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The four paths for implementing
learning analytics and enhancing
the quality of learning & teaching
David Jones, @djplaner...
Welcome to the LA jungle
http://bit.ly/4pathsTalk
only a few universities have made use of LA at scale
(Ferguson et al, 20...
Welcome to the LA jungle
http://bit.ly/4pathsTalk
..currently available research tools do not yet answer
many questions of...
Breaking Bad
to bridge the
reality/rhetoric chas
E-learning’s a bit like teenage sex. Everyone says
they’re doing it but n...
PIRAC 4paths
(Jones, Beer & Clark, 2013) (Beer, Jones & Tickner, 2014)
http://bit.ly/4pathsTalk
http://bit.ly/4pathsTalk
http://bit.ly/lasights
1. What is LA?
2. Analysing LA applications
3. Finding your way
4. Implications for L&T?
PIRAC
4paths
http://bit.ly/4paths...
1. What is LA?
2. Analysing LA applications
3. Finding your way
4. Implications for L&T?
PIRAC
4paths
http://bit.ly/4paths...
What is LA?
the measurement, collection, analysis, and
reporting of data about learners and their
contexts, for purposes o...
What is LA?
1. The development of new processes and tools
aimed at improving learning and teaching
for individual students...
(Siemens & Long, 2011, p. 34)
HT: Dr Nick Kelly
(Siemens, 2013, p. 13)
Purpose
context & task
a more widespread problem in
the field of learning analytics:
that it is being led by data
and not ...
Information
Purpose
context & task
(Siemens, 2013, p. 13)
SAO model of information
Source Analysis
Output
Social network analysis
Content & semantic analysis
Click streams
Student ...
…the hegemonic status clickometry enjoys for
analytic purposes in the realm of LMSs is
counterproductive if our goal is to...
http://reflectr.eduinf.eu/reflectr/
The risk is that research and development focuses on
the data which is simplest to log computationally,
perpetuating the d...
Breaking Bad
to bridge the
reality/rhetoric chas
E-learning’s a bit like teenage sex. Everyone says
they’re doing it but n...
Data-driven decision making does not guarantee
effective decision making. Having data does not
necessarily mean that they ...
Representation
(Siemens, 2013, p. 13)
Information
Purpose
context & task
Solving a problem simply means representing
it so as to make the solution transparent.
(Simon, 1996, p. 132)
tracking data is usually provided in tabular format,
is often incomprehensible, with a poor logical
organisation, and is d...
Dashboards suck
Representation
Affordances
(Siemens, 2013, p. 13)
Information
Purpose
context & task
…no surprise that those things that
the affordances make easy are apt
to get done, those things that the
affordances make ...
perceived usefulness was the most
influential factor on instructors’ intention
and their actual use of the systems
(Motagh...
Context, task &
purpose
InformationRepresentation
Affordances
Change
(Siemens, 2013, p. 13)
(Carroll, Kellog & Rosson, 1991, p. 80)
(Carroll, Kellog & Rosson, 1991, p. 80)
https://twitter.com/phillipdawson/status/273906845301764096
The risk is that research and development focuses on
the data which is simplest to log computationally,
perpetuating the d...
..data warehouse development is dominated by
central IT departments that have little experience
with decision support.
A c...
development processes are not implemented in a
linear or even in a parallel fashion, but in continuous
action cycles that ...
PIRAC
Purpose
Information
Representation
Affordances
Change
(Jones, Beer & Clark, 2013)
What is LA?
1. The development of new processes and tools
aimed at improving learning and teaching
for individual students...
PIRAC
Purpose
Information
Representation
Affordances
Change
EPSS & the performance zone
Decision Support Systems
Design of...
EPSS & the performance zone
designing systems that support
learning and/or performing
(Gery, 1991)
(Hannafin et al, 2001, ...
1. What is LA?
2. Analysing LA applications
3. Finding your way
4. Solutions for L&T?
PIRAC
4paths
http://bit.ly/4pathsTalk
Analysing LA applications
Purpose
Task - Who and how often are resources being used?
Context – Moodle course site
and cont...
Moodle reports
MAV
(Jones & Clark, 2014)
Moodle reports
MAV
Information
User clicks and individual details
User clicks and individual details
Analysis – simple add...
Moodle reports
MAV
Information
Includes all user clicks
Only student clicks
Can limit to groups
Not all modules support it
Moodle reports
MAV
Representation
Tabular format, separate from course site
Heatmap, in situ
Only shows # of clicks
Show #...
Moodle reports
MAV
Affordances
Only view information
Email merge to list of students
Other reports link to “send message”
...
Moodle reports
MAV
Change
Moodle core
Separate to Moodle
1. What is LA?
2. Analysing LA applications
3. Finding your way
4. Implications for L&T?
PIRAC
4paths
http://bit.ly/4paths...
1. The development of new processes and tools
aimed at improving learning and teaching
for individual students & instructo...
(Trigwell, 2001)
(Mor & Mogilevsky, 2013, p. 1)
Arguably, teachers are the primary
change agents in any educational system
..the challenge posed by learning analytics
is interpreting the resulting data against
pedagogical intent and the local co...
Teachers are often essential actors at learn time,
since they may intervene with respect to the
real-time coordination of ...
4 Paths
Do it to teachers
Do it for teachers
Do it with teachers
Teachers DIY
DIT
DIF
DIW
DIY
4 Paths
Do it to teachers
Do it for teachers
Do it with teachers
Teachers DIY
DIT
DIF
DIW
DIY
4 Paths
Do it to teachers
Do it for teachers
Do it with teachers
Teachers DIY
4 Paths
Do it to teachers
(Trigwell, 2001)
(Trigwell, 2001)
4 Paths
Do it for teachers
(Trigwell, 2001)
Reusability paradox
The more context a learning object
has, the better it is for learning
The less context, the
better for...
4 Paths
Do it with teachers
(Trigwell, 2001)
(Carroll, Kellog & Rosson, 1991, p. 80)
Early Alert Student Indicators (EASI)
• Formal project proposed during 2012
• 12+ iterations of the project initiation
doc...
Early Alert Student Indicators (EASI)
• Over 85,000 nudges delivered (2014)
• Used by a majority of teaching staff
• 90% s...
4 Paths
Teachers DIY
(Trigwell, 2001)
(Shulman, 1987, p. 15)
…distinguishing the knowledge based of teaching
lies…in the capacity of a teacher to transform the
...
Do it with teachers
Teachers DIY
Types of e-learning projects
Do it with teachers
Teachers DIY
1. Externally driven projects
Do it with teachers
Teachers DIY
1. Externally driven projects
2. Whole of institution projects
Do it with teachers
Teachers DIY
1. Externally driven projects
2. Whole of institution projects
3. Multiple course projects
Do it with teachers
Teachers DIY
1. Externally driven projects
2. Whole of institution projects
3. Multiple course project...
1. Externally driven projects
2. Whole of institution projects
3. Multiple course projects
4. Individual course or
learnin...
1. Externally driven projects
2. Whole of institution projects
3. Multiple course projects
4. Individual course or
learnin...
1. Externally driven projects
2. Whole of institution projects
3. Multiple course projects
4. Individual course or
learnin...
1. What is LA?
2. Analysing LA applications
3. Finding your way
4. Implications for L&T
PIRAC
4paths
http://bit.ly/4pathsT...
Welcome to the LA jungle
http://bit.ly/4pathsTalk
only a few universities have made use of LA at scale
(Ferguson et al, 20...
(Introna, 1996)
A plan driven approach assumes
1. The system is relatively stable and predictable
2. The system’s behaviou...
http://bounds.net.au/node/15
pre-planned ways of operating
appear to be derooted, and less
effective because they do not fit
the contingencies of the m...
4 choices
1. Create highly decontextualised resources that
can be reused broadly but teach very little;
http://bit.ly/choi...
4 choices
2. Build highly contextualised resources that teach
effectively in a single setting but are very
difficult to re...
4 choices
3. We can shoot for the mediocre middle;
http://bit.ly/choices4
4 choices
4. Allow and enable for contextual modification
of the learning object
http://bit.ly/choices4
Change
(Siemens, 2013, p. 13)
Allow information to be exported & imported
Separation of concerns
Enable APIs
Software
development
Instructional
design
Learning & teaching
CLOVeR PLAS Moodle course siteseLE
4 choices
Help “lone-ranger” ideas scale
http://bit.ly/choices4
Welcome to the LA jungle
http://bit.ly/4pathsTalk
only a few universities have made use of LA at scale
(Ferguson et al, 20...
http://bounds.net.au/node/15
Analytics
Ethnographic research
User experience
https://tarzmann.wordpress.com/2015/06/08/moodle-ux-evaluation/
What’s missing
Learning outcomes
APSTs
Assessment feedback
What is LA?
1. The development of new processes and tools
aimed at improving learning and teaching
for individual students...
perceived usefulness was the most
influential factor on instructors’ intention
and their actual use of the systems
(Motagh...
If it is to be,
It is up to me
Arnott, D., & Pervan, G. (2005). A critical analysis of decision support systems research. Journal of Information
Technolo...
Ellis, C. (2013). Broadening the scope and increasing the usefulness of learning analytics: The case for
assessment analyt...
Laxon, A. (2013, September 14). Exams go online for university students. The New Zealand Herald.
Lockyer, L., Heathcote, E...
Reiser, R. (2001). A History of Instructional Design and Technology: Part 1: A History of Instructional
Media. Educational...
Slide 1, 2, 3, 103, 104, 121: "Misty Jungle" by Josh Kellogg available at http://flickr.com/photos/WhirlingPhoenix/2243669...
Slide 29: "Van dashboard" by Paul Jerry available at http://flickr.com/photos/PaulJerry/4210992025
under Attribution Licen...
Slide 60, 63, 64, 65: "Leading a Class Activity" by David Woo available at
http://flickr.com/photos/Wootang01/3549167416 u...
Slide 100, 101: "STARVATIONS" by jun560 available at http://flickr.com/photos/jun560/5265837289
under Attribution-NonComme...
Slide 130: "Gold Rush Days" by Michelle available at http://flickr.com/photos/theotherway/235652252
under Attribution Lice...
The four paths for implementing learning analytics and enhancing the quality of learning and teaching
The four paths for implementing learning analytics and enhancing the quality of learning and teaching
The four paths for implementing learning analytics and enhancing the quality of learning and teaching
The four paths for implementing learning analytics and enhancing the quality of learning and teaching
The four paths for implementing learning analytics and enhancing the quality of learning and teaching
The four paths for implementing learning analytics and enhancing the quality of learning and teaching
The four paths for implementing learning analytics and enhancing the quality of learning and teaching
The four paths for implementing learning analytics and enhancing the quality of learning and teaching
The four paths for implementing learning analytics and enhancing the quality of learning and teaching
The four paths for implementing learning analytics and enhancing the quality of learning and teaching
The four paths for implementing learning analytics and enhancing the quality of learning and teaching
The four paths for implementing learning analytics and enhancing the quality of learning and teaching
The four paths for implementing learning analytics and enhancing the quality of learning and teaching
The four paths for implementing learning analytics and enhancing the quality of learning and teaching
The four paths for implementing learning analytics and enhancing the quality of learning and teaching
The four paths for implementing learning analytics and enhancing the quality of learning and teaching
The four paths for implementing learning analytics and enhancing the quality of learning and teaching
The four paths for implementing learning analytics and enhancing the quality of learning and teaching
The four paths for implementing learning analytics and enhancing the quality of learning and teaching
The four paths for implementing learning analytics and enhancing the quality of learning and teaching
The four paths for implementing learning analytics and enhancing the quality of learning and teaching
The four paths for implementing learning analytics and enhancing the quality of learning and teaching
The four paths for implementing learning analytics and enhancing the quality of learning and teaching
The four paths for implementing learning analytics and enhancing the quality of learning and teaching
The four paths for implementing learning analytics and enhancing the quality of learning and teaching
The four paths for implementing learning analytics and enhancing the quality of learning and teaching
The four paths for implementing learning analytics and enhancing the quality of learning and teaching
The four paths for implementing learning analytics and enhancing the quality of learning and teaching
The four paths for implementing learning analytics and enhancing the quality of learning and teaching
The four paths for implementing learning analytics and enhancing the quality of learning and teaching
The four paths for implementing learning analytics and enhancing the quality of learning and teaching
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The four paths for implementing learning analytics and enhancing the quality of learning and teaching

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Looking into how you might go about analysing and designing applications of learning analytics to improve learning and teaching.

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The four paths for implementing learning analytics and enhancing the quality of learning and teaching

  1. 1. The four paths for implementing learning analytics and enhancing the quality of learning & teaching David Jones, @djplaner Colin Beer, @beerc Damien Clark, @damoclarky http://bit.ly/4pathsTalk
  2. 2. Welcome to the LA jungle http://bit.ly/4pathsTalk only a few universities have made use of LA at scale (Ferguson et al, 2014, p. 122) …and there is as yet no strong evidence of the overall effectiveness of learning analytics deployment at scale.
  3. 3. Welcome to the LA jungle http://bit.ly/4pathsTalk ..currently available research tools do not yet answer many questions of teachers…..causes for these shortcomings are insufficient involvement of teachers in the design and development of indicators.. (Dyckhoff et al., 2013, p. 227)
  4. 4. Breaking Bad to bridge the reality/rhetoric chas E-learning’s a bit like teenage sex. Everyone says they’re doing it but not many people really are and those that are doing it are doing it very poorly. Mark Brown – (Laxon, 2013) http://bit.ly/4pathsTalk
  5. 5. PIRAC 4paths (Jones, Beer & Clark, 2013) (Beer, Jones & Tickner, 2014) http://bit.ly/4pathsTalk
  6. 6. http://bit.ly/4pathsTalk http://bit.ly/lasights
  7. 7. 1. What is LA? 2. Analysing LA applications 3. Finding your way 4. Implications for L&T? PIRAC 4paths http://bit.ly/4pathsTalk
  8. 8. 1. What is LA? 2. Analysing LA applications 3. Finding your way 4. Implications for L&T? PIRAC 4paths http://bit.ly/4pathsTalk
  9. 9. What is LA? 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. (SoLAR, 2011)
  10. 10. What is LA? 1. The development of new processes and tools aimed at improving learning and teaching for individual students & instructors 2. The integration of these tools and processes into the practice of teaching and learning (Elias, 2011, p. 5)
  11. 11. (Siemens & Long, 2011, p. 34)
  12. 12. HT: Dr Nick Kelly
  13. 13. (Siemens, 2013, p. 13)
  14. 14. Purpose context & task a more widespread problem in the field of learning analytics: that it is being led by data and not pedagogy (Ellis, 2013, p. 663) (Siemens, 2013, p. 13)
  15. 15. Information Purpose context & task (Siemens, 2013, p. 13)
  16. 16. SAO model of information Source Analysis Output Social network analysis Content & semantic analysis Click streams Student records Assessment data Numbers Predictive modeling Simple & complex statistical analysisLibrary data Phone GPS data Biometric data ……. ……. Data structures
  17. 17. …the hegemonic status clickometry enjoys for analytic purposes in the realm of LMSs is counterproductive if our goal is to facilitate and evaluate the effectiveness of online learning (Dietrichson, 2013, p. 349)
  18. 18. http://reflectr.eduinf.eu/reflectr/
  19. 19. The risk is that research and development focuses on the data which is simplest to log computationally, perpetuating the dominant pedagogies and learning outcomes from an industrial era (Buckingham-Shum, 2012, p. 8)
  20. 20. Breaking Bad to bridge the reality/rhetoric chas E-learning’s a bit like teenage sex. Everyone says they’re doing it but not many people really are and those that are doing it are doing it very poorly. Mark Brown – (Laxon, 2013) http://bit.ly/4pathsTalk
  21. 21. Data-driven decision making does not guarantee effective decision making. Having data does not necessarily mean that they will be used to drive decisions or lead to improvements. (Marsh, Pane & Hamilton, 2006, p. 10)
  22. 22. Representation (Siemens, 2013, p. 13) Information Purpose context & task
  23. 23. Solving a problem simply means representing it so as to make the solution transparent. (Simon, 1996, p. 132)
  24. 24. tracking data is usually provided in tabular format, is often incomprehensible, with a poor logical organisation, and is difficult to follow As a result…is used by only few skilled and technically advanced distance learning instructors. (Mazza & Dimitrova, 2007, p. 125)
  25. 25. Dashboards suck
  26. 26. Representation Affordances (Siemens, 2013, p. 13) Information Purpose context & task
  27. 27. …no surprise that those things that the affordances make easy are apt to get done, those things that the affordances make difficult are not apt to get done (Norman, 1993, p. 106)
  28. 28. perceived usefulness was the most influential factor on instructors’ intention and their actual use of the systems (Motaghian et al, 2013, p. 158)
  29. 29. Context, task & purpose InformationRepresentation Affordances Change (Siemens, 2013, p. 13)
  30. 30. (Carroll, Kellog & Rosson, 1991, p. 80)
  31. 31. (Carroll, Kellog & Rosson, 1991, p. 80) https://twitter.com/phillipdawson/status/273906845301764096
  32. 32. The risk is that research and development focuses on the data which is simplest to log computationally, perpetuating the dominant pedagogies and learning outcomes from an industrial era (Buckingham-Shum, 2012, p. 8)
  33. 33. ..data warehouse development is dominated by central IT departments that have little experience with decision support. A common theme…is the rediscovery of fundamental DSS principles like evolutionary development. (Arnot & Pervan, 2005)
  34. 34. development processes are not implemented in a linear or even in a parallel fashion, but in continuous action cycles that involve significant user participation. (Arnot & Pervan, 2005)
  35. 35. PIRAC Purpose Information Representation Affordances Change (Jones, Beer & Clark, 2013)
  36. 36. What is LA? 1. The development of new processes and tools aimed at improving learning and teaching for individual students & instructors 2. The integration of these tools and processes into the practice of teaching and learning (Elias, 2011, p. 5)
  37. 37. PIRAC Purpose Information Representation Affordances Change EPSS & the performance zone Decision Support Systems Design of cognitive artifacts (Jones, Beer & Clark, 2013) (Gery, 1991) (Norman, 1993) (Arnott & Pervan, 2005)
  38. 38. EPSS & the performance zone designing systems that support learning and/or performing (Gery, 1991) (Hannafin et al, 2001, p. 658) provide workers with the help they need to perform certain job tasks, at the time they need that help, and in a form that will be most helpful (Reiser, 2001, p. 63)
  39. 39. 1. What is LA? 2. Analysing LA applications 3. Finding your way 4. Solutions for L&T? PIRAC 4paths http://bit.ly/4pathsTalk
  40. 40. Analysing LA applications Purpose Task - Who and how often are resources being used? Context – Moodle course site and contact learners who haven’t
  41. 41. Moodle reports MAV (Jones & Clark, 2014)
  42. 42. Moodle reports MAV Information User clicks and individual details User clicks and individual details Analysis – simple addition
  43. 43. Moodle reports MAV Information Includes all user clicks Only student clicks Can limit to groups Not all modules support it
  44. 44. Moodle reports MAV Representation Tabular format, separate from course site Heatmap, in situ Only shows # of clicks Show # of clicks or # of students Can take minutes of blank page before displayed 3 second delay with busy signal Show list of students – who have/haven’t accessed
  45. 45. Moodle reports MAV Affordances Only view information Email merge to list of students Other reports link to “send message” Access other forms of communication
  46. 46. Moodle reports MAV Change Moodle core Separate to Moodle
  47. 47. 1. What is LA? 2. Analysing LA applications 3. Finding your way 4. Implications for L&T? PIRAC 4paths http://bit.ly/4pathsTalk
  48. 48. 1. The development of new processes and tools aimed at improving learning and teaching for individual students & instructors 2. The integration of these tools and processes into the practice of teaching and learning (Elias, 2011, p. 5)
  49. 49. (Trigwell, 2001)
  50. 50. (Mor & Mogilevsky, 2013, p. 1) Arguably, teachers are the primary change agents in any educational system
  51. 51. ..the challenge posed by learning analytics is interpreting the resulting data against pedagogical intent and the local context to evaluate the success or otherwise (Lockyer et al., 2013, p. 1440)
  52. 52. Teachers are often essential actors at learn time, since they may intervene with respect to the real-time coordination of classroom events (Dimitriadis & Goodyear, 2013, n.p) The lack of face-to-face contact with the students in many ways puts the online instructor at a disadvantage compared to the traditional classroom-based instructor. (Dietrichson, 2013, p. 333)
  53. 53. 4 Paths Do it to teachers Do it for teachers Do it with teachers Teachers DIY DIT DIF DIW DIY
  54. 54. 4 Paths Do it to teachers Do it for teachers Do it with teachers Teachers DIY DIT DIF DIW DIY
  55. 55. 4 Paths Do it to teachers Do it for teachers Do it with teachers Teachers DIY
  56. 56. 4 Paths Do it to teachers
  57. 57. (Trigwell, 2001)
  58. 58. (Trigwell, 2001)
  59. 59. 4 Paths Do it for teachers
  60. 60. (Trigwell, 2001)
  61. 61. Reusability paradox The more context a learning object has, the better it is for learning The less context, the better for reuse
  62. 62. 4 Paths Do it with teachers
  63. 63. (Trigwell, 2001)
  64. 64. (Carroll, Kellog & Rosson, 1991, p. 80)
  65. 65. Early Alert Student Indicators (EASI) • Formal project proposed during 2012 • 12+ iterations of the project initiation documentation • Details on project scope, deliverables, budget, milestones and quality • 3 x major budget revisions • Project officially started in 2014 term 1 with an institution wide pilot
  66. 66. Early Alert Student Indicators (EASI) • Over 85,000 nudges delivered (2014) • Used by a majority of teaching staff • 90% surveyed indicated “positively contributed to their L&T” • Deemed by senior management to be a successful project • Contributed to Tier 1 & 2 L&T awards • Project was delivered on time and on budget
  67. 67. 4 Paths Teachers DIY
  68. 68. (Trigwell, 2001)
  69. 69. (Shulman, 1987, p. 15) …distinguishing the knowledge based of teaching lies…in the capacity of a teacher to transform the content knowledge he or she possesses into forms that are pedagogically powerful and yet adaptive to the variations in ability and background presented by the students
  70. 70. Do it with teachers Teachers DIY Types of e-learning projects
  71. 71. Do it with teachers Teachers DIY 1. Externally driven projects
  72. 72. Do it with teachers Teachers DIY 1. Externally driven projects 2. Whole of institution projects
  73. 73. Do it with teachers Teachers DIY 1. Externally driven projects 2. Whole of institution projects 3. Multiple course projects
  74. 74. Do it with teachers Teachers DIY 1. Externally driven projects 2. Whole of institution projects 3. Multiple course projects 4. Individual course or learning design projects
  75. 75. 1. Externally driven projects 2. Whole of institution projects 3. Multiple course projects 4. Individual course or learning design projects
  76. 76. 1. Externally driven projects 2. Whole of institution projects 3. Multiple course projects 4. Individual course or learning design projects
  77. 77. 1. Externally driven projects 2. Whole of institution projects 3. Multiple course projects 4. Individual course or learning design projects
  78. 78. 1. What is LA? 2. Analysing LA applications 3. Finding your way 4. Implications for L&T PIRAC 4paths http://bit.ly/4pathsTalk
  79. 79. Welcome to the LA jungle http://bit.ly/4pathsTalk only a few universities have made use of LA at scale (Ferguson et al, 2014, p. 122) …and there is as yet no strong evidence of the overall effectiveness of learning analytics deployment at scale.
  80. 80. (Introna, 1996) A plan driven approach assumes 1. The system is relatively stable and predictable 2. The system’s behaviour can be manipulated 3. Goals can be accurately determined
  81. 81. http://bounds.net.au/node/15
  82. 82. pre-planned ways of operating appear to be derooted, and less effective because they do not fit the contingencies of the moment Competitive advantage related to ICTs can only stem from the cognitive and organisational capability to convert such systems, applications and data into practical, situated, and unique knowledge for action (Ciborra, 2002, p. 53) (Ciborra, 2002, p. 50)
  83. 83. 4 choices 1. Create highly decontextualised resources that can be reused broadly but teach very little; http://bit.ly/choices4 1. Externally driven projects 2. Whole of institution projects
  84. 84. 4 choices 2. Build highly contextualised resources that teach effectively in a single setting but are very difficult to reuse elsewhere; http://bit.ly/choices4 3. Multiple course projects 4. Individual course or learning design projects
  85. 85. 4 choices 3. We can shoot for the mediocre middle; http://bit.ly/choices4
  86. 86. 4 choices 4. Allow and enable for contextual modification of the learning object http://bit.ly/choices4
  87. 87. Change (Siemens, 2013, p. 13)
  88. 88. Allow information to be exported & imported
  89. 89. Separation of concerns
  90. 90. Enable APIs
  91. 91. Software development Instructional design Learning & teaching
  92. 92. CLOVeR PLAS Moodle course siteseLE
  93. 93. 4 choices Help “lone-ranger” ideas scale http://bit.ly/choices4
  94. 94. Welcome to the LA jungle http://bit.ly/4pathsTalk only a few universities have made use of LA at scale (Ferguson et al, 2014, p. 122) …and there is as yet no strong evidence of the overall effectiveness of learning analytics deployment at scale.
  95. 95. http://bounds.net.au/node/15
  96. 96. Analytics Ethnographic research User experience https://tarzmann.wordpress.com/2015/06/08/moodle-ux-evaluation/
  97. 97. What’s missing Learning outcomes APSTs Assessment feedback
  98. 98. What is LA? 1. The development of new processes and tools aimed at improving learning and teaching for individual students & instructors 2. The integration of these tools and processes into the practice of teaching and learning (Elias, 2011, p. 5)
  99. 99. perceived usefulness was the most influential factor on instructors’ intention and their actual use of the systems (Motaghian et al, 2013, p. 158)
  100. 100. If it is to be, It is up to me
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  105. 105. Slide 1, 2, 3, 103, 104, 121: "Misty Jungle" by Josh Kellogg available at http://flickr.com/photos/WhirlingPhoenix/2243669426 under Attribution-NonCommercial-NoDerivs License https://creativecommons.org/licenses/by-nc-nd/2.0/ Slide 4, 22: "Caution: Teenagers" by CGP Grey available at http://flickr.com/photos/CGPGrey/4889126077 under Attribution License https://creativecommons.org/licenses/by/2.0/ Slide 5: "Pathfinder course comes to Virginia" by Virginia Guard Public Affairs available at http://flickr.com/photos/VirginiaGuardPublicAffairs/6062362698 under Attribution-NonCommercial License https://creativecommons.org/licenses/by-nc/2.0/ Slide 6: "Insight Meditation Society" by Carl Black available at http://flickr.com/photos/CarlBlack/3614320924 under Attribution-ShareAlike License https://creativecommons.org/licenses/by-sa/2.0/ Slide 7, 8, 48, 58, 102: "Sunflower" by Mikael Hvidtfeldt Christensen available at http://flickr.com/photos/Syntopia/3323572242 under Attribution License https://creativecommons.org/licenses/by/2.0/ Slide 9, 10, 45, 126: "Book on Table" by Alex Brown available at http://flickr.com/photos/alexbrn/4631428861 under Attribution License https://creativecommons.org/licenses/by/2.0/ Slide 18: "Gladys Moncrieff" by montelukestudio available at http://flickr.com/photos/montelukestudio/7271996130 under Attribution-NonCommercial-NoDerivs License https://creativecommons.org/licenses/by-nc-nd/2.0/ Slide 19, 21, 41: "Scroll and Click" by SamahR available at http://flickr.com/photos/SamahR/3285292500 under Attribution License https://creativecommons.org/licenses/by/2.0/ Slide 23: "ILLOGICAL" by Danielle Menuhin available at http://flickr.com/photos/DanielleMenuhin/195231580 under Attribution-NonCommercial-ShareAlike License https://creativecommons.org/licenses/by-nc-sa/2.0/ Slide 25, 26: "Can you interpretate it?" by Mark Huguet available at http://flickr.com/photos/byMarkHuguet/16344833137 under Attribution-ShareAlike License https://creativecommons.org/licenses/by-sa/2.0/
  106. 106. Slide 29: "Van dashboard" by Paul Jerry available at http://flickr.com/photos/PaulJerry/4210992025 under Attribution License https://creativecommons.org/licenses/by/2.0/ Slide 30: "1977 meets 2009" by Simon Collison available at http://flickr.com/photos/SimonCollison/3145232705 under Attribution-NonCommercial-NoDerivs License https://creativecommons.org/licenses/by-nc-nd/2.0/ Slide 32: "Don Norman" by happy.apple available at http://flickr.com/photos/happy.apple/6117336152 under Attribution License https://creativecommons.org/licenses/by/2.0/ Slide 34, 127, 129: "Wait here until you are useful" by Matt Brown available at http://flickr.com/photos/MattFromLondon/5764025335 under Attribution License https://creativecommons.org/licenses/by/2.0/ Slide 42, 43: "Forget-me-Not" by Henry Hemming available at http://flickr.com/photos/HenryHemming/16942737497 under Attribution License https://creativecommons.org/licenses/by/2.0/ Slide 44, 46, 47, 49: "π Day Pie #1 2015" by Dennis Wilkinson available at http://flickr.com/photos/djwtwo/16816717851 under Attribution-NonCommercial-ShareAlike License https://creativecommons.org/licenses/by-nc-sa/2.0/ Slide 59, 66, 67, 68, 69, 74, 78, 85: "navigation (cc)" by Martin Fisch available at http://flickr.com/photos/marfis75/5374308475 under Attribution-ShareAlike License https://creativecommons.org/licenses/by-sa/2.0/
  107. 107. Slide 60, 63, 64, 65: "Leading a Class Activity" by David Woo available at http://flickr.com/photos/Wootang01/3549167416 under Attribution-NoDerivs License https://creativecommons.org/licenses/by-nd/2.0/ Slide 61: "MayDay - University of Saskatchewan - May 1 2014" by Kyla Duhamel available at http://flickr.com/photos/KylaDuhamel/13897418087 under Attribution License https://creativecommons.org/licenses/by/2.0/ Slide 67, 68: "Bad" by eLKayPics available at http://flickr.com/photos/eLKayPics/12154560676 under Attribution-NonCommercial-NoDerivs License https://creativecommons.org/licenses/by-nc-nd/2.0/ Slide 68, 93, 94, 95, 96, 97: "Calcutta bus, 1978" by Nick available at http://flickr.com/photos/nicksarebi/3430341126 under Attribution License https://creativecommons.org/licenses/by/2.0/ Slide 84: "In the Most Wide and Open Space" by Scott Smithson available at http://flickr.com/photos/ScottElliottSmithson/9319719879 under Attribution-NonCommercial-NoDerivs License https://creativecommons.org/licenses/by-nc-nd/2.0/ Slide 92: "Balanced Nap...." by sung ming whang available at http://flickr.com/photos/ming1967/5077990916 under Attribution License https://creativecommons.org/licenses/by/2.0/ Slide 98: "finite 2" by Newtown grafitti available at http://flickr.com/photos/Newtowngrafitti/5508463205 under Attribution License https://creativecommons.org/licenses/by/2.0/
  108. 108. Slide 100, 101: "STARVATIONS" by jun560 available at http://flickr.com/photos/jun560/5265837289 under Attribution-NonCommercial-NoDerivs License https://creativecommons.org/licenses/by-nc-nd/2.0/ Slide 117: "the lone ranger" by julochka available at http://flickr.com/photos/julochka/12829881213 under Attribution-NonCommercial License https://creativecommons.org/licenses/by-nc/2.0/ Slide 119: "Luddite" by Kenn Wilson available at http://flickr.com/photos/KennWilson/189736936 under Attribution-NonCommercial-ShareAlike License https://creativecommons.org/licenses/by-nc-sa/2.0/ Slide 120: "Our Direction" by Brian Talbot available at http://flickr.com/photos/BTal/116220689 under Attribution-NonCommercial License https://creativecommons.org/licenses/by-nc/2.0/ Slide 123: "Changed priorities ahead" by Peter Reed available at http://flickr.com/photos/PeteReed/138369750 under Attribution-NonCommercial License https://creativecommons.org/licenses/by-nc/2.0/ Slide 124: "reality tag" by Alison J-B available at http://flickr.com/photos/Scoobymoo/19863613 under Attribution-NonCommercial-NoDerivs License https://creativecommons.org/licenses/by-nc-nd/2.0/ Slide 125: "An Important Gadget" by las - initially (Lori Semprevio) available at http://flickr.com/photos/las-initially(LoriSemprevio)/5591968314 under Attribution-NonCommercial-NoDerivs License https://creativecommons.org/licenses/by-nc-nd/2.0/
  109. 109. Slide 130: "Gold Rush Days" by Michelle available at http://flickr.com/photos/theotherway/235652252 under Attribution License https://creativecommons.org/licenses/by/2.0/ Slide 131: "Question Everything (Nullius in verba) Take nobody's word for it" by Duncan Hull available at http://flickr.com/photos/dullhunk/202872717 under Attribution License https://creativecommons.org/licenses/by/2.0/

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