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IADIS: Shanghai

IADIS: Shanghai






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    IADIS: Shanghai IADIS: Shanghai Presentation Transcript

    • Envisioning a system-widelearning analytics platform George Siemens December 8, 2011 Shanghai, China
    • Data is an asset
    • Data revealsour sentiments,our attitudes,our social connections,our intentions,and what we might do next.
    • http://online.wsj.com/article/SB1000142405311190388560 4576486330882679982.html
    • What’s different today?volume (apparently, there’s lots of data)velocity (processing capacity)variety (internet of things, social media)
    • Applying big data and analytics in education
    • Learning analytics is themeasurement, collection, analysis andreporting of data about learners and theircontexts, for purposes of understanding andoptimizing learning and the environments inwhich it occurs. Society of Learning Analytics Research
    • “A university where staff and studentsunderstand data and, regardless of its volumeand diversity, can use it and reuse it, store andcurate it, apply and develop the analytical toolsto interpret it.”
    • Roots of learning analytics Statistical methods Intelligent EDM Tutors Big Data Personalization Business Learning AdaptiveIntelligence learning Analytics
    • We can make great progress with analytics asindividuals, but the nature of ‘big data’ requiresa systemic focus
    • SNA: in Moodle introduction forumLimitedinteraction.Most areisolated
    • Source: King James Bible Old and New Testaments
    • What is behind a simple visualization?
    • Tools for analytics- Single functionality tools (SNAPP)- Multi-function tools (ManyEyes, Gephi)- Visualization (Tableau)- Existing research tools (SPSS, Wolfram)
    • Acquisition: how do we get the data – structuredand unstructured?Storage: how do we store large quantities?Cleaning: how do we get the data in a workingformatIntegration: How do we “harmonize” varying datasets togetherAnalysis: which tools and methods should be used?Representation/visualization: tools and methods tocommunicate important ideas
    • Many tools are currently stand alone and singlefunctionality(anyone remember learning managementsystems in the late 1990’s?)
    • PlayersStartups (Grockit, Knewton)Existing vendors (Cisco, Catatel)Systemic learning analytics players (iStrategy)(they get bought up quickly)
    • Check my activity Predictive Analytics Reporting
    • To date, asystem-wide open source analytics platformis NOT available.We want to change that.
    • Given how important analyticsare…maybe we should start with openness
    • The Vision:Open Learning Analytics Architecture
    • OLA: An open, extensible platform for researchers, educators, and administrators for broad-scale analytics in education and learning.
    • Principles of a systems-wide analytics tool1. Algorithms should be open, customizable forcontext2. Students should see what the organization sees3. Analytics engine as a platform: open for allresearchers and organizations to build on4. Specific analytics strategies and tools: APIs5. Integrate and connect with existing open tools6. Modularized and extensible
    • 33
    • Privacy & EthicsJust because we can…should we? Particularly due to the exponential insightPossible with integration of multiple data sets
    • Getting involved
    • http://www.solaresearch.org/
    • http://lak12.sites.olt.ubc.ca/ April 29-May 2, 2012 Vancouver
    • Open online course: Learning Analytics January 23 - March 17, 2012 http://www.solaresearch.org/ Simon Shane Dawson Erik Duval Dragan Gasevic George SiemensBuckingham Shum
    • http://www.educationaldatamining.org/
    • change.mooc.ca Twitter: gsiemens www.learninganalytics.nethttp://www.solaresearch.org/