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IADIS: Shanghai
IADIS: Shanghai
IADIS: Shanghai
IADIS: Shanghai
IADIS: Shanghai
IADIS: Shanghai
IADIS: Shanghai
IADIS: Shanghai
IADIS: Shanghai
IADIS: Shanghai
IADIS: Shanghai
IADIS: Shanghai
IADIS: Shanghai
IADIS: Shanghai
IADIS: Shanghai
IADIS: Shanghai
IADIS: Shanghai
IADIS: Shanghai
IADIS: Shanghai
IADIS: Shanghai
IADIS: Shanghai
IADIS: Shanghai
IADIS: Shanghai
IADIS: Shanghai
IADIS: Shanghai
IADIS: Shanghai
IADIS: Shanghai
IADIS: Shanghai
IADIS: Shanghai
IADIS: Shanghai
IADIS: Shanghai
IADIS: Shanghai
IADIS: Shanghai
IADIS: Shanghai
IADIS: Shanghai
IADIS: Shanghai
IADIS: Shanghai
IADIS: Shanghai
IADIS: Shanghai
IADIS: Shanghai
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IADIS: Shanghai

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  • 1. Envisioning a system-widelearning analytics platform George Siemens December 8, 2011 Shanghai, China
  • 2. Data is an asset
  • 3. Data revealsour sentiments,our attitudes,our social connections,our intentions,and what we might do next.
  • 4. http://online.wsj.com/article/SB1000142405311190388560 4576486330882679982.html
  • 5. What’s different today?volume (apparently, there’s lots of data)velocity (processing capacity)variety (internet of things, social media)
  • 6. Applying big data and analytics in education
  • 7. 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
  • 8. “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.”
  • 9. Roots of learning analytics Statistical methods Intelligent EDM Tutors Big Data Personalization Business Learning AdaptiveIntelligence learning Analytics
  • 10. We can make great progress with analytics asindividuals, but the nature of ‘big data’ requiresa systemic focus
  • 11. SNA: in Moodle introduction forumLimitedinteraction.Most areisolated
  • 12. Source: King James Bible Old and New Testaments
  • 13. What is behind a simple visualization?
  • 14. Tools for analytics- Single functionality tools (SNAPP)- Multi-function tools (ManyEyes, Gephi)- Visualization (Tableau)- Existing research tools (SPSS, Wolfram)
  • 15. 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
  • 16. Many tools are currently stand alone and singlefunctionality(anyone remember learning managementsystems in the late 1990’s?)
  • 17. PlayersStartups (Grockit, Knewton)Existing vendors (Cisco, Catatel)Systemic learning analytics players (iStrategy)(they get bought up quickly)
  • 18. Check my activity Predictive Analytics Reporting
  • 19. To date, asystem-wide open source analytics platformis NOT available.We want to change that.
  • 20. Given how important analyticsare…maybe we should start with openness
  • 21. The Vision:Open Learning Analytics Architecture
  • 22. OLA: An open, extensible platform for researchers, educators, and administrators for broad-scale analytics in education and learning.
  • 23. 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
  • 24. 33
  • 25. Privacy & EthicsJust because we can…should we? Particularly due to the exponential insightPossible with integration of multiple data sets
  • 26. Getting involved
  • 27. http://www.solaresearch.org/
  • 28. http://lak12.sites.olt.ubc.ca/ April 29-May 2, 2012 Vancouver
  • 29. Open online course: Learning Analytics January 23 - March 17, 2012 http://www.solaresearch.org/ Simon Shane Dawson Erik Duval Dragan Gasevic George SiemensBuckingham Shum
  • 30. http://www.educationaldatamining.org/
  • 31. change.mooc.ca Twitter: gsiemens www.learninganalytics.nethttp://www.solaresearch.org/

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