The Learning Analytics Cycle:Closing the loop effectivelyDoug Clow, Institute of Educational Technology,The Open Universit...
reimplement it without the bugfixesNot reinventing the wheelBut making a better cycle            Rainbow shield bugs Calid...
• The Learning Analytics Cycle      Outline                       • Underpinning theories                                 ...
“the measurement, collection,                                 analysis and reporting of data about                        ...
TheLearningAnalytics  Cycle
Kolb’sLearning Cycle
Schön            • Reflective practitioner              – Reflection-in-action, reflection-on-action              – Iterat...
Laurillard
Laurillard
Closed-loop control system                           (cc) http://en.wikipedia.org/wiki/File:Feedback_loop_with_description...
Improving feedback         (cc) Doug Clow http://dougclow.wordpress.com
• TransparencyOpenness                                               • Acceptability                                      ...
• Optimise the right thing  – not money  – not proxies for learning• Assessment is key  – be like students:    focus on th...
Learning Analytics Cycle• Underpin with theory• Close the loop• Optimise the right thing  – more, faster, better    feedba...
Doug Clow@dougclowd.j.clow@open.ac.ukslideshare.net/dougclowdougclow.wordpress.com     This work is licensed under a Creat...
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The Learning Analytics Cycle: Closing the loop effectively

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  • 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
  • The Learning Analytics Cycle: Closing the loop effectively

    1. 1. The Learning Analytics Cycle:Closing the loop effectivelyDoug Clow, Institute of Educational Technology,The Open University, UKSecond International Conference onLearning Analytics and Knowledge LAK12, April/May 2012
    2. 2. reimplement it without the bugfixesNot reinventing the wheelBut making a better cycle Rainbow shield bugs Calidea dregii (cc) Ton Rulkenshttp://www.flickr.com/photos/47108884@N07/5412717309/
    3. 3. • The Learning Analytics Cycle Outline • Underpinning theories • Making it better(cc) CJ Isherwood http://www.flickr.com/photos/isherwoodchris/4295776610/
    4. 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/
    5. 5. TheLearningAnalytics Cycle
    6. 6. Kolb’sLearning Cycle
    7. 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. 8. Laurillard
    9. 9. Laurillard
    10. 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. 11. Improving feedback (cc) Doug Clow http://dougclow.wordpress.com
    12. 12. • TransparencyOpenness • Acceptability • Quality Open Educational Resources (OER) (cc) Steve Damron http://www.flickr.com/photos/sadsnaps/3676812382/
    13. 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. 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. 15. Doug Clow@dougclowd.j.clow@open.ac.ukslideshare.net/dougclowdougclow.wordpress.com This work is licensed under a Creative Commons Attribution 3.0 Unported License
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