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<ul>Analytics: soft and hard </ul><ul>Jon Dron,  TEKRI,  Athabasca University LAK11 </ul>
<ul>We shape our dwellings and afterwards our dwellings shape our lives </ul>
<ul>Crowd teaching </ul><ul><li>1990s - collaborative filtering, tag clouds, social adaptation, recommender systems for le...
2000s - social navigation, collective intelligence, crowd wisdom, controllable environments (e.g. Dwellings)
2010s - nature of social learning technologies (e.g. The Landing) </li></ul><ul>http://www.flickr.com/photos/nationallibra...
<ul>teacher </ul><ul>designer </ul><ul>activity </ul><ul>group </ul><ul>set </ul><ul>net </ul><ul>learner </ul><ul>analyti...
<ul>Why learning analytics? </ul><ul><li>to help learning designers make effective changes
to help teachers know how learners are doing
to help learners know how they are doing
to help learners decide what to do next
to tell learners what to do next </li></ul>
<ul>What is a technology? </ul>
<ul>Technologies are assemblies </ul>
<ul>What is a learning technology? </ul><ul>Pedagogies </ul><ul>Methods </ul><ul>Processes </ul><ul>Techniques </ul><ul>le...
<ul>The dance of technology </ul>
<ul>Softness </ul><ul>Increasing the adjacent possible </ul>
<ul>Hardness </ul><ul>Makes things easier By reducing choice </ul>
<ul>Human </ul><ul>Flexible </ul><ul>Machine </ul><ul>Inflexible </ul><ul>Soft </ul><ul>Hard </ul><ul>Two views of soft an...
<ul>Hard is easy </ul>
<ul>Soft is hard </ul>
Cognitivist/ behaviourist <ul>Individual </ul><ul>controller </ul><ul>Social constructivist </ul><ul>Group </ul><ul>guide ...
Cognitivist/ behaviourist <ul>Individual </ul><ul>controller </ul><ul>Social constructivist </ul><ul>Group </ul><ul>guide ...
Cognitivist/ behaviourist <ul>Individual </ul><ul>controller </ul><ul>Social constructivist </ul><ul>Group </ul><ul>guide ...
Cognitivist/ behaviourist <ul>Individual </ul><ul>controller </ul><ul>Social constructivist </ul><ul>Group </ul><ul>guide ...
Cognitivist/ behaviourist <ul>Individual </ul><ul>controller </ul><ul>Social constructivist </ul><ul>Group </ul><ul>guide ...
Cognitivist/ behaviourist <ul>Individual </ul><ul>controller </ul><ul>Social constructivist </ul><ul>Group  </ul><ul>guide...
<ul>Soft for whom? </ul><ul>http://4.bp.blogspot.com/_sGYULzoQCgA/SA6HEWNCB5I/AAAAAAAABeA/FTkqbqDd9do/s1600-h/1964-worlds-...
<ul>For example... </ul>
<ul>Developers </ul><ul>Course developers </ul><ul>Policy makers </ul><ul>Tutors </ul><ul>Students </ul><ul>System Adminis...
<ul>Developers </ul><ul>System Administrators </ul><ul>Course developers </ul><ul>Policy makers </ul><ul>Tutors </ul><ul>S...
<ul><li>social networking tools are cool. BUT... </li></ul>
<ul>Soft is hard </ul>
<ul>Hard is easy </ul>
<ul><li>to help learning designers make effective changes
to help teachers know how learners are doing
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Learning analytics, soft and hard

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Soft and hard technologies in the context of learning analytics. A presentation for the LAK 11 open course

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Learning analytics, soft and hard

  1. 1. <ul>Analytics: soft and hard </ul><ul>Jon Dron, TEKRI, Athabasca University LAK11 </ul>
  2. 2. <ul>We shape our dwellings and afterwards our dwellings shape our lives </ul>
  3. 3. <ul>Crowd teaching </ul><ul><li>1990s - collaborative filtering, tag clouds, social adaptation, recommender systems for learning (e.g. CoFIND)
  4. 4. 2000s - social navigation, collective intelligence, crowd wisdom, controllable environments (e.g. Dwellings)
  5. 5. 2010s - nature of social learning technologies (e.g. The Landing) </li></ul><ul>http://www.flickr.com/photos/nationallibrarynz_commons/3326203787/sizes/o/ </ul>
  6. 6. <ul>teacher </ul><ul>designer </ul><ul>activity </ul><ul>group </ul><ul>set </ul><ul>net </ul><ul>learner </ul><ul>analytics </ul><ul>collect </ul><ul>compute </ul><ul>convey </ul>
  7. 7. <ul>Why learning analytics? </ul><ul><li>to help learning designers make effective changes
  8. 8. to help teachers know how learners are doing
  9. 9. to help learners know how they are doing
  10. 10. to help learners decide what to do next
  11. 11. to tell learners what to do next </li></ul>
  12. 12. <ul>What is a technology? </ul>
  13. 13. <ul>Technologies are assemblies </ul>
  14. 14. <ul>What is a learning technology? </ul><ul>Pedagogies </ul><ul>Methods </ul><ul>Processes </ul><ul>Techniques </ul><ul>learning designs </ul><ul>Organizational structures </ul><ul>Software </ul><ul>hardware </ul><ul>management systems </ul><ul>assessment systems </ul><ul>content </ul>
  15. 15. <ul>The dance of technology </ul>
  16. 16. <ul>Softness </ul><ul>Increasing the adjacent possible </ul>
  17. 17. <ul>Hardness </ul><ul>Makes things easier By reducing choice </ul>
  18. 18. <ul>Human </ul><ul>Flexible </ul><ul>Machine </ul><ul>Inflexible </ul><ul>Soft </ul><ul>Hard </ul><ul>Two views of soft and hard technology </ul>
  19. 19. <ul>Hard is easy </ul>
  20. 20. <ul>Soft is hard </ul>
  21. 21. Cognitivist/ behaviourist <ul>Individual </ul><ul>controller </ul><ul>Social constructivist </ul><ul>Group </ul><ul>guide </ul><ul>Connectivist </ul><ul>Network </ul><ul>co-traveller </ul><ul>Wholist </ul><ul>Set </ul><ul>What the learner needs </ul><ul>Four generations of distance learning </ul><ul>Anderson & Dron, in press </ul>generation focus teacher role
  22. 22. Cognitivist/ behaviourist <ul>Individual </ul><ul>controller </ul><ul>Social constructivist </ul><ul>Group </ul><ul>guide </ul><ul>Connectivist </ul><ul>Network </ul><ul>co-traveller </ul><ul>Wholist </ul><ul>Set </ul><ul>What the learner needs </ul><ul>Four generations of distance learning </ul><ul>Postal service and telephone </ul>generation focus teacher role
  23. 23. Cognitivist/ behaviourist <ul>Individual </ul><ul>controller </ul><ul>Social constructivist </ul><ul>Group </ul><ul>guide </ul><ul>Connectivist </ul><ul>Network </ul><ul>co-traveller </ul><ul>Wholist </ul><ul>Set </ul><ul>What the learner needs </ul><ul>Four generations of distance learning </ul><ul>Forums and the LMS </ul>generation focus teacher role
  24. 24. Cognitivist/ behaviourist <ul>Individual </ul><ul>controller </ul><ul>Social constructivist </ul><ul>Group </ul><ul>guide </ul><ul>Connectivist </ul><ul>Network </ul><ul>co-traveller </ul><ul>Wholist </ul><ul>Set </ul><ul>What the learner needs </ul><ul>Four generations of distance learning </ul><ul>User generated, Web 2.0 </ul>generation focus teacher role
  25. 25. Cognitivist/ behaviourist <ul>Individual </ul><ul>controller </ul><ul>Social constructivist </ul><ul>Group </ul><ul>guide </ul><ul>Connectivist </ul><ul>Network </ul><ul>co-traveller </ul><ul>Wholist </ul><ul>Set </ul><ul>What the learner needs </ul><ul>Four generations of distance learning </ul><ul>Crowd intelligence, personalization, analytics </ul>generation focus teacher role
  26. 26. Cognitivist/ behaviourist <ul>Individual </ul><ul>controller </ul><ul>Social constructivist </ul><ul>Group </ul><ul>guide </ul><ul>Connectivist </ul><ul>Network </ul><ul>co-traveller </ul><ul>Wholist </ul><ul>Set </ul><ul>What the learner needs </ul><ul>Four generations of distance learning </ul><ul>Soft </ul><ul>Hard </ul>generation focus teacher role
  27. 27. <ul>Soft for whom? </ul><ul>http://4.bp.blogspot.com/_sGYULzoQCgA/SA6HEWNCB5I/AAAAAAAABeA/FTkqbqDd9do/s1600-h/1964-worlds-fair-schoolmarm.jpg </ul>
  28. 28. <ul>For example... </ul>
  29. 29. <ul>Developers </ul><ul>Course developers </ul><ul>Policy makers </ul><ul>Tutors </ul><ul>Students </ul><ul>System Administrators </ul><ul>Teachers </ul><ul>Learning Management Systems </ul><ul>Plugin developers </ul><ul>Soft </ul><ul>Hard </ul>
  30. 30. <ul>Developers </ul><ul>System Administrators </ul><ul>Course developers </ul><ul>Policy makers </ul><ul>Tutors </ul><ul>Students </ul><ul>...and everyone else </ul><ul>Teachers </ul><ul>Administrators </ul><ul>Alumni </ul><ul>Social networking system </ul><ul>Plugin developers </ul><ul>Soft </ul><ul>Hard </ul>
  31. 31. <ul><li>social networking tools are cool. BUT... </li></ul>
  32. 32. <ul>Soft is hard </ul>
  33. 33. <ul>Hard is easy </ul>
  34. 34. <ul><li>to help learning designers make effective changes
  35. 35. to help teachers know how learners are doing
  36. 36. to help learners know how they are doing
  37. 37. to help learners decide what to do next
  38. 38. to tell learners what to do next </li></ul><ul>Human - adaptable </ul><ul>Machine - adaptive </ul><ul>Soft </ul><ul>Hard </ul>
  39. 39. <ul>Some risks of analytics </ul><ul>http://commons.wikimedia.org/wiki/File:Mob_Chase.JPEG </ul><ul>http://www.flickr.com/photos/osucommons/3226077133/ </ul><ul>http://www.flickr.com/photos/cornelluniversitylibrary/3855473015/in/set-72157622140446726/ </ul><ul>http://www.flickr.com/photos/nationaalarchief/2948560477/sizes/o/ </ul>
  40. 40. <ul>Softening analytics </ul><ul><li>scrutable, not opaque
  41. 41. signposts, not fenceposts
  42. 42. adaptable, not adaptive
  43. 43. aggregation, not integration </li></ul><ul>BUT.... </ul>
  44. 44. <ul>Being in control </ul><ul>Choosing when to choose </ul><ul>Control </ul><ul>Choices </ul>
  45. 45. <ul>A target: Making the hard soft, making the soft hard (when we need them to be) </ul><ul>Soft </ul><ul>Hard </ul><ul>Soft </ul><ul>Hard </ul>
  46. 46. <ul>Assemblies </ul>
  47. 47. <ul>Some take-aways </ul><ul><li>Learning technologies are blends of soft and hard technologies
  48. 48. Softness increases the adjacent possible. Hardness increases efficiency and reduces error ( if we automated the right things)
  49. 49. Soft is hard and hard is easy - we need both
  50. 50. We need control over amount of hardness in all our technologies
  51. 51. Assemblies can give the best of both worlds </li></ul>
  52. 52. <ul>thank you </ul><ul>http://jondron.athabascaU.ca [email_address] </ul>

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