recommendation Engines Learning App Store Learning Communities Collective Intelligence
    24. 24. EnquiryBlogger: ELLI Wordpress plugins 29 Ferguson, R., Buckingham Shum, S. and Deakin Crick, R.(2011). EnquiryBlogger: using widgets to support awareness and reflection in a PLE Setting. In: 1st Workshop on Awareness and Reflection in Personal Learning Environments. PLE Conference 2011, 11-13 July 2011, Southampton, UK. Eprint:
    25. 25. To join the global community…