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LAEP Visions of the Future of Learning Analytics

  1. 1. Visions of the Future of learning analytics Dr Doug Clow Institute of Educational Technology, The Open University, UK @dougclow dougclow.org doug.clow@open.ac.uk #laepanalytics
  2. 2. visions of the future
  3. 3. 3
  4. 4. 5 Photo CC BY-NC-ND J Sibiga Photography https://flic.kr/p/8jkiNi
  5. 5. 6 Photo CC BY-NC-ND J Sibiga Photography https://flic.kr/p/8jkiNi Policy Delphi
  6. 6. Process • Iterative development of Visions • Online survey (N=133) – individually-invited experts – open call • Live events feedback – SoLAR Flare, Milton Keynes, UK – Institutional Readiness Day, Amsterdam, NL – Dé Onderwijsdagen, Rotterdam, NL – Bett, London, UK • Analysis 7 Photo CC BY Wietse van Bruggen for LACE
  7. 7. the visions
  8. 8. 1: Monitored by the physical environment 9 Photo CC BY-ND SMI Eye Tracking https://flic.kr/p/droxkC • Tools fitted with sensors • Cameras (face, movement) • Alerts for boredom, confusion, off-task • Social monitoring
  9. 9. 2: Personal data tracking supports learning • Sensors for posture, attention, rest, stress, blood sugar, metabolic rate, … • Swimming, driving, and passing examinations • Optimise for ages and courses • Self-monitoring
  10. 10. 3: Analytics are rarely used 11 Photo CC BY-SA Andrew3000 https://flic.kr/p/Sc5VK • Automated = inferior • Gaming the system • Leaks and misuse of data • Permission from learner and inspectorates • Move away from analytics
  11. 11. 4. Learners control their own data Photo CC BY-ND Stuart Conner https://flic.kr/p/7jR8xf • Learners control data sharing • Can limit access • No permission = no data • Awareness campaigns about risks and benefits
  12. 12. 5. Open systems widely adopted Photo CC BY connectors distribution box https://flic.kr/p/ddkbR3 • Open Learning Analytics • Joined-up approach • Agreed set of standards • Interoperability • Work with many providers
  13. 13. 6: Analytics are essential tools 14 • Lots of data about learner behaviour • Good predictions of study success • Recommendations • Live, reliable, personalised • Rapid funding changes Photo CC BY-SA Beau Considine https://flic.kr/p/m6Vqih
  14. 14. Photo (CC)-BY-SA Lauren Macdonald https://www.flickr.com/photos/42386632@N00/8528725328 7: Analytics help learners make the right choice • Enormous datasets • Reliable evidence-based recommendations about most successful routes • Better than the best humans
  15. 15. 8: Teaching delegated to computers 16 Photo CC BY-SA Iriss Photo Collection https://flic.kr/p/a4Qv3e • No curricula • Learners decide learning goals • Group collaboration, mentors • Individualised formative assessment • Engaged, autonomous
  16. 16. themes in responses
  17. 17. Some themes in responses • Pedagogy – appropriate analytics, how teaching & learning needs to change • Power – who needs to change, who has control • Privacy and Ethics • Complexity – and subtlety • Validity – generalisability, meaningful, worthwhile • Alienation – need to keep humans involved • Regulations – guidelines, policy, laws • Standards – interoperability 18
  18. 18. headline findings
  19. 19. 20 Photo CC BY-NC Martin LaBar https://flic.kr/p/tPmZo Great potential Will it be reached?
  20. 20. Policies and infrastructure 21Oosterscheldekering surge barrier CC BY Vladimír Šiman https://en.wikipedia.org/wiki/File:Oosterscheldekering-pohled.jpg • Data use • Privacy and ethics • Standards
  21. 21. 22 Photo CC BY Michael 1952 https://flic.kr/p/88bgji PEDAGOGY
  22. 22. 23 Prinses Amaliawindpark, photo by Ad Meskens, CC BY-SA 3.0, https://commons.wikimedia.org/w/index.php?curid=15727511 • Ownership • Power • Ethics
  23. 23. 24 Photo CC BY-NC-ND Antonio Bustamente https://flic.kr/p/6FDa3Q Sector differences exist ... ... but are small.
  24. 24. 25 Photo (C) Lee Jin-man/AP Technological capability: large & growing
  25. 25. Thanks to: People: • All the experts who’ve engaged with this work • LACE collaborators on this work: Dai Griffiths, Andrew Brasher, Rebecca Ferguson, Li Yuan • LACE at the OU: Bart Rientes, Simon Cross, Linda Norwood, Michelle Bailey, Rebecca Wilson, Evaghn De Souza, Natalie Eggleston, Oliver Millard, Gary Elliot- Citigottis. • LACE project partners: CETIS (Bolton), OUNL, Skolverket, HIOA, Kennisnet, ITS, ATiT Funders: • LACE: European Commission 619424-FP7-ICT-2013-11
  26. 26. “Visions of the Future of Learning Analyics” by Doug Clow, Institute of Educational Technology, The Open University, was presented at “Implications and opportunities for learning analytics for European educational policy (LAEP/LACE)”, Amsterdam, on 15 March 2016. @dougclow dougclow.org doug.clow@open.ac.uk This work was undertaken as part of the LACE Project, supported by the European Commission Seventh Framework Programme, grant 619424. These slides are provided under the Creative Commons Attribution Licence: http://creativecommons.org/licenses/by/4.0/. Some images used may have different licence terms. www.laceproject.eu @laceproject 27
  27. 27. cc licensed ( BY ) flickr photo by David Goehring: http://flickr.com/photos/carbonnyc/33413040/

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  • BaltasarFernandezManjon

    Mar. 17, 2016

Presentation on the LACE project's Visions of the Future of Learning Analytics work from the LAEP project's expert workshop in Amsterdam, 15-16 March 2016.

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