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LAK12: Keynote
LAK12: Keynote
LAK12: Keynote
LAK12: Keynote
LAK12: Keynote
LAK12: Keynote
LAK12: Keynote
LAK12: Keynote
LAK12: Keynote
LAK12: Keynote
LAK12: Keynote
LAK12: Keynote
LAK12: Keynote
LAK12: Keynote
LAK12: Keynote
LAK12: Keynote
LAK12: Keynote
LAK12: Keynote
LAK12: Keynote
LAK12: Keynote
LAK12: Keynote
LAK12: Keynote
LAK12: Keynote
LAK12: Keynote
LAK12: Keynote
LAK12: Keynote
LAK12: Keynote
LAK12: Keynote
LAK12: Keynote
LAK12: Keynote
LAK12: Keynote
LAK12: Keynote
LAK12: Keynote
LAK12: Keynote
LAK12: Keynote
LAK12: Keynote
LAK12: Keynote
LAK12: Keynote
LAK12: Keynote
LAK12: Keynote
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LAK12: Keynote

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Keynote presentation for Learning Analytics & Knowledge 2012 in Vancouver, BC. May 2, 2012

Keynote presentation for Learning Analytics & Knowledge 2012 in Vancouver, BC. May 2, 2012

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  • 1. Learning Analytics: Envisioning a Research Discipline and a Domain of PracticeGeorge SiemensVancouver, BCMay 2, 2012
  • 2. Growth of LA interestVendorsDriven by externalization of data, new collectionformats
  • 3. Domains of LA activity & impactLearningNetwork analysisContent analysisPersonalization and adaptationPrediction & InterventionSystemic impact 4
  • 4. “All-embracing technique is in fact theconsciousness of the mechanized world.Technique integrates everything. It avoids shockand sensational events” Ellul, 1964
  • 5. Will LA lock-down or open up education?
  • 6. Research-practice gap
  • 7. Inter-disciplinary emphasisTechnical, pedagogical, and social domains mustbe brought into dialogue with each other toensure that interventions and organizationalsystems serve the needs of all stakeholders.
  • 8. Holistic and Integrated Research/ Practice RelationshipsThe U.S. Department of Education has statedthat the “next 5 years will bring an increase inmodels for collaboration between learningsystem designers, researchers, and educators” Enhancing Teaching and Learning through Educational Data Mining and Learning Analytics, 2012
  • 9. To advance as a field, LA researchersand practitioners need to address the following:(a) development of new tools, techniques, andpeople;(b) data: openness, ethics, and scope;(c) target of analytics activity; and(d) connections to related fields andpractitioners.
  • 10. (a) development of new tools, techniques, andpeople;(b) data: openness, ethics, and scope;(c) target of analytics activity; and(d) connections to related fields andpractitioners.
  • 11. Development of tools that are practitioner-focused, rather than researcher-focused
  • 12. Techniques:Discourse analysis, early warningsystems, attention metadata, recommendersystems, tutoring and learner models, networkanalysis, participatory learning and reputationmechanisms, NLP, latent semanticanalysis, information flow, sentimentanalysis, concept development, automatedevaluation, real-time, etc
  • 13. Many analytics techniques are important – areflection of LA’s youth
  • 14. Capacity building: peopleCertificates, research/doctoralseminars, ongoing PDOn: tools, techniques, research models/methods
  • 15. (a) development of new tools, techniques, andpeople;(b) data: openness, ethics, and scope;(c) target of analytics activity; and(d) connections to related fields andpractitioners.
  • 16. The growing prominence of protected IP can(will) hinder iterative and rapid development ofLA techniques
  • 17. Innovation in LA most significant in the vendorspace.Many vendor-driven innovations are closed anddo not meet the basic needs of researchers:open, testable, accessible, and improvablealgorithms and tools
  • 18. OpennessDatasets for researchers & studentsTransparency (algorithms, weighting)Data ownership & access to analytics resultsCultural/contextual: ability to customize
  • 19. Ethics
  • 20. Scope of data capture:moving beyond the LMSanddigital-only view of analytics
  • 21. Integration & usability
  • 22. 24
  • 23. (a) development of new tools, techniques, andpeople;(b) data: openness, ethics, and scope;(c) target of analytics activity; and(d) connections to related fields andpractitioners.
  • 24. Beyond technical:LA forsensemakingfor learners, educators, administrators
  • 25. http://thedoghousediaries.com/3426
  • 26. Influencing learning and learning institutions
  • 27. (a) development of new tools, techniques, andpeople;(b) data: openness, ethics, and scope;(c) target of analytics activity; and(d) connections to related fields andpractitioners.
  • 28. Learning SciencesIEDMS
  • 29. Not everyone has one of these:
  • 30. Analytics as a multi-person/skill activityMultiple skillsets rather than only one person(i.e. connected specialization)
  • 31. QuestionsWhat is the balance point betweencomputers/people?Role of theory? Validate theory? Theoryemergence?
  • 32. How will we know we’ve been “successful”?Research-informed tools for analyticsContributions to the science of learning thatinfluences classroom(learning space)-levelpractice through integration LA tools/techniques
  • 33. What is missing?What have you found missing in LAK12?Own the solution
  • 34. Getting involved with SoLARFounding organizations(universities, corporations)
  • 35. SoLAR Flare Practitioner’s Conference: Perspectives from the Trenches October 1-3, 2012 West Lafayette, IN
  • 36. literature and research in three primary domains: networksand social media, learning analytics and datamining, and thefuture of learning and learning institutions.
  • 37. gsiemens@gmail.comTwitter/Facebook: gsiemens

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