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Learning analytics futures: a teaching perspective


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Talk given by Rebecca Ferguson on 22 November 2018 int Universita Ca'Foscario Venezia at the event Nuovi orizzonti della ricerca pedagogica: evidence-based learning e learning analytics

Published in: Education
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Learning analytics futures: a teaching perspective

  1. 1. Rebecca Ferguson, The Open University, UK Learning analytics futures: a teaching perspective
  2. 2. Institute of Educational Technology, The Open University, UK
  3. 3. Learning analytics 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.
  4. 4. Learning analytics help us to identify and make sense of patterns in the data to improve our teaching, our learning and our learning environments
  5. 5. Why do educators use analytics? • Monitor the learning process • Explore student data • Identify problems • Discover patterns • Find early indicators for success • Find early indicators for poor marks or drop-out • Assess usefulness of learning materials • Increase awareness, reflect and self reflect • Increase understanding of learning environments • Intervene, advise and assist • Improve teaching, resources and the environment
  6. 6. training people for employment? Is teaching about
  7. 7. From learner to earner • Map progress towards employability skills • Map progress towards desired learning objectives • Accredit progress • Support in-service training across providers • Help students to develop a skills portfolio
  8. 8. developing citizens? Is teaching about
  9. 9. Taking our place in society • Map progress as students become responsible citizens, contributors and innovators • Align analytics with the knowledge, skills and values that the government requires in schools
  10. 10. developing community members? Is teaching about
  11. 11. Building our community • Map progress towards curriculum areas and subject knowledge constructed by the community • Analyse the learning of groups, rather than individuals • Support learners to design, construct and build together
  12. 12. developing individuals? Is teaching about
  13. 13. Healthy mind, healthy body • Enable individuals to reflect on experiences and build coherent learning journeys • Support self- regulated learning – ‘learning to learn’ – and the individual skills required
  14. 14. developing proficient learners? Is teaching about
  15. 15. Questioning and learning • Are learners encountering diversity of knowledge and understanding? • Are they developing ways of evaluating argument and information? • Are they developing reliable processes for making sense of the world? • Are they reflecting on their assumptions? • Do they care about truth and knowledge ?
  16. 16. Purdue University
  17. 17. SNAPP: Network analysis
  18. 18. Learning analytics report card
  19. 19. iSpot social analytics
  20. 20. iSpot: social analytics
  21. 21. Looking to the future
  22. 22. Preparing for the future
  23. 23. 12 years of change 2012: ‘Year of the MOOC’ 2007: Launch of the iphone 2006: First tweets
  24. 24. What are we trying to achieve?
  25. 25. EU priority areas for education • Open and innovative education and training, fully embracing the digital era. • Strong support for teachers, trainers, school leaders and other educational staff. • Relevant and high-quality knowledge, skills and competences developed throughout lifelong learning. • Focus on learning outcomes for employability, innovation, active citizenship and well-being and inclusive education, equality, equity, non-discrimination and the promotion of civic competences.
  26. 26. • Shape a renewed curriculum designed around scholarly excellence, focused attention to critical enquiry, multidisciplinary expertise, cross-cultural awareness and 21st century skills. • Realize student potential by ensuring the early engagement of employers and institutional stakeholders and by supporting our students in achieving their best personal and professional development. • Enhance Ca’Foscari’s on-line education services to increase the number of on-line students from zero to 1,000, promote our on- site services and campus life to support a vibrant and unique university life experience. Foster a transformative learning experience
  27. 27. Learning Analytics Community Exchange (LACE) visions of the future
  28. 28. Full report Visions of the future
  29. 29. Provocation 1: Learners are monitored by their learning environmnent
  30. 30. Provocation 2: Learners’ personal data are tracked
  31. 31. Provocation 3: Analytics are rarely used
  32. 32. Provocation 4: Learners control their own data
  33. 33. Provocation 5: Open systems are widely adopted
  34. 34. Provocation 6: Learning analytics are essential tools
  35. 35. Provocation 7: Analytics help learners make the right choices
  36. 36. Provocation 8: Analytics have largely replaced teachers
  37. 37. New provocations from Neil Selwyn (Monash University)
  38. 38. New provocations from Neil Selwyn • Socially sympathetic design • Transparency of algorithms • Student control • Sharing the profits of learning data • Working towards a better public understanding of analytics • Seeing ethics in terms of power Image: Neil Selwyn, LAK18
  39. 39. Action for analytics
  40. 40. Action for analytics Learning analytics for European education policy Strategy Research and development Infrastructure Context Standards Sklls Outreach
  41. 41. Strategy • Align work on learning analytics with strategic objectives and priorities • Develop a roadmap for learning analytics • Assign responsibility for development of learning analytics • Identify and build on work in related areas • Build on learning analytics work to develop new priorities
  42. 42. Research and development • Develop pedagogy that makes good use of analytics • Develop analytics that address strategic objectives and priorities • Develop technology that enables deployment of analytics Image:
  43. 43. Infrastructure • Increase data-handling capability • Create organisational structures to support use of learning analytics • Develop methods of sharing experience and good practice
  44. 44. Context • Develop practices that are appropriate to your context • Think about your financial model
  45. 45. Standards • Adapt and employ interoperability standards • Develop and employ ethical standards, including data protection • Align analytics with assessment practices • Develop a robust quality assurance process • Develop evaluation frameworks
  46. 46. Skills • Identify the skills required in different areas • Train and support educators to use analytics to support achievement • Develop and support educational leaders to implement these changes • Educate learners to use analytics to support their own achievement
  47. 47. Outreach • Engage stakeholders throughout the learning analytics process • Promote awareness of learning analytics
  48. 48. Stay connected • LAK conferences • LASI events • LACE
  49. 49.