Multidimensional Learning Analytics

965 views

Published on

What is the true scope of learning analytics? Which part of the institution should be involved? How are they connected. A-LASI workshop co-presented with Phil Renner

Published in: Education
0 Comments
3 Likes
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
965
On SlideShare
0
From Embeds
0
Number of Embeds
10
Actions
Shares
0
Downloads
19
Comments
0
Likes
3
Embeds 0
No embeds

No notes for slide

Multidimensional Learning Analytics

  1. 1. Multidimensional Learning Analytics Australian Learning Analytics Summer Institute Macquarie University, 7 Dec 2013 Phil Renner. Counselling and Psychological Services Abelardo Pardo. School of Elec. and Information Eng. Slideshare.com/abelardo_pardo
  2. 2. Overview of session Data Actions
  3. 3. Plan Scenario 15 minutes Teaching and Learning Bridges 15 minutes + 5 discussion Student Success Bridges 15 minutes + 5 discussion Academic structure Bridges 15 minutes + 5 discussion Wrap up 10 minutes 3
  4. 4. Bridges DATA ACTIONS F H Mira flickr.com Observations Reminders Interviews Counselling Forms SMS Electronic Event Academic advise Surveys Associations Attendance Recommend Enrollment 4
  5. 5. Learning Analytics in your class 5
  6. 6. Technology mediated activities Technology mediated activities Collect events and evidence Suitable for individual and team activities Correlates with engagement See how they learn Massive data collection What to do with the data? Unhindered by talent flickr.com 6
  7. 7. Data-driven design of learning tasks Learning tasks are designed to collect data Data is used to shape the design of tasks Students receive prompt feedback Tutors have a comprehensive view of the learning environment Sustained refinement 7
  8. 8. Observe activity beyond conventional events Slaunger flickr.com 8
  9. 9. Example: Flipped classroom Prepare class with online material + tasks (measure engagement) Devote face-to-face time to Interactive tasks Cedrics pics flickr.com 9
  10. 10. Engagement with previous tasks Estimation of engagement with previous tasks allows tailoring face-2-face tasks 10
  11. 11. Reactions within the course New tasks Special material Extra readings Gwen flickr.com 11
  12. 12. Personal problems Problems adapting to uni Social integration Poor time management Coping with change Handling pressure Robert L Huffstutter flickr.com 12
  13. 13. Refinement of academic structures Skill coverage in a program Unaddressed requirements between units Scheduling conflicts Infrastructure improvement (IT, spaces, etc.) Optimal resource allocation Target specific deficiencies Accreditation Quality control 13
  14. 14. Background brief - CAPS 14
  15. 15. Engaged student Learning Style and Expectations 15
  16. 16. Challenges to Engaged Learning Expectations Institutional expectations Students as autonomous learners Student expectations ›one-on-one attention ›rapid feedback ›comments on drafts Staff challenges & expectations ›‘passive learners’ › time poor › equity of treatment
  17. 17. Elements and bridges strategies- eg Flipped learning Bridges: not increasing engagement?: REFER Teaching Instruction Student Support Services eg CAPS,LC Explore & Address: Other Possible Scaffolds -eg Peer academic mentoring Academic Structure Academic skills deficits Financial issues Mental health concerns Developmental lags (autonomy and sense of agency) 17
  18. 18. Bridging : teaching styles Instruction promoting engagement 18
  19. 19. Kolb’s learning styles 19
  20. 20. Regions of the brain activated in learning 20
  21. 21. Bridging : Peer academic mentoring? Why Peer mentoring? › Students expectations unlikely to change with staff information (“yes yes, yes, No!”) › Student pay attention to other student’s experience – role model for adopting new strategies 21
  22. 22. Learner: capacity for academic success 22
  23. 23. Instructors: learner interaction Even playing field or player handicap? 23
  24. 24. Learner: readiness/handicaps? What factors make a good learner? › Ability? › Commitment to study (e.g. vs work) ? › Time management skills? › Accelerated learning and emotional development ? › Emotional development - personal and social competencies ? 24
  25. 25. CAPS interventions - Learner Types? • Bored, gifted • Perfectionistic • Capable but poor self-management (eg need remedial time management skills, address procrastination) • Students needing to develop sense of agency and ownership of their academic experience 25
  26. 26. CAPS resources for engagement #1 Personal Development Plan 26
  27. 27. CAPS resources for engagement #2 Success @ Sydney - You Tube videos Just Ask Find Your Balance Just Persist 27
  28. 28. CAPS resources for engagement #3 Workshops and Bootcamps 28
  29. 29. CAPS resources for engagement #4 E-Books 29
  30. 30. Bright horizons 30
  31. 31. Plan Scenario 15 minutes Teaching and Learning Bridges 15 minutes + 5 discussion Student Success Bridges 15 minutes + 5 discussion Academic structure Bridges 15 minutes + 5 discussion Wrap up 10 minutes 31

×