2011 Symposium -- Learning Analytics

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  • The Horizon Report “Identifies and describes emerging technologies… for their potential impact on and use in teaching, learning, and creative inquiry”Time-to-adoption: One Year or Less--ebooks--mobilesTime-to-adoption: Two to Three Years--Augmented Reality--Game-based LearningTime-to-adoption: Four to Five Years--Gesture-based Computing--Learning Analytics
  • http://www.elearnspace.org/blog/2010/08/25/what-are-learning-analytics/
  • According to Horizon Report,“Learning analytics loosely joins a variety of data-gathering tools and analytic techniques to study student engagement, performance, and progress in practice, with the goal of using what is learned to revise curricula, teaching, and assessment in real time. Building on the kinds of information generated by Google Analytics and other similar tools, learning analytics aims to mobilize the power of data-mining tools in the service of learning, and embracing the complexity, diversity, and abundance of information that dynamic learning environments can generate.”
  • So all of these definitions are essentially focusing on four things:Collect DataAnalyze DataPredict LearningImprove Learning
  • Often it seems when people think about and talk about learning analytics, they seem to be thinking about it at the institutional level or school / college level (maybe even the program level), but I am going to focus more today on thinking about it at the course level.
  • “Data are collected from explicit student actions, such as completing assignments and taking exams, and from tacit actions, including online social interactions, extracurricular activities, posts on discussion forums, and other activities that are not directly assessed as part of the student’s educational progress.”“This information can include student profiles within an institution’s database, as well as the interactions of students within course management systems. A long absence from a course’s online activities, for example, can trigger faculty intervention. At its best, however, learning analytics goes much further than this, marrying information from disparate sources to create a far more robust and nuanced profile of students, in turn offering faculty members more insight. “The potential for learning is clear, but the technology to deliver that potential is still very young.
  • Examples from Horizon Reportsignals — stoplights to student successhttp://www.itap.purdue.edu/tlt/signals/The Signals system at Purdue University provides tools for faculty to identify and help students through analytical data mining.Initiated in 2007, Signals gathers information from SIS, course management systems, and course gradebooks generate a risk level for students, and those designated as at-risk are targeted for outreach. --The Ohio State University“the College of Nursing at The Ohio State University is able to track who is watching videos, how much they are viewing, and how they are viewing the content.”--Academic early alert and retention system (@ NAU)http://www4.nau.edu/ua/GPS/student/Northern Arizona University uses a guidance system for students aimed at improving student academic success and retention. The system provides feedback to students in four areas (attendance, grade, academics, and positive feedback). Depending on the feedback given, students are given options and pointed to resources to help them improve.--Learning analytics — Visualizing Collaborative Knowledge work http://emergingmediainitiative.com/project/learning-analytics/The Visualizing Collaboration Knowledge Work project at Ball State University is designed to visualize collaborative writing processes in order to support stronger formative evaluation. --http://research.uow.edu.au/learningnetworks/seeing/snapp/index.htmlThe University of Wollongong in Australia uses SNAPP, a software application that visualizes data from discussion forum posts to allow faculty to perceive behavioral patterns.

Transcript

  • 1. Learning Analytics
    Patrick R. Lowenthalpatrick.lowenthal@ucdenver.edu
  • 2. Session Description
    Life in the digital age swims in data. But how can we make use of data to improve learning?Take advantage of easy to use, free web tools to collect and analyze data in your course. Learn how to take the pulse of your teaching and student performance, and make adjustments during the term.
  • 3. Horizon Report
    Learning AnalyticsTime-to-adoption:
    Four to Five Years
  • 4. What ?
  • 5. What is Learning Analytics?
    According to Wikipedia,"Learning analytics is the measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs" .
  • 6. What is Learning Analytics?
    According to Siemens,"Learning analytics is the use of intelligent data, learner-produced data, and analysis modelsto discover information and social connections, and to predict and advise on learning."
  • 7. What is Learning Analytics?
    According to EDUCAUSE,“The use of data and models to predict student progress and performance, and the ability to act on that information”. 
  • 8. What is Learning Analytics?
    According to Horizon Report,“Learning analytics loosely joins a variety of data-gathering tools and analytic techniques to study student engagement, performance, and progress in practice, with the goal of using what is learned to revise curricula, teaching, and assessment in real time.”
  • 9. What is Learning Analytics?
  • 10. What is Learning Analytics?
  • 11. Why ?
  • 12. Why Use Learning Analytics?
    Improve your end-of-course evaluations
    Help with tenure and promotion
    Decrease attrition
    Improve your teaching
    Improve student learning
    _____________________
  • 13. Why Use Learning Analytics?
    Improve your end-of-course evaluations
    Help with tenure and promotion
    Decrease attrition
    Improve your teaching
    Improve student learning
    _____________________
  • 14. Why Use Learning Analytics?
    Improve your end-of-course evaluations
    Help with tenure and promotion
    Decrease attrition
    Improve your teaching
    Improve student learning
    _____________________
  • 15. Why Use Learning Analytics?
    Improve your end-of-course evaluations
    Help with tenure and promotion
    Decrease attrition
    Improve your teaching
    Improve student learning
    _____________________
  • 16. Why Use Learning Analytics?
    Improve your end-of-course evaluations
    Help with tenure and promotion
    Decrease attrition
    Improve your teaching
    Improve student learning
    _____________________
  • 17. Why Use Learning Analytics?
    Improve your end-of-course evaluations
    Help with tenure and promotion
    Decrease attrition
    Improve your teaching
    Improve student learning
    _____________________
  • 18. How ?
  • 19. How to use Learning Analytics
  • 20. How to use Learning Analytics
    Collect Data, but where?
    --Mine the LMS
    --Collect your own data
  • 21. Examples
  • 22. Institutional Examples
    --Signals project at Purdue University (risk level for outreach)--The Ohio State University (video analytics) --Northern Arizona University (early alert)--Ball State University (feedback system)--University of Wollongong (visual discussions)
  • 23. Things to Try
    --Descriptive Statistics From Exam Results
    --Detailed Individual Feedback During & After Exams
    --Performance Dashboard / User Activity
    --Path Builder / Adaptive Release
    --Google Forms
    --Polls
  • 24. Resources
    7 Things You should Know about analytics
    http://net.educause.edu/ir/library/pdf/ELI7059.pdf
    Academic analytics: a New Tool for a New erahttp://net.educause.edu/ir/library/pdf/erm0742.pdf
    The Horizon Reporthttp://net.educause.edu/ir/library/pdf/HR2011.pdf