Learning Analytics: Envisioning a    Research Discipline and a Domain               of PracticeGeorge SiemensVancouver, BC...
Growth of LA interestVendorsDriven by externalization of data, new collectionformats
Domains of LA activity & impactLearningNetwork analysisContent analysisPersonalization and adaptationPrediction & Interven...
“All-embracing technique is in fact theconsciousness of the mechanized world.Technique integrates everything. It avoids sh...
Will LA lock-down or open up education?
Research-practice gap
Inter-disciplinary emphasisTechnical, pedagogical, and social domains mustbe brought into dialogue with each other toensur...
Holistic and Integrated Research/         Practice RelationshipsThe U.S. Department of Education has statedthat the “next ...
To advance as a field, LA researchersand practitioners need to address the              following:(a) development of new t...
(a) development of new tools, techniques, andpeople;(b) data: openness, ethics, and scope;(c) target of analytics activity...
Development of tools that are practitioner-focused, rather than researcher-focused
Techniques:Discourse analysis, early warningsystems, attention metadata, recommendersystems, tutoring and learner models, ...
Many analytics techniques are important – areflection of LA’s youth
Capacity building: peopleCertificates, research/doctoralseminars, ongoing PDOn: tools, techniques, research models/methods
(a) development of new tools, techniques, andpeople;(b) data: openness, ethics, and scope;(c) target of analytics activity...
The growing prominence of protected IP can(will) hinder iterative and rapid development ofLA techniques
Innovation in LA most significant in the vendorspace.Many vendor-driven innovations are closed anddo not meet the basic ne...
OpennessDatasets for researchers & studentsTransparency (algorithms, weighting)Data ownership & access to analytics result...
Ethics
Scope of data capture:moving beyond the LMSanddigital-only view of analytics
Integration & usability
24
(a) development of new tools, techniques, andpeople;(b) data: openness, ethics, and scope;(c) target of analytics activity...
Beyond technical:LA forsensemakingfor learners, educators, administrators
http://thedoghousediaries.com/3426
Influencing learning and learning institutions
(a) development of new tools, techniques, andpeople;(b) data: openness, ethics, and scope;(c) target of analytics activity...
Learning SciencesIEDMS
Not everyone has one of these:
Analytics as a multi-person/skill                 activityMultiple skillsets rather than only one person(i.e. connected sp...
QuestionsWhat is the balance point betweencomputers/people?Role of theory? Validate theory? Theoryemergence?
How will we know we’ve been             “successful”?Research-informed tools for analyticsContributions to the science of ...
What is missing?What have you found missing in LAK12?Own the solution
Getting involved with SoLARFounding organizations(universities, corporations)
SoLAR Flare Practitioner’s Conference:   Perspectives from the Trenches    October 1-3, 2012   West Lafayette, IN
literature and research in three primary domains: networksand social media, learning analytics and datamining, and thefutu...
gsiemens@gmail.comTwitter/Facebook: gsiemens
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

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LAK12: Keynote

  1. 1. Learning Analytics: Envisioning a Research Discipline and a Domain of PracticeGeorge SiemensVancouver, BCMay 2, 2012
  2. 2. Growth of LA interestVendorsDriven by externalization of data, new collectionformats
  3. 3. Domains of LA activity & impactLearningNetwork analysisContent analysisPersonalization and adaptationPrediction & InterventionSystemic impact 4
  4. 4. “All-embracing technique is in fact theconsciousness of the mechanized world.Technique integrates everything. It avoids shockand sensational events” Ellul, 1964
  5. 5. Will LA lock-down or open up education?
  6. 6. Research-practice gap
  7. 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. 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. 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. 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. 11. Development of tools that are practitioner-focused, rather than researcher-focused
  12. 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. 13. Many analytics techniques are important – areflection of LA’s youth
  14. 14. Capacity building: peopleCertificates, research/doctoralseminars, ongoing PDOn: tools, techniques, research models/methods
  15. 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. 16. The growing prominence of protected IP can(will) hinder iterative and rapid development ofLA techniques
  17. 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. 18. OpennessDatasets for researchers & studentsTransparency (algorithms, weighting)Data ownership & access to analytics resultsCultural/contextual: ability to customize
  19. 19. Ethics
  20. 20. Scope of data capture:moving beyond the LMSanddigital-only view of analytics
  21. 21. Integration & usability
  22. 22. 24
  23. 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. 24. Beyond technical:LA forsensemakingfor learners, educators, administrators
  25. 25. http://thedoghousediaries.com/3426
  26. 26. Influencing learning and learning institutions
  27. 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. 28. Learning SciencesIEDMS
  29. 29. Not everyone has one of these:
  30. 30. Analytics as a multi-person/skill activityMultiple skillsets rather than only one person(i.e. connected specialization)
  31. 31. QuestionsWhat is the balance point betweencomputers/people?Role of theory? Validate theory? Theoryemergence?
  32. 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. 33. What is missing?What have you found missing in LAK12?Own the solution
  34. 34. Getting involved with SoLARFounding organizations(universities, corporations)
  35. 35. SoLAR Flare Practitioner’s Conference: Perspectives from the Trenches October 1-3, 2012 West Lafayette, IN
  36. 36. literature and research in three primary domains: networksand social media, learning analytics and datamining, and thefuture of learning and learning institutions.
  37. 37. gsiemens@gmail.comTwitter/Facebook: gsiemens
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