SHEILA Results – Conference 5 June 2018

SHEILA Project Results
Dragan Gašević
@dgasevic
SHEILA Conference
5th June 2018
Brussels, Belgium
http://sheilaproject.eu/

Inclusive adoption process

Inclusive adoption process
Macfadyen, L., Dawson, S., Pardo, A., Gašević, D., (2014). The learning analytics imperative and the sociotechnical challenge: Policy for complex systems. Research
& Practice in Assessment, 9(Winter 2014), 17-28.

Methodology
Literature
- Policy
- Adoption
Academic staff
- Survey
- Focus groups
Students
- Survey
- Focus groups
Senior managers
- Survey
- Interviews
Experts
- Group concept
mapping
Policy
framework
Institutional
policy/strategy
Other stakeh.
- Workshops
- Committees

Adoption challenge
Leadership for strategic
implementation & monitoring
Tsai, Y. S., & Gasevic, D. (2017). Learning analytics in higher education – challenges and policies: a review of eight learning analytics policies. In Proceedings of the
Seventh International Learning Analytics & Knowledge Conference (pp. 233-242).

Adoption challenge
Equal engagement with
different stakeholders

Adoption challenge
Training to cultivate data literacy
among primary stakeholders

Adoption challenge
Policies for learning analytics practice

Institutional survey &
interviews
Yi-Shan Tsai
University of Edinburgh
yi-shan.tsai@ed.ac.uk
@yi_shan_tsai

What is the state of the art?
What are the drivers?
What are the challenges?

Survey
• 22 countries, 46 institutions
• November 2016
NO P LA NS
IN P RE P A RA TION
IMP LE ME NT ED 2 13
15
16
The adoption of LA
Institution-wide Small scale N/A

Interviews
• 16 countries, 51 HEIs, 64 interviews, 78 participants
• August 2016 - January 2017
N O P L A N S
I N P R E P A R A T I O N
I M P L E M E N T E D
9 7 5
12
18
The adoption of learning analytics (interviews)
Institution-wide Partial/ Pilots Data exploration/cleaning

Motivations to adopt learning analytics
• To improve student learning performance – 40 (87%)
• To improve student satisfaction – 33 (72%)
• To improve teaching excellence – 33 (72 %)
• To improve student retention– 26 (57 %)
• To explore what learning analytics can do for our
institution/ staff/ students – 25 (54 %)
46 institutions

Why learning analytics?
LA
Learner
driver
Teaching
driver
Institutional
driver
Self-regulation
Learning support
Performance

“People are thinking about learning analytics as a way
to try and personalise education and enhance
education. And actually make our education more
inclusive both by understanding how different students
engage with different bits of educational processes, but
also about through developing curricula to make them
more flexible and inclusive as a standard.”

“I think what we would be looking at is how do we
evolve the way we teach to provide better learning
outcomes for the students, greater mastery of the
subject.”

“We’re trying to understand better the curriculum that
needs to be offered for the students in our region.
And…I think importantly how our pedagogical model
fits that and deliver the best experience for our
students.”

Barriers to the success of learning analytics
• Analytics expertise – 34 (76%)
• A data-driven culture at the institution – 30 (67%)
• Teaching staff/tutor buy-in – 29 (64%)
• The affordances of current learning analytics technology – 29 (64%)

Ethical and privacy concerns
access transparency anonymity

Analytical capability challenge
• More than half of the institutions with 0-3 years experience indicated
noticeable gaps among different stakeholders regarding perceptions
and understanding of learning analytics.

Success
• We have achieved the goals that we set for learning analytics.

Success
• Most institutions did not have confirmed success.
• Half of the institutions with 0-3 years experience claimed “gaining
experience” as part of their success.

Implications
• Interests were high but experiences were premature.
• There was strong motivation in increasing institutional performance
by improving teaching quality.
• Key barriers were around skills, institutional culture, technology,
ethics and privacy.

Student Survey Results
Alex Wainwright
University of Liverpool
a.wainwright@Liverpool.ac.uk

Background
• 12 Items Survey
• Two Subscales:
• Ethical and Privacy Expectations
• Service Expectations
• 6 Distributions:
• Edinburgh (N = 884)
• Liverpool (N = 191)
• Tallinn (N = 161)
• Madrid (N = 543)
• Netherlands (N = 1247)
• Blanchardstown (N = 237)

Ideal Expectation Scale Predicted Expectation Scale
Alternative Purpose Consent to Collect Identifiable Data Keep Data Secure Third Party Alternative Purpose Consent to Collect Identifiable Data Keep Data Secure Third Party
1
2
3
4
5
6
7
Item
Average
Location
Blanchardstown
Edinburgh
Liverpool
Madrid
Open University of the Netherlands
Tallinn
Ethical and Privacy Expectations http://sheilaproject.eu/

Keep Data Secure – Predicted Expectation Scale
Blanchardstown
Edinburgh
Liverpool
Madrid
Tallinn
Strongly Disagree Disagree Somewhat Disagree Neither Agree nor Disagree Somewhat Agree Agree Strongly Agree
Response
10
20
30
40
50
Percentage

Blanchardstown
Edinburgh
Liverpool
Madrid
Tallinn
Response
10
20
30
Percentage
Consent to Collect – Predicted Expectation Scale http://sheilaproject.eu/

Ideal Expectation Scale Predicted Expectation Scale
ObligationtoAct
IntegrateintoFeedback
SkillDevelopment
RegularlyUpdate
CompleteProfile
StudentDecisionMaking
CourseGoals
ObligationtoAct
IntegrateintoFeedback
SkillDevelopment
RegularlyUpdate
CompleteProfile
StudentDecisionMaking
CourseGoals
1
2
3
4
5
6
7
Average
Location
Blanchardstown
Edinburgh
Liverpool
Madrid
Tallinn
Service Expectations http://sheilaproject.eu/

Blanchardstown
Edinburgh
Liverpool
Madrid
Tallinn
Response
10
20
30
Percentage
Course Goals – Predicted Expectation Scale http://sheilaproject.eu/

Blanchardstown
Edinburgh
Liverpool
Madrid
Tallinn
Response
10
20
Percentage
Obligation to Act – Predicted Expectation Scale http://sheilaproject.eu/

Summary
• Beliefs towards learning analytics are not consistent.
• Emphasis on data security and improving learning.

Student focus groups
Pedro Manuel Moreno Marcos
Department of Telematic Engineering
Universidad Carlos III de Madrid

Goals
• Interest and expectations
• Awareness
• Concerns

Background
• 18 focus groups
• 4 partners’ institutions
• 74 students
• Interviews: Around 1h

Interests and expectations
• Improve the quality of teaching
• Better student-teacher feedback
• Better academic resources and academic tools to improve learning
• Personalized support
• Recommendation of learning resources
• Feedback from a system, via a dashboard
• Provide an overview of the tasks to be done in a semester → improve
curriculum design

Awareness
• Students do not know what LA is, but they recognise its importance if
it can solve students’ problems
• Students are not generally aware of the data collected → Transparency
• Students have not checked the conditions they have accepted about
data

Concerns
Surveillance Anonymization
Purpose of
data
Kind of data
Consent and
access
Security
Provision of
opt-outs
Stereotypes
and biases

Staff Survey
Maren Scheffel
Open Universiteit Nederland
Welten Institute
@m_a_s_c

With regards to learning analytics …
… what do academic staff ideally expect to happen?
… what do academic staff predict to happen in reality?
Goal of the survey

4 academic institutions
University of Edinburgh Carlos III Madrid
n = 81 n = 26
Open Universiteit University of Tallinn
n = 54 n = 49
from spring to fall 2017

16 items, some examples
The university will provide me with guidance on how to access
LA about my students
The LA service will show how a student’s learning progress
compares to their learning goals/the course objectives
The teaching staff will have an obligation to act if the analytics
show that a student is at-risk of failing, underperforming, or
that they could improve their learning

University of Edinburgh:
• Ideal: LA will collect and present data that is accurate (M = 5.91) Q9
• Predicted: Providing guidance to access LA about students (M = 5.05) Q1
Carlos III de Madrid:
• Ideal: LA presented in a format that is understandable and easy to read (M
= 6.31) Q11
• Predicted: LA will present students with a complete profile of their learning
across every course (M = 5.27) Q12
Highest expectation values

Highest expectation values
Open Universiteit Nederland:
• Ideal: LA will collect and present data that is accurate (M = 6.60) Q9
• Predicted: Able to access data about students’ progress in a course that I
am teaching (M = 5.17) Q4
University of Tallinn:
• Ideal: Able to access data about students’ progress in a course that I am
teaching (M = 6.04) Q4
• Predicted: Able to access data about students’ progress in a course that I
am teaching (M = 5.49) Q4

Lowest expectation values
University of Edinburgh:
• Ideal: Teaching staff will have an obligation to act if students are found to be at-
risk of failing or under performing (M = 3.65) Q14
• Predicted: Teaching staff will be competent in incorporating analytics into the
feedback and support they provide to students (M = 3.49) Q13
Carlos III de Madrid:
• Predicted: Teaching staff will have an obligation to act if students are found to
be at-risk of failing or under performing (M = 3.77) Q14

Lowest expectation values
Open Universiteit Nederland:
• Predicted: Feedback from analytics will be used to promote students’ academic
and professional skill development for future employability (M = 3.24) Q15
University of Tallinn:
• Predicted: Q14 (M = 3.82)

Staff focus groups
Kairit Tammets
Centre for educational technology
School of Digital Technologies
Tallinn University

Goal
To better understand the viewpoints of academic staff on:
• Learning analytics opportunities in the HEIs from the
perspective of students, teachers and programs;
• Concerns related with adapting of learning analytics;
• Needed steps to adopt learning analytics at the HEIs

Study participants
• University of Edinburgh: 5 focus groups, 18 teaching staff
• Universidad Carlos III de Madrid: 4 focus groups, 16
teaching staff
• Open Universiteit Nederland: 2 focus groups, 5 teaching
staff
• Tallinn University: 5 focus groups, 20 teaching staff

Results: Expectations & LA opportunities
STUDENT
LEVEL
TEACHER
LEVEL
PROGRAM
LEVEL
Take responsibility for their
learning and enhancing their
SRL- skills
Assess the degree of success to
prevent students from begin
worried or optimistic about
their performance
Method to identify student’s
weaknesses and know where
students are with their progress
Understand how students
engage with learning content
Improve of the design and
provision of learning materials,
courses, curriculum and support
to students
Understand how program is
working (strengths and
bottlenecks)
Improve educational quality
(e.g. content level)

Results: concerns – student level
https://www.pinterest.com/pin/432486370448743887/

Results: Concerns –
student level

Results: concerns –
student level

Results: concerns – teacher level

teacher level
http://create-learning.com

teacher level
http://create-learning.com
Http://memegenerator.net

Results: concerns – program level
• Interpretation of learning:
• Was the right data collected?
• Were the accurate algorithms developed ?
• Was an appropriate message given for the students?
• Connecting LA to real learning – is this meaningful picture of
learning what is happening in online environments?

What we should consider?
• LA should be just one component of many for collecting
feedback and enhancing decision-making
• Involve stakeholders:
• Academic staff to in developing and setting up of LA
• Pedagogy experts involved to ensure data makes sense to
improve learning
• Provide training, communication!

What we should consider?
•Design of the tools that are:
•Easy to use
•Providing visualizations of data
•Not requiring mathematical/statistical skills
•Not taking a lot of time
•Considering ethical and privacy aspects

Group Concept Mapping
Prof. Dr. Hendrik Drachsler
Open University Netherlands
DIPF / University of Frankfurt, Germany

• innovations in way network is delivered
• (investigate) corporate/structural alignment
• assist in the development of non-traditional partnerships (Rehab with the
Medicine Community)
• expand investigation and knowledge of PSN'S/PSO's
• continue STHCS sponsored forums on public health issues (medicine
managed care forum)
• inventory assets of all participating agencies (providers, Venn Diagrams)
• access additional funds for telemedicine expansion
• better utilization of current technological bridge
• continued support by STHCS to member facilities
• expand and encourage utilization of interface programs to strengthen the
viability and to improve the health care delivery system (ie teleconference)
• discussion with CCHN
...organize the
issues...
Work
quickly and
effectively
under
pressure
49
Organize the
work when
directions are
not specific.
39
Decide how to
manage
multiple tasks.
20 Manage resources effectively.
4
2. Sort
3. Rate
1. Brainstorm
27 March 2014@HDrachsler 82 / 31
Group Concept Mapping (GCM) Study

Onderwerp via >Beeld >Koptekst en
voettekst
Pagina 83
27 March 2014@HDrachsler 83 / 31
An essential feature of a higher education institution’s
learning analytics policy should be …

Online sorting
@HDrachsler 27 March 2014 84 / 31

Online rating
@HDrachsler 27 March 2014 85 / 31

Point Map
1 2
3
4 5
6
7
8
9
10
11
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39 40
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79 80
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9899

Cluster Map
1. privacy & transparency
2. roles & responsibilities
(of all stakeholders)
3. objectives of LA
(learner and teacher support)
4. risks & challenges
5. data management
6. research & data analysis

Rating Map – Importance
3. objectives of LA
5. data management
Cluster Legend
Layer Value
1 5.08 to 5.27
2 5.27 to 5.46
3 5.46 to 5.65
4 5.65 to 5.84
5 5.84 to 6.03

Rating Map – Ease
3. objectives of LA
5. data management
Cluster Legend
Layer Value
1 3.79 to 4.12
2 4.12 to 4.45
3 4.45 to 4.78
4 4.78 to 5.11
5 5.11 to 5.44

Rating Ladder Graph
importance ease
privacy & transparency
privacy & transparency
risks & challenges
risks & challenges
roles & responsibilities (of all stakeholders)
roles & responsibilities (of all stakeholders)
objectives of LA (learner and teacher support)
objectives of LA (learner and teacher support)
data management
data management
research & data analysis
research & data analysis
3.79 3.79
6.03 6.03
r = 0.66

Yi-Shan Tsai, Pedro Manuel
Moreno-Marcos, Kairit Tammets,
Kaire Kollom, and Dragan
Gašević. 2018. SHEILA policy
framework: informing
institutional strategies and
policy processes of learning
analytics. In Proceedings of the
8th International Conference on
Learning Analytics and
Knowledge (LAK '18). ACM, New
York, NY, USA, 320-329. DOI:
https://doi.org/10.1145/317035
8.3170367

Go Zone – Roles & Responsibilities
5
38
62
11
19
22
33
39 48
70
91
25
28
37
40
55
61
66
27
47 49
6.08
4.72
3.12
ease
3.83 5.48 6.59
importance
r = 0.26
55. being clear about the purpose of learning analytics
61. a clear articulation of responsibilities when it comes to the use of institutional data

@hdrachsler drachsler@dipf.de
99
Many thanks for your attention!
Questions now or later:
Slides: http://bit.ly/TrustedLA

SHEILA Results – Conference 5 June 2018

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SHEILA Results – Conference 5 June 2018

Editor's Notes