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Abelardo Pardo (@abelardopardo)

Faculty of Engineering and IT
slideshare.net/abelardo_pardo
Articulating the connection between
Learning Analytics and Learning
Design
Faculty of Education
University of Hong Kong
16/May/2017
MarianoMantelflickr.com
Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 2
Ivanflickr.com
Learning
Analytics
Data
Journey
Connection
Model
How to
integrate
Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 3
Ivanflickr.com
Learning
Analytics
Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 4
DmitryGrigorievflickr.com
Learning Analytics: measure, collect, analyse data
about learners to understand and improve their
learning and the environment in which it occurs
1st International Conference on Learning Analytics and Knowledge [Online]. https://tekri.athabascau.ca/analytics. [Accessed 2017].
Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 5
EustaquioSantimanoflickr.com
Collect
Report
Analyse
Act
Refine
Campbell, J. P., DeBlois, P. B., & Oblinger, D. G. (2007). Academic Analytics. Louisville, CO: Educause White Paper.
Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 6
Long, P., & Siemens, G. (2011). Penetrating the Fog: Analytics in Learning and Education. EDUCAUSE Review, 48(5), 31-40.
Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 7
Learning Analytics Model (v1)
Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 8
Ivanflickr.com
Learning
Analytics
Data
Journey
Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 9
trepeluflickr.com
Let’s explore clickstreams!
Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 10
4.174.239.145 - user_2@bogus.com "user 2" [27/Jan/2016:00:00:26 +0000]
"GET resource_6 HTTP/1.1" 302 1428 "-" "Mozilla/5.0 (Macintosh; Intel Mac
OS X 10.10; rv:39.0) Gecko/20100101 Firefox/39.0"
Clickstreams
Machine
address
User
id
User
name
When
date/time
4.174.239.145 - user_2@bogus.com "user 2" [27/Jan/2016:00:00:26 +0000]
"GET resource_6 HTTP/1.1" 302 1428 "-" "Mozilla/5.0 (Macintosh; Intel Mac
OS X 10.10; rv:39.0) Gecko/20100101 Firefox/39.0"
Which
resource One line written in a file for every click!
Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 11
Clickstream - Video
4187,
2016-07-14 00:56:46.341946+00,
{“time”":0,"id":"xEJtdMQMcrs","event":"PLAY"},
https://mycourse.com/Material/HLP/HLP_notes.html,
embedded-video
User
id
When

date/time
Video played

from start
PageEvent

type
Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 12
Clickstream - Question
7141,
2016-07-25 00:41:42.282416+00,
{“question_id":"COD-baseencoding-eqt_1","answer":0},
https://mycourse.com/Material/COD/Activities/encoding_videoeqt.html,
embedded-question
User
id
When

date/time
Question

answered

incorrectly
PageEvent

type
Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 13
Large number of events per user
2016-08-09 00:05:43.124199+00,989,129.78.56.144,"{""outcome"": ""incorrect"", ""assessment"":
""summative"", ""score"": 44.4444444444444, ""exercise"": ""/data2u/static/exco_exc/DRM/
problem_13_c.html"", ""sequence"": ""DRM-exco-C""}",abelardopardo,196619,exco-answer
2016-08-09 00:05:44.140307+00,989,129.78.56.144,"{""score"": 44.4444444444444, ""exercise"": ""/data2u/
static/exco_exc/DRM/problem_03_c.html"", ""sequence"": ""DRM-exco-C""}",abelardopardo,196620,exco-view
2016-08-09 00:05:47.76122+00,968,49.182.128.186,"{""question_id"":""COD-numberofwires-eqt_1"",""answer"":
1}",abelardopardo,196621,embedded-question
2016-08-09 00:05:48.861036+00,806,129.78.56.151,"{""question_id"":""COD-encodeintegers-section-
eqt_4"",""answer"":0}",abelardopardo,196622,embedded-question
2016-08-09 00:05:48.959791+00,989,129.78.56.144,"{""outcome"": ""correct"", ""assessment"":
""summative"", ""score"": 50.0, ""exercise"": ""/data2u/static/exco_exc/DRM/problem_03_c.html"",
""sequence"": ""DRM-exco-C""}",abelardopardo,196623,exco-answer
2016-08-09 00:05:49.539162+00,989,129.78.56.144,"{""score"": 50.0, ""exercise"": ""/data2u/static/
exco_exc/DRM/problem_14_c.html"", ""sequence"": ""DRM-exco-C""}",abelardopardo,196624,exco-view
2016-08-09 00:05:49.571138+00,1311,129.78.56.159,"{""url"":""https://flip.ee.usyd.edu.au/elec1601/
Material/COD/index.html""}",abelardopardo,196625,resource-view
2016-08-09 00:05:50.050035+00,1069,129.78.56.199,"{""question_id"":""COD-integerencoding-videoeqt-
eqt_3"",""answer"":0}",abelardopardo,196626,embedded-question
2016-08-09 00:05:51.709295+00,806,129.78.56.151,"{""question_id"":""COD-encodeintegers-section-
eqt_4"",""answer"":0}",abelardopardo,196627,embedded-question
2016-08-09 00:05:51.962474+00,1069,129.78.56.199,"{""question_id"":""COD-integerencoding-videoeqt-
eqt_3"",""answer"":0}",abelardopardo,196628,embedded-question
2016-08-09 00:05:52.0819+00,806,129.78.56.151,"{""question_id"":""COD-encodeintegers-section-
eqt_4"",""answer"":""-1""}",abelardopardo,196629,embedded-question
2016-08-09 00:05:53.025356+00,1069,129.78.56.199,"{""question_id"":""COD-integerencoding-videoeqt-
eqt_3"",""answer"":1}",abelardopardo,196630,embedded-question
2016-08-09 00:05:54.756229+00,1311,129.78.56.159,"{""url"":""https://flip.ee.usyd.edu.au/elec1601/
Material/COD/COD_notes.html#range-accuracy-and-precision-of-the-floating-point-
representation""}",abelardopardo,196631,resource-view
2016-08-09 00:05:54.856333+00,989,129.78.56.144,"{""outcome"": ""incorrect"", ""assessment"":
""summative"", ""score"": 50.0, ""exercise"": “"/data2u/static/exco_exc/DRM/problem_03_c.html"",
""sequence"": ""DRM-exco-C""}",abelardopardo,196623,exco-answer
Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 14
Logs without design context
• How many videos were played?
• How many questions answered correctly/incorrectly?
• How many pages were viewed?
• How many posts in the forum?
• Are posts and video plays together?*
• What type of resources are being used?*
• Correlation? Linear model? Student at risk?
Macfadyen, L. P., & Dawson, S. (2010). Mining LMS data to develop an “early warning system” for educators: A proof of concept.
Computers & Education, 54(2), 588-599. doi:10.1016/j.compedu.2009.09.008
Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 15
4187,
2016-07-14 00:56:46.341946+00,
{“time”":0,"id":"xEJtdMQMcrs","event":"PLAY"},
https://mycourse.com/Material/HLP/HLP_notes.html,
embedded-video
4187, 2016-07-14 00:56:46.341946+00, VIDEO, xEJtdMQMcrs, PLAY, COD, W2
Combine logs with design
Student played a video about topic COD during Week 2
Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 16
Logs with design context
• Is a student preparing the lecture?
• Are study sessions related to schedule?
• Reviewing or catching up?
• Is there distributed practice?
• Are there changes in strategies?
ChrisLewisflickr.com
Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 17
Detect use of resources in sessions
Kahn, I., & Pardo, A. (2016). Data2U: Scalable Real time Student Feedback in Active Learning Environments. Paper presented at the
International Conference on Learning Analytics and Knowledge, Edinburgh, UK. doi:10.1145/2883851.2883911
Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 18
Jovanovic, J., Gašević, D., Pardo, A., Dawson, S., & Mirriahi, N. (In Press. Accepted 20/Feb/2017). Learning Analytics to Unveil Learning
Strategies in a Flipped Classroom. Internet and Higher Education. doi:10.1016/j.iheduc.2017.02.001
Analyse Learning Strategies
Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 19
Decision Trees
• Week 10
• Predicted score at
leaves (out of 40)
• Conditions at nodes
• If (EXC.in >=22) and
(VID.PL < 8.5) then
score = 6
Pardo, A., Mirriahi, N., Martínez-Maldonado, R., Jovanović, J., Dawson, S., & Gasevic, D. (2016). Generating Actionable Predictive Models
of Academic Performance. Paper presented at the International Conference on Learning Analytics and Knowledge, Edinburgh, UK. doi:
10.1145/2883851.2883870
Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 20
Ivanflickr.com
Learning
Analytics
Data
Journey
Connection
Model
Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 21
Lockyer, L., Heathcote, E., & Dawson, S. (2013). Informing pedagogical action: Aligning learning analytics with learning design.
American Behavioral Scientist, 57(10), 1439-1459. doi:10.1177/0002764213479367
Identifying and coding 

learning and teaching contexts 

is essential!
Checkpoints Process Analytics
JudithKleinflickr.com
Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 22
Bakharia, A., Corrin, L., de Barba, P., Kennedy, G., Gašević, D., Mulder, R., . . . Lockyer, L. (2016). A Conceptual Framework linking
Learning Design with Learning Analytics. Paper presented at the International Conference on Learning Analytics and Knowledge,
Edinburgh, UK. doi:10.1145/2883851.2883944
The3Bsflickr.com
Comparative

Analytics
Cohort

Dynamics
Tool

Specific
Intervention

tools
Temporal

Analytics
Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 23
RobertBrookflickr.com
Use actions to promote an objective 

to drive the connection between

design elements and analytics affordances
Student Engagement
Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 24
Bartimote-Aufflick, K., Reimann P., Pardo, A. The perspective theory brings to learning analytics in the classroom: A realist approach
Manuscript in preparation.
Learning Analytics Model v2
Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 25
Questions guiding the design
• What can/will be observed when the design is
instantiated?
• How can the data be interpreted in the design
context?
• What actions can be derived from the analysis?
• During the enactment
Instructors
Students
• After the enactment (design refinement)
Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 26
4 layer connection
1. Click (low) level events
2. Process to engage with a set of tasks
3. Use effective learning strategies
4. Overall effectiveness of the design
MichaelCoughlanflickr.com
Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 27
Click/Low
level
Learning
process with
set of tasks
Used
learning
strategies
Overall
effectiveness
What can be
observed?
How to interpret data
Immediate
actions
Students
Instructor
Future actions
LA lense for LD
Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 28
Example
• Blended course
• Large student cohort
• Face-to-face sessions require preparation
• Activities include: video, questions, readings,
exercises (summative)
• Pattern repeated weekly
• Interaction through discussion forum
• Three submissions throughout course
• Midterm examination
Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 29
2 Hours
2 Hours
3 Hours
Pardo, A. & Mirriahi N. (in press). Design, Deployment and Evaluation of a Flipped Learning First Year Engineering Course. In C. Reidsema,
Kavanagh, R. Hadgraft & N. Smith (Eds.), Flipping the Classroom: Practice and Practices. Singapore: Springer.
Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 30
Click/Low
level
Learning
process with
set of tasks
Used
learning
strategies
Overall
effectiveness
What can be
observed?
Events in videos,
questions,
exercises
How to interpret data
If video viewed and
questions correct,
incorrect
Immediate
actions
Students
Suggestions to
engage with
resources
Instructor
Provide further
information about
topics with high
failure rate
Future actions
Learning process
Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 31
Click/Low
level
Learning
process with
set of tasks
Used
learning
strategies
Overall
effectiveness
What can be
observed?
Topics in each
study session
How to interpret data
Obtain distribution,
depth and
effectiveness of
session.
Immediate
actions
Students Suggest plan
Instructor
Flag most popular
strategies
Future actions
Where to include
additional strategic
support
Learning strategies
Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 32
Ivanflickr.com
Learning
Analytics
Data
Journey
Connection
Model
How to
integrate
Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 33
Increasingly complex design space
ThomasLeth-Olsenflickr.com
Cognitive
Social
Material

(Tangible)
Material

(Intangible)
Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 34
“… teaching in higher education will
necessarily shift the balance of its efforts
towards a greater investment in design as
a way of coping with otherwise intolerable
pressures on staff and resources.”
Goodyear, P. (2015). Teaching as Design. HERDSA Review of Higher Education, 2, 27-50.
TobiasToftflickr.com
Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics
Design Patterns
35
Anneflickr.com
general repeatable solution to a commonly
occurring problem
• Creational
• Structural
• Behavioural
Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics
Assume/Promote recording
36
NickLeeflickr.com
Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics
Use focal points for LA
37
EricWustenhagenflickr.com
• Actions
• Expected reactions
• Rubrics
Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 38
ontasklearning.org
Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 39
• Support instructors to
create personalised
feedback
• Simple rule-base
knowledge encoding
• Provide appropriate
view of data sources
• Scale to large and highly
diverse cohorts
• Will be released as
open-source project
Q3/4 2017
• First pilots in Q1/2 2017
• Tutorial in LAK 2017
• Contact us if interested
ontasklearning.org
Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 40
NASAJohnsonflickr.com
• LA needs LD
• Design may drive log analysis
to meaningful questions
• LA cues can be included in
LD
• Use of patterns and focal
points
Conclusions
Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 41
Abelardo Pardo (@abelardopardo)

Faculty of Engineering and IT
slideshare.net/abelardo_pardo
Articulating the connection between
Learning Analytics and Learning
Design
Faculty of Education
University of Hong Kong
16/May/2017
MarianoMantelflickr.com

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Articulating the connection between Learning Design and Learning Analytics

  • 1. Abelardo Pardo (@abelardopardo)
 Faculty of Engineering and IT slideshare.net/abelardo_pardo Articulating the connection between Learning Analytics and Learning Design Faculty of Education University of Hong Kong 16/May/2017 MarianoMantelflickr.com
  • 2. Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 2 Ivanflickr.com Learning Analytics Data Journey Connection Model How to integrate
  • 3. Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 3 Ivanflickr.com Learning Analytics
  • 4. Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 4 DmitryGrigorievflickr.com Learning Analytics: measure, collect, analyse data about learners to understand and improve their learning and the environment in which it occurs 1st International Conference on Learning Analytics and Knowledge [Online]. https://tekri.athabascau.ca/analytics. [Accessed 2017].
  • 5. Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 5 EustaquioSantimanoflickr.com Collect Report Analyse Act Refine Campbell, J. P., DeBlois, P. B., & Oblinger, D. G. (2007). Academic Analytics. Louisville, CO: Educause White Paper.
  • 6. Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 6 Long, P., & Siemens, G. (2011). Penetrating the Fog: Analytics in Learning and Education. EDUCAUSE Review, 48(5), 31-40.
  • 7. Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 7 Learning Analytics Model (v1)
  • 8. Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 8 Ivanflickr.com Learning Analytics Data Journey
  • 9. Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 9 trepeluflickr.com Let’s explore clickstreams!
  • 10. Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 10 4.174.239.145 - user_2@bogus.com "user 2" [27/Jan/2016:00:00:26 +0000] "GET resource_6 HTTP/1.1" 302 1428 "-" "Mozilla/5.0 (Macintosh; Intel Mac OS X 10.10; rv:39.0) Gecko/20100101 Firefox/39.0" Clickstreams Machine address User id User name When date/time 4.174.239.145 - user_2@bogus.com "user 2" [27/Jan/2016:00:00:26 +0000] "GET resource_6 HTTP/1.1" 302 1428 "-" "Mozilla/5.0 (Macintosh; Intel Mac OS X 10.10; rv:39.0) Gecko/20100101 Firefox/39.0" Which resource One line written in a file for every click!
  • 11. Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 11 Clickstream - Video 4187, 2016-07-14 00:56:46.341946+00, {“time”":0,"id":"xEJtdMQMcrs","event":"PLAY"}, https://mycourse.com/Material/HLP/HLP_notes.html, embedded-video User id When
 date/time Video played
 from start PageEvent
 type
  • 12. Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 12 Clickstream - Question 7141, 2016-07-25 00:41:42.282416+00, {“question_id":"COD-baseencoding-eqt_1","answer":0}, https://mycourse.com/Material/COD/Activities/encoding_videoeqt.html, embedded-question User id When
 date/time Question
 answered
 incorrectly PageEvent
 type
  • 13. Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 13 Large number of events per user 2016-08-09 00:05:43.124199+00,989,129.78.56.144,"{""outcome"": ""incorrect"", ""assessment"": ""summative"", ""score"": 44.4444444444444, ""exercise"": ""/data2u/static/exco_exc/DRM/ problem_13_c.html"", ""sequence"": ""DRM-exco-C""}",abelardopardo,196619,exco-answer 2016-08-09 00:05:44.140307+00,989,129.78.56.144,"{""score"": 44.4444444444444, ""exercise"": ""/data2u/ static/exco_exc/DRM/problem_03_c.html"", ""sequence"": ""DRM-exco-C""}",abelardopardo,196620,exco-view 2016-08-09 00:05:47.76122+00,968,49.182.128.186,"{""question_id"":""COD-numberofwires-eqt_1"",""answer"": 1}",abelardopardo,196621,embedded-question 2016-08-09 00:05:48.861036+00,806,129.78.56.151,"{""question_id"":""COD-encodeintegers-section- eqt_4"",""answer"":0}",abelardopardo,196622,embedded-question 2016-08-09 00:05:48.959791+00,989,129.78.56.144,"{""outcome"": ""correct"", ""assessment"": ""summative"", ""score"": 50.0, ""exercise"": ""/data2u/static/exco_exc/DRM/problem_03_c.html"", ""sequence"": ""DRM-exco-C""}",abelardopardo,196623,exco-answer 2016-08-09 00:05:49.539162+00,989,129.78.56.144,"{""score"": 50.0, ""exercise"": ""/data2u/static/ exco_exc/DRM/problem_14_c.html"", ""sequence"": ""DRM-exco-C""}",abelardopardo,196624,exco-view 2016-08-09 00:05:49.571138+00,1311,129.78.56.159,"{""url"":""https://flip.ee.usyd.edu.au/elec1601/ Material/COD/index.html""}",abelardopardo,196625,resource-view 2016-08-09 00:05:50.050035+00,1069,129.78.56.199,"{""question_id"":""COD-integerencoding-videoeqt- eqt_3"",""answer"":0}",abelardopardo,196626,embedded-question 2016-08-09 00:05:51.709295+00,806,129.78.56.151,"{""question_id"":""COD-encodeintegers-section- eqt_4"",""answer"":0}",abelardopardo,196627,embedded-question 2016-08-09 00:05:51.962474+00,1069,129.78.56.199,"{""question_id"":""COD-integerencoding-videoeqt- eqt_3"",""answer"":0}",abelardopardo,196628,embedded-question 2016-08-09 00:05:52.0819+00,806,129.78.56.151,"{""question_id"":""COD-encodeintegers-section- eqt_4"",""answer"":""-1""}",abelardopardo,196629,embedded-question 2016-08-09 00:05:53.025356+00,1069,129.78.56.199,"{""question_id"":""COD-integerencoding-videoeqt- eqt_3"",""answer"":1}",abelardopardo,196630,embedded-question 2016-08-09 00:05:54.756229+00,1311,129.78.56.159,"{""url"":""https://flip.ee.usyd.edu.au/elec1601/ Material/COD/COD_notes.html#range-accuracy-and-precision-of-the-floating-point- representation""}",abelardopardo,196631,resource-view 2016-08-09 00:05:54.856333+00,989,129.78.56.144,"{""outcome"": ""incorrect"", ""assessment"": ""summative"", ""score"": 50.0, ""exercise"": “"/data2u/static/exco_exc/DRM/problem_03_c.html"", ""sequence"": ""DRM-exco-C""}",abelardopardo,196623,exco-answer
  • 14. Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 14 Logs without design context • How many videos were played? • How many questions answered correctly/incorrectly? • How many pages were viewed? • How many posts in the forum? • Are posts and video plays together?* • What type of resources are being used?* • Correlation? Linear model? Student at risk? Macfadyen, L. P., & Dawson, S. (2010). Mining LMS data to develop an “early warning system” for educators: A proof of concept. Computers & Education, 54(2), 588-599. doi:10.1016/j.compedu.2009.09.008
  • 15. Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 15 4187, 2016-07-14 00:56:46.341946+00, {“time”":0,"id":"xEJtdMQMcrs","event":"PLAY"}, https://mycourse.com/Material/HLP/HLP_notes.html, embedded-video 4187, 2016-07-14 00:56:46.341946+00, VIDEO, xEJtdMQMcrs, PLAY, COD, W2 Combine logs with design Student played a video about topic COD during Week 2
  • 16. Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 16 Logs with design context • Is a student preparing the lecture? • Are study sessions related to schedule? • Reviewing or catching up? • Is there distributed practice? • Are there changes in strategies? ChrisLewisflickr.com
  • 17. Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 17 Detect use of resources in sessions Kahn, I., & Pardo, A. (2016). Data2U: Scalable Real time Student Feedback in Active Learning Environments. Paper presented at the International Conference on Learning Analytics and Knowledge, Edinburgh, UK. doi:10.1145/2883851.2883911
  • 18. Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 18 Jovanovic, J., Gašević, D., Pardo, A., Dawson, S., & Mirriahi, N. (In Press. Accepted 20/Feb/2017). Learning Analytics to Unveil Learning Strategies in a Flipped Classroom. Internet and Higher Education. doi:10.1016/j.iheduc.2017.02.001 Analyse Learning Strategies
  • 19. Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 19 Decision Trees • Week 10 • Predicted score at leaves (out of 40) • Conditions at nodes • If (EXC.in >=22) and (VID.PL < 8.5) then score = 6 Pardo, A., Mirriahi, N., Martínez-Maldonado, R., Jovanović, J., Dawson, S., & Gasevic, D. (2016). Generating Actionable Predictive Models of Academic Performance. Paper presented at the International Conference on Learning Analytics and Knowledge, Edinburgh, UK. doi: 10.1145/2883851.2883870
  • 20. Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 20 Ivanflickr.com Learning Analytics Data Journey Connection Model
  • 21. Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 21 Lockyer, L., Heathcote, E., & Dawson, S. (2013). Informing pedagogical action: Aligning learning analytics with learning design. American Behavioral Scientist, 57(10), 1439-1459. doi:10.1177/0002764213479367 Identifying and coding 
 learning and teaching contexts 
 is essential! Checkpoints Process Analytics JudithKleinflickr.com
  • 22. Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 22 Bakharia, A., Corrin, L., de Barba, P., Kennedy, G., Gašević, D., Mulder, R., . . . Lockyer, L. (2016). A Conceptual Framework linking Learning Design with Learning Analytics. Paper presented at the International Conference on Learning Analytics and Knowledge, Edinburgh, UK. doi:10.1145/2883851.2883944 The3Bsflickr.com Comparative
 Analytics Cohort
 Dynamics Tool
 Specific Intervention
 tools Temporal
 Analytics
  • 23. Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 23 RobertBrookflickr.com Use actions to promote an objective 
 to drive the connection between
 design elements and analytics affordances Student Engagement
  • 24. Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 24 Bartimote-Aufflick, K., Reimann P., Pardo, A. The perspective theory brings to learning analytics in the classroom: A realist approach Manuscript in preparation. Learning Analytics Model v2
  • 25. Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 25 Questions guiding the design • What can/will be observed when the design is instantiated? • How can the data be interpreted in the design context? • What actions can be derived from the analysis? • During the enactment Instructors Students • After the enactment (design refinement)
  • 26. Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 26 4 layer connection 1. Click (low) level events 2. Process to engage with a set of tasks 3. Use effective learning strategies 4. Overall effectiveness of the design MichaelCoughlanflickr.com
  • 27. Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 27 Click/Low level Learning process with set of tasks Used learning strategies Overall effectiveness What can be observed? How to interpret data Immediate actions Students Instructor Future actions LA lense for LD
  • 28. Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 28 Example • Blended course • Large student cohort • Face-to-face sessions require preparation • Activities include: video, questions, readings, exercises (summative) • Pattern repeated weekly • Interaction through discussion forum • Three submissions throughout course • Midterm examination
  • 29. Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 29 2 Hours 2 Hours 3 Hours Pardo, A. & Mirriahi N. (in press). Design, Deployment and Evaluation of a Flipped Learning First Year Engineering Course. In C. Reidsema, Kavanagh, R. Hadgraft & N. Smith (Eds.), Flipping the Classroom: Practice and Practices. Singapore: Springer.
  • 30. Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 30 Click/Low level Learning process with set of tasks Used learning strategies Overall effectiveness What can be observed? Events in videos, questions, exercises How to interpret data If video viewed and questions correct, incorrect Immediate actions Students Suggestions to engage with resources Instructor Provide further information about topics with high failure rate Future actions Learning process
  • 31. Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 31 Click/Low level Learning process with set of tasks Used learning strategies Overall effectiveness What can be observed? Topics in each study session How to interpret data Obtain distribution, depth and effectiveness of session. Immediate actions Students Suggest plan Instructor Flag most popular strategies Future actions Where to include additional strategic support Learning strategies
  • 32. Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 32 Ivanflickr.com Learning Analytics Data Journey Connection Model How to integrate
  • 33. Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 33 Increasingly complex design space ThomasLeth-Olsenflickr.com Cognitive Social Material
 (Tangible) Material
 (Intangible)
  • 34. Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 34 “… teaching in higher education will necessarily shift the balance of its efforts towards a greater investment in design as a way of coping with otherwise intolerable pressures on staff and resources.” Goodyear, P. (2015). Teaching as Design. HERDSA Review of Higher Education, 2, 27-50. TobiasToftflickr.com
  • 35. Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics Design Patterns 35 Anneflickr.com general repeatable solution to a commonly occurring problem • Creational • Structural • Behavioural
  • 36. Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics Assume/Promote recording 36 NickLeeflickr.com
  • 37. Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics Use focal points for LA 37 EricWustenhagenflickr.com • Actions • Expected reactions • Rubrics
  • 38. Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 38 ontasklearning.org
  • 39. Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 39 • Support instructors to create personalised feedback • Simple rule-base knowledge encoding • Provide appropriate view of data sources • Scale to large and highly diverse cohorts • Will be released as open-source project Q3/4 2017 • First pilots in Q1/2 2017 • Tutorial in LAK 2017 • Contact us if interested ontasklearning.org
  • 40. Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 40 NASAJohnsonflickr.com • LA needs LD • Design may drive log analysis to meaningful questions • LA cues can be included in LD • Use of patterns and focal points Conclusions
  • 41. Abelardo Pardo Articulating the Connection Between Learning Design and Learning Analytics 41
  • 42. Abelardo Pardo (@abelardopardo)
 Faculty of Engineering and IT slideshare.net/abelardo_pardo Articulating the connection between Learning Analytics and Learning Design Faculty of Education University of Hong Kong 16/May/2017 MarianoMantelflickr.com