Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Eli 2012 Sensemaking Analytics


Published on

Presentation to EDUCAUSE online session on learning analytics...and Sensemaking

Published in: Education, Technology

Eli 2012 Sensemaking Analytics

  1. 1. Sensemaking: Beyond analytics as a technical activity George Siemens April 11, 2012
  2. 2. “The world is one big data problem” Gilad Elbaz
  3. 3. NYTimes 2012
  4. 4. Learning analytics is the measurement, collection,analysis and reporting of data about learners andtheir contexts, for purposes of understanding andoptimizing learning and the environments in which itoccurs.
  5. 5. Focus of analytics Who Benefits?Course-level: social networks, Learners, facultyconceptual development, languageanalysisAggregate (big data) predictive Learners, facultymodeling, patterns of success/failureInstitutional: learner profiles, Administrators, IR, funders,performance of academics, resource marketingallocationRegional & National (state/provincial): Governments, administratorscomparisons between systemsInternational: ‘world class universities’ National governments (OECD),
  6. 6. Are learning analytics new?No: testing, assessment, institutional research,retentionYes: data quantity, models, personalization,adaptivity, techniques, data sources, processingpower
  7. 7. The tools and techniques of analytics are often seen as the intent of analytics
  8. 8. CCK08: Introduction forum Limited interaction. Most are isolated
  9. 9. Introduction forum posts:CCK08 Dialogue limited: Group too large?
  10. 10. Analytics should lead to new ways of thinking and acting
  11. 11. To avoid getting lost in the “mass ofinconsequential” (Bush, 1945)We still need control, but the points are differentthan where the education system has assignedthem in the past.
  12. 12. But, analytics are not (should not be)primarily a technical activity…
  13. 13. All the important stuff with analytics happens… after we’ve done the analytics
  14. 14. i.e. the social processesEducator interventionLearner self-regulationRethinking teachingEvaluating learning design
  15. 15. Why is sensemaking (and social processes)so important? Multiple data sets/sources Learning is a complex social activity (technical methods do not capture the full scope and nuanced nature of learning) Integrated social and technical systems provide diverse and nuanced approaches
  16. 16. Complex systems:“a set of diverse actors who dynamically interactwith one another awash in a sea of feedbacks.” Miller and Page, 2007
  17. 17. Complexity:“disturbing traits of mess, of the inextricable, ordisorder, of ambiguity, or uncertainty” Morin, 2008
  18. 18. Coherence is the thing…
  19. 19. Sensemaking“Sensemaking is a motivated, continuous effort tounderstand connections . . . in order to anticipatetheir trajectories and act effectively” (Klein et al. 2006)
  20. 20. or“Sensemaking is about labeling and categorizing tostabilize the streaming of experience” (Weick et al. 2005: 411)
  21. 21. We are skilled at sensemaking in socialsystems
  22. 22. But we easily acquiesce to technicalsystems
  23. 23. Less skilled at sensemaking through technology(data can be kinda unsettling) Target Utah spy center Military
  24. 24. Focusing analyticsOn the end user experience & related social cognitive/learning needs(most end users will not be skilled in analytics…the human intervention/social systems need to be reflected in analytics)
  25. 25.