The Learning Analytics Cycle: Closing the loop effectively
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The Learning Analytics Cycle: Closing the loop effectively
- 1. The Learning Analytics Cycle: Closing the loop effectively Doug Clow, Institute of Educational Technology, The Open University, UK Second International Conference on Learning Analytics and Knowledge LAK12, April/May 2012
- 2. reimplement it without the bugfixes Not reinventing the wheel But making a better cycle Rainbow shield bugs Calidea dregii (cc) Ton Rulkens http://www.flickr.com/photos/47108884@N07/5412717309/
- 3. • The Learning Analytics Cycle Outline • Underpinning theories • Making it better (cc) CJ Isherwood http://www.flickr.com/photos/isherwoodchris/4295776610/
- 4. “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” - LAK11 •Capture •Report •Predict •Act •Refine Campbell & Oblinger (2007) (cc) Nicki Varkevisser http://www.flickr.com/photos/clickflashphotos/3450592233/
- 7. Schön • Reflective practitioner – Reflection-in-action, reflection-on-action – Iteration between espoused theories and theories-in-use – Learning systems • Single-loop vs double-loop learning (cc) Perfecto Insecto http://www.flickr.com/photos/perfectoinsecto/1593972902/
- 8. Laurillard
- 9. Laurillard
- 10. Closed-loop control system (cc) http://en.wikipedia.org/wiki/File:Feedback_loop_with_descriptions.svg (cc) C Jill Reed http://www.flickr.com/photos/mulmatsherm/2207936507/
- 11. Improving feedback (cc) Doug Clow http://dougclow.wordpress.com
- 12. • Transparency Openness • Acceptability • Quality Open Educational Resources (OER) (cc) Steve Damron http://www.flickr.com/photos/sadsnaps/3676812382/
- 13. • Optimise the right thing – not money – not proxies for learning • Assessment is key – be like students: focus on the assessment Big brown bat Eptesicus fuscus (cc) Matt Reinbold http://www.flickr.com/photos/furryscalyman/673915993/
- 14. Learning Analytics Cycle • Underpin with theory • Close the loop • Optimise the right thing – more, faster, better feedback • Target learners & teachers – not (just) managers and policymakers • Pursue openness & ethics (cc) viZZZual.com http://www.flickr.com/photos/vizzzual-dot-com/2746476995/
- 15. Doug Clow @dougclow d.j.clow@open.ac.uk slideshare.net/dougclow dougclow.wordpress.com This work is licensed under a Creative Commons Attribution 3.0 Unported License
Editor's Notes
- George Santayana
- Preaching to the choir Actionable intelligence on learning. Importance of acting. Catnip for senior managers
- It’s a developed visualisation: draw it as a cycle. Also underpinned by educational theories. Cycles common – technology hype cycle; been here before with learning objects; carbon cycle
- Not doing Learning Styles Broad parallel: Concrete experience = learners; reflective observation = (generate) data; abstract conceptualisation = metrics, active experimentation = intervention Also for individual: LA can make reflective obs/abstract conceptualisation easier
- Single loop, double loop – thermostat – really important here: optimise for the right goals This cycle idea – reflection, professional practice – taken up in lots of professional fields, from architects and anthropologists to zoologists, health and social care.
- LA facilitates the conversation at level of actions (info on students action and feedback) , and conceptions (richer (data-informed) redescriptions) – less easy at this level (optimise rightly!)
- LA working to enable conversations at multiple levels – concrete, abstraction – between multiple teachers and learners
- Engineering Control theory, Closed loop control system – feedback from output to input crucial. Example of thermostat. Open loop control system – cooker with pan on top. Heat provided only depends on settings, not on temp of output. Human in -> feedback if it boils over. Open loop – quick, simple, cheap. But need good model of what’s going on. Breaks if unexpected happens Closed loop – slower, harder. But robust so long as the inputs your adjusting do affect the output in the way you think it does. Much in control theory – if delay in feedback adjustment, can get self-exciting oscillation (overcompensation), use hysteresis or speed up.
- Speed, scale, quality of response Get it to the learners and teachers