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Preparing for the future

Presentation given to uimagine event organised by Charles Sturt University in Wagga Wagga, Australia, on Thursday 15 March 2018.

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Preparing for the future

  1. 1. Rebecca Ferguson, The Open University, UK Preparing for the future
  2. 2. 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.
  3. 3. Learning analytics help us to identify and make sense of patterns in the data to improve our teaching, our learning and our learning environments
  4. 4. Why do learners use analytics? • Monitor their own activities and interactions • Monitor the learning process • Compare their activity with that of others • Increase awareness, reflect and self reflect • Improve discussion participation • Improve learning behaviour • Improve performance • Become better learners • Learn!
  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. Purdue University
  7. 7. SNAPP: Network analysis
  8. 8. iSpot social analytics
  9. 9. iSpot: social analytics
  10. 10. Looking to the future
  11. 11. Preparing for the future careers2030.cst.org/jobs
  12. 12. 12 years of change 2012: ‘Year of the MOOC’ 2007: Launch of the iphone 2006: First tweets
  13. 13. What are we trying to achieve?
  14. 14. 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.
  15. 15. • Safety and wellbeing: all children and young people are protected from harm and vulnerable children are supported to succeed with opportunities as good as those for any other child. • Educational excellence everywhere: every child and young person can access high- quality provision, achieving to the best of his or her ability regardless of location, attainment and background. • Prepared for adult life: all 19-year- olds complete school or college with the skills and character to contribute to the UK’s society and economy and are able to access high-quality work or study options.
  16. 16. Charles Sturt University Achieving the University's vision and objectives involves: • providing an accessible and effective learning environment for all students, regardless of location or mode of study • strengthening learning and teaching partnerships with the professions and industry • promoting, recognising and supporting good practice in learning and teaching.
  17. 17. Learning Analytics Community Exchange (LACE) visions of the future
  18. 18. Priority areas for education and training 1 9 Bringing together higher education, schools & workplace learning Building networks that outlived the project’s funding period Helping to develop learning analytics capability Creating and sharing resources Developing visions of the future and agreeing how to work towards them http://www.laceproject.eu/
  19. 19. Full report bit.ly/28X5tq7 Visions of the future
  20. 20. Provocation 1: Learners are monitored by their learning environmnent
  21. 21. Provocation 2: Learners’ personal data are tracked
  22. 22. Provocation 3: Analytics are rarely used
  23. 23. Provocation 4: Learners control their own data
  24. 24. Provocation 5: Open systems are widely adopted
  25. 25. Provocation 6: Learning analytics are essential tools
  26. 26. Provocation 7: Analytics help learners make the right choices
  27. 27. Provocation 8: Analytics have largely replaced teachers
  28. 28. New provocations from Neil Selwyn (Monash University)
  29. 29. 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
  30. 30. Action for analytics
  31. 31. LAEP Learning analytics for European education policy • What is the current state of the art? • What are the prospects for the implementation of learning analytics? • What is the potential for European policy to be used to guide and support the take-up and adaptation of learning analytics to enhance education in Europe?
  32. 32. Strategy Research and development Infrastructure Context Standards Skills Outreach Action for analytics
  33. 33. Strategy • Align work on learning analytics with strategic objectives and priority areas for education and training • Develop a roadmap for learning analytics • Assign responsibility for development of learning analytics • Identify and build on work in related areas and other countries • Build on learning analytics work to develop new priorities Example of a framework for learning analytics: Siemens, G., Gašević, D., Haythornthwaite, C., Dawson, S., Buckingham Shum, S., Ferguson, R., Duval, E., Verbert, K. & Baker, R.S.J.d. (2011). Open Learning Analytics: An Integrated and Modularized Platform. Download from solaresearch.org
  34. 34. 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 • Develop frameworks that enable development of analytics Image: sheilaproject.eu
  35. 35. Infrastructure • Increase data-handling capability • Create organisational structures to support use of learning analytics • Use Evidence Hub to identify areas for development • Develop methods of sharing experience and good practice
  36. 36. Context • Align learning analytics work with different sectors of education • Develop practices that are appropriate to different contexts • Identify successful financial models
  37. 37. 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
  38. 38. Skills • Identify the skills required in different areas • Train and support educators to use analytics to support achievement • Train and support researchers and developers to work in this field • Develop and support educational leaders to implement these changes • Educate learners to use analytics to support their own achievement
  39. 39. Outreach • Engage stakeholders throughout the learning analytics process • Support collaboration with commercial organisations • Promote awareness of learning analytics
  40. 40. Stay connected solaresearch.org • LAK conferences • LASI events • LACE
  41. 41. slideshare.net/R3beccaF r3beccaf.wordpress.com/ twitter.com/R3beccaF

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