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The Value of Learning Analytics to Networked Learning on a Personal Learning Environment <ul><li>Rita Kop -  Hélène  Fourn...
What to expect Changing learning environment Conclusions Challenges in  capturing data Changing Research  and Analysis met...
The changing  learning environment http://bit.ly/gmNndn
The Web in 2010 http://www.flowtown.com/blog/have-we-reached-a-world-of-infinite-information?display=wide
Researching PLENK2010: Challenges in connectivist learning <ul><li>Aggregating </li></ul><ul><li>Remixing </li></ul><ul><l...
Learning on a Massive   Open Online Course
Challenges in  capturing Big Data meatmeter.blogspot.com <ul><li>New research and analysis methods required? </li></ul><ul...
Research    Approach <ul><li>Qualitative methods  </li></ul><ul><li>Virtual ethnography consisting of : </li></ul><ul><li>...
Analysis of data <ul><li>Qualitative data </li></ul><ul><li>Standard discourse analysis: sorting data into themes </li></u...
Why learning analytics? <ul><li>Learning about learning? </li></ul><ul><li>Networking data analysis adds  dimension to tra...
Who were the PLENK participants? Participants’ age Participants’ residence Participants’ professional background http://bi...
PLENK Analysis: What did participants do? PLENK participation rates
Postings by participants across six weeks of PLENK Facilitator posts in PLENK PLENK Analysis:  Interactions on the   Moodle
PLENK Analysis:  Interactions on the   Moodle The complex network a facilitator's post generated Relationships between top...
PLENK Analysis:  identifying  themes
PLENK Analysis:    use of Twitter
Analytics: student  blogging experience ‘ You will be noticed only if you tweet.’ Comparison: CritLit – PLENK: Moodle intr...
PLENK Analysis:    use of Twitter Twitter connections between PLENK participants
PLENK Analysis:    use of Twitter #tags related to Twitter posts in the PLENK Daily - six weeks duration
Conclusions – What    did we learn?  <ul><li>Analytics are helpful in learning something new about learning </li></ul><ul>...
<ul><li>Rita Kop, PhD. </li></ul><ul><li>[email_address] </li></ul>Helene Fournier, Ph.D. [email_address]
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Kop and Fournier Learning Analytics Banff feb11

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The Value of Learning Analytics to Networked Learning on a Personal Learning Environment

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Kop and Fournier Learning Analytics Banff feb11

  1. 1. The Value of Learning Analytics to Networked Learning on a Personal Learning Environment <ul><li>Rita Kop - Hélène Fournier – Hanan Sitlia </li></ul><ul><li>Institute for Information Technology </li></ul><ul><li>Learning and Collaborative Technologies Group </li></ul><ul><li>PLE Project </li></ul><ul><li>Moncton, New-Brunswick, Canada </li></ul><ul><li>1 st International Conference on Learning Analytics and Knowledge, February 27-March 1, 2011 </li></ul><ul><li>Banff, Alberta, Canada </li></ul>
  2. 2. What to expect Changing learning environment Conclusions Challenges in capturing data Changing Research and Analysis methods Analytics on a Massive Open Online Course
  3. 3. The changing learning environment http://bit.ly/gmNndn
  4. 4. The Web in 2010 http://www.flowtown.com/blog/have-we-reached-a-world-of-infinite-information?display=wide
  5. 5. Researching PLENK2010: Challenges in connectivist learning <ul><li>Aggregating </li></ul><ul><li>Remixing </li></ul><ul><li>Repurposing </li></ul><ul><li>Feed forward </li></ul>profesorbaker.wordpress.com (Downes, 2011)
  6. 6. Learning on a Massive Open Online Course
  7. 7. Challenges in capturing Big Data meatmeter.blogspot.com <ul><li>New research and analysis methods required? </li></ul><ul><li>Ethical issues </li></ul>abovethelaw.com
  8. 8. Research Approach <ul><li>Qualitative methods </li></ul><ul><li>Virtual ethnography consisting of : </li></ul><ul><li>Observations on learning environment </li></ul><ul><li>Observations outside the learning environment using course tag </li></ul><ul><li>Active participation by facilitator </li></ul><ul><li>Action research by participants </li></ul><ul><li>Qualitative questions on three surveys </li></ul><ul><li>Focus group </li></ul><ul><li>Quantitative methods : </li></ul><ul><li>Data mining of the learning environment </li></ul><ul><li>Data mining outside the learning environment using course tag </li></ul><ul><li>Surveys </li></ul>
  9. 9. Analysis of data <ul><li>Qualitative data </li></ul><ul><li>Standard discourse analysis: sorting data into themes </li></ul><ul><li>Nvivo </li></ul><ul><li>Quantitative data : </li></ul><ul><li>Learner analytics </li></ul><ul><li>and visualization </li></ul><ul><li>statistical analysis of </li></ul><ul><li>surveys </li></ul>
  10. 10. Why learning analytics? <ul><li>Learning about learning? </li></ul><ul><li>Networking data analysis adds dimension to traditional research methods? </li></ul><ul><li>Vizualizing = clarifying? </li></ul><ul><li>Linking data to enhance learning? </li></ul><ul><li>Subject on the course </li></ul>http://bit.ly/gsiqF7 Barabási (2003)
  11. 11. Who were the PLENK participants? Participants’ age Participants’ residence Participants’ professional background http://bit.ly/gDEVKT
  12. 12. PLENK Analysis: What did participants do? PLENK participation rates
  13. 13. Postings by participants across six weeks of PLENK Facilitator posts in PLENK PLENK Analysis: Interactions on the Moodle
  14. 14. PLENK Analysis: Interactions on the Moodle The complex network a facilitator's post generated Relationships between topics in a discussion in week 1 SNAPP and Netdraw
  15. 15. PLENK Analysis: identifying themes
  16. 16. PLENK Analysis: use of Twitter
  17. 17. Analytics: student blogging experience ‘ You will be noticed only if you tweet.’ Comparison: CritLit – PLENK: Moodle introductions 42 – 197  blog visitors   170 – 566 blog visits     550 – 1478 Residence        29 – 69 http://helistudies.edublogs.org/2010/11/18/plenk-in-the-whole-world-almost/ MOOC Participant blog analytics comparison CritLit versus PLENK CritLit PLENK introductions in Moodle 42 197 blog visitors   170 566 blog respondents residences       29 69 blog visits     550 1478
  18. 18. PLENK Analysis: use of Twitter Twitter connections between PLENK participants
  19. 19. PLENK Analysis: use of Twitter #tags related to Twitter posts in the PLENK Daily - six weeks duration
  20. 20. Conclusions – What did we learn? <ul><li>Analytics are helpful in learning something new about learning </li></ul><ul><li>Networking data adds a new dimension to traditional research methods </li></ul><ul><li>Vizualizing = clarifying </li></ul><ul><li>Other analysis methods are still required to capture depth about the data </li></ul><ul><li>Ethics implications </li></ul><ul><li>Linking data could be used to enhance learning </li></ul>
  21. 21. <ul><li>Rita Kop, PhD. </li></ul><ul><li>[email_address] </li></ul>Helene Fournier, Ph.D. [email_address]

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