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Eli 2012 Sensemaking Analytics
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Eli 2012 Sensemaking Analytics


Presentation to EDUCAUSE online session on learning analytics...and Sensemaking

Presentation to EDUCAUSE online session on learning analytics...and Sensemaking

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  • 1. Sensemaking: Beyond analytics as a technical activity George Siemens April 11, 2012
  • 2. “The world is one big data problem” Gilad Elbaz
  • 3. NYTimes 2012
  • 4. Learning analytics is the measurement, collection,analysis and reporting of data about learners andtheir contexts, for purposes of understanding andoptimizing learning and the environments in which itoccurs.
  • 5. Focus of analytics Who Benefits?Course-level: social networks, Learners, facultyconceptual development, languageanalysisAggregate (big data) predictive Learners, facultymodeling, patterns of success/failureInstitutional: learner profiles, Administrators, IR, funders,performance of academics, resource marketingallocationRegional & National (state/provincial): Governments, administratorscomparisons between systemsInternational: ‘world class universities’ National governments (OECD),
  • 6. Are learning analytics new?No: testing, assessment, institutional research,retentionYes: data quantity, models, personalization,adaptivity, techniques, data sources, processingpower
  • 7. The tools and techniques of analytics are often seen as the intent of analytics
  • 8. CCK08: Introduction forum Limited interaction. Most are isolatedhttp://www.snappvis.org/
  • 9. Introduction forum posts:CCK08 Dialogue limited: Group too large?
  • 10. Analytics should lead to new ways of thinking and acting
  • 11. To avoid getting lost in the “mass ofinconsequential” (Bush, 1945)We still need control, but the points are differentthan where the education system has assignedthem in the past.
  • 12. But, analytics are not (should not be)primarily a technical activity…
  • 13. All the important stuff with analytics happens… after we’ve done the analytics
  • 14. i.e. the social processesEducator interventionLearner self-regulationRethinking teachingEvaluating learning design
  • 15. Why is sensemaking (and social processes)so important? Multiple data sets/sources Learning is a complex social activity (technical methods do not capture the full scope and nuanced nature of learning) Integrated social and technical systems provide diverse and nuanced approaches
  • 16. Complex systems:“a set of diverse actors who dynamically interactwith one another awash in a sea of feedbacks.” Miller and Page, 2007
  • 17. Complexity:“disturbing traits of mess, of the inextricable, ordisorder, of ambiguity, or uncertainty” Morin, 2008
  • 18. Coherence is the thing…
  • 19. Sensemaking“Sensemaking is a motivated, continuous effort tounderstand connections . . . in order to anticipatetheir trajectories and act effectively” (Klein et al. 2006)
  • 20. or“Sensemaking is about labeling and categorizing tostabilize the streaming of experience” (Weick et al. 2005: 411)
  • 21. We are skilled at sensemaking in socialsystems
  • 22. But we easily acquiesce to technicalsystems
  • 23. Less skilled at sensemaking through technology(data can be kinda unsettling) Target Utah spy center Military
  • 24. Focusing analyticsOn the end user experience & related social cognitive/learning needs(most end users will not be skilled in analytics…the human intervention/social systems need to be reflected in analytics)
  • 25. gsiemens@gmail.com