Learning analytics tofoster good pedagogy         Gráinne Conole (discussant)           The Open University, UK CAL confer...
Contribution• Learning analytics: • as a tool to understand learning    behaviour • to provide evidence to support design ...
Pedagogies• Learning analytics to foster: • Assessment and feedback • Enquiry and sensemaking • Discourse
Assessment & feedback• Importance of assessment and feedback as  part of the learning process• Issues around marking and w...
Enquiry and sensemaking• New social networking spaces like  Cloudworks to support dialogue and  knowledge construction• Cl...
Discourse• Cohere: structured discourse and  knowledge construction• Discourse as an indicator of learning• Language as so...
Putting it all together• Combining different forms of data analytics • VLE stats • Library analytics • Sitewide tracking •...
Final thoughts• New social media are complex spaces• Offer potential for new forms of dialogue  and collaboration• Need fo...
Questions• What learning analytics tools are they and which  are most effective?• What is the role of visualisation of lea...
Resources•   LAK11 conference https://tekri.athabascau.ca/analytics/•   Special issue of ETS http://www.learninganalytics....
Conole learning analytics
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Conole learning analytics

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  • Conole learning analytics

    1. 1. Learning analytics tofoster good pedagogy Gráinne Conole (discussant) The Open University, UK CAL conference, Manchester, 14th April 2011 http://cloudworks.ac.uk/cloud/view/5329
    2. 2. Contribution• Learning analytics: • as a tool to understand learning behaviour • to provide evidence to support design of more effective learning environments • to make effective use of social and participatory media
    3. 3. Pedagogies• Learning analytics to foster: • Assessment and feedback • Enquiry and sensemaking • Discourse
    4. 4. Assessment & feedback• Importance of assessment and feedback as part of the learning process• Issues around marking and workload• Open Mentor and Open Comment: feedback through reflection and social networking• Coding of feedback comments and power of Bale’s categories of group interaction Whitelock
    5. 5. Enquiry and sensemaking• New social networking spaces like Cloudworks to support dialogue and knowledge construction• Cloudworks: object- rather than ego centric, collective aggregation and improvement, supporting collective intelligence and distribution cognition (Salomon, 1983)• Disputational, cumulative and exploratory talk Ferguson
    6. 6. Discourse• Cohere: structured discourse and knowledge construction• Discourse as an indicator of learning• Language as social action• Visualisation both as an analytic tool and a means of supporting sensemaking Buckingham Shum
    7. 7. Putting it all together• Combining different forms of data analytics • VLE stats • Library analytics • Sitewide tracking • Course analytics• Powerful new analytics tools to understand data and network connections• Making sense of Massive Open Online Courses Hirst
    8. 8. Final thoughts• New social media are complex spaces• Offer potential for new forms of dialogue and collaboration• Need for new tools and methodologies and theoretical perspectives to structure and analyse these spaces• Meta-analysis - learning about learning• Potential to foster good pedagogies - reflection, feedback, dialogue & collaboration• Care with interpretation
    9. 9. Questions• What learning analytics tools are they and which are most effective?• What is the role of visualisation of learning analytics?• What theoretical perspectives can we draw on?• How can we use learning analytics to foster more effective design practices?• What are the ethical issues around the use of learning analytics?
    10. 10. Resources• LAK11 conference https://tekri.athabascau.ca/analytics/• Special issue of ETS http://www.learninganalytics.net/• Definitions http://learninganalytics.net/ LearningAnalyticsDefinitionsProcessesPotential.pdf• Siemens: presentation http://www.slideshare.net/ gsiemens/learning-analytics-educause

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