Educators as designers of learning analytics? Keynote slides at 8th N3 ICT Symposium 24th July 2018 by Elizabeth Koh Please note that some slides are revised for public sharing.

1. Educators as
designers of
learning
analytics?
8th N3 ICT Symposium 24th July 2018
Discover, Experience and Engage with
Educational Technology
Elizabeth Koh
elizabeth.koh@nie.edu.sg
Assistant Dean (Research Support) and Research Scientist
Office of Education Research, National Institute of Education,
Nanyang Technological University, Singapore

2. WHAT DOES
LEARNING ANALYTICS
LOOK LIKE?

3. My Groupwork Buddy: Formative
assessment tool for teamwork
3

4. Collaborative inquiry with My
Groupwork Buddy
4
Self and team awareness buildingTeam-based discussion
Self and team reflections Teamwork status checks

5. My Groupwork Buddy: Tracking students’
teamwork awareness progress
5

6. My Groupwork Buddy teacher dashboard:
Overall teamwork dimensions peer ratings
6

7. My Groupwork Buddy teacher dashboard:
Dimension report view for teacher action
7

8. e-tracking: Tracking and visualising
student effort
Please view details at
Nagy, R. (2018). Tracking and visualising student
effort.
https://www.slideshare.net/solaresearch/lak18-
robin-nagy-tracking-and-visualising-student-effort-
a-practical-analytics-tool-for-student-engagement
8

9. Group Discussion/Chat
feature (with tagging)
allows
Teachers to post higher-
order application/
synthesis questions
Students to collaboratively
share, clarify, probe,
discuss, apply and
deepen conceptual
engagement and
understandings with key
concepts covered in the
embedded video resources.
Collaborative Video Annotation and
Analytics (CoVAA)
• Time-point video
annotation
system
• Collaborative
discussion and
tagging
9

10. CoVAA: Real-time LA for formative
feedback guiding students to reflect
and set goals
10

11. CoVAA: Overall teacher dashboard
11

12. CoVAA: Drill-down of students’
participation
12

13. CoVAA: Student participation details
13

14. What is Learning Analytics (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”
14
Siemens, G., & Gašević, D. (2012, p.1). Guest editorial: Learning and knowledge
analytics. Educational Technology & Society, 15(3), 1–2.

15. Potentials of LA (1)
Type of LA
decision
support
Areas of teacher-
actionable insights
Implications/Benefits for
teachers
Descriptive • What are students
engaged in?
• What are they
doing, feeling,
and/or, learning?
• Help track and monitor
students engagement in
activities, from individual,
to class, to
course/school, almost in
real-time
• Requires agency of
teachers for specific
intervention
• Allows timely
interventions 15

16. Potentials of LA (2)
Type of LA
decision
support
Areas of teacher-
actionable insights
Implications/Benefits for
teachers
Diagnostic • Why are students’
engaged?
• Provides deeper
understanding of
student/trends, but still
requires teacher
discernment for
intervention
• Allows more targeted
and timely teacher
intervention
16

17. Potentials of LA (3)
Type of LA
decision
support
Areas of teacher-
actionable insights
Implications/Benefits for
teachers
Predictive • What will students’
be engaged in or
learn better with?
• Which groups of
students’ will be
engaged?
• System automatically
provides
advice/suggestions/dire
ctions for teachers
and/or students, which
relieves load of
teachers for certain
areas of action
• Provide opportunities for
teachers to look at other
aspects of
learning/teaching
Prescriptive • What can be done
to engage
students?
17

18. Misuse of LA: Three “Oh no’s!”
• Not measuring targeted learning outcomes
– What does the data measure and assess?
• Oversimplification
– What does the data draw out in view of the
complexity of learning?
• Information overload
– What is the optimal amount of evidence
for reflection and sensemaking?
18

19. PRACTICAL PRINCIPLES FOR
TEACHER-DESIGNERS OF LA

20. Data makes visible
personal and others’
performance - Personal
best is best
20

21. LA data isn’t everything
- Check the data with
another evidence
source
21

22. 22
Use LA for
timely formative
assessment –
Provide
feedback for
student
improvement at
appropriate
intervals

23. Educators as designers of learning
analytics
• No longer a question, but a crucial role in which
teacher-leaders need to understand and make
choices to unleash the potential of LA for
optimizing learning.
23

24. ANY QUESTIONS?
THANK YOU!
This presentation refers to data and analysis from the project
NRF2015-EDU001-IHL08 and NRF2015-EDU001-IHL09
funded by the Singapore National Research Foundation,
eduLab Research Program. The views expressed in this
paper are the authors’ and do not necessarily represent the
views of the National Institute of Education.
Elizabeth Koh
elizabeth.koh@nie.edu.sg
@elizabethkoh