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Intro to learning analytics universities scotland_dec2014_smn

Sheila MacNeill
Sheila MacNeill
Sheila MacNeillDigital Learning, Strategy and capabilities consultant

Introduction to Learning Analytics - presentation to the Universities Scotland Learning and Teaching Committee, 3rd December 2014

Intro to learning analytics universities scotland_dec2014_smn

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Sheila MacNeill, GCU LEAD 
Learning Analytics: an introduction and overview 
Universities Scotland, Learning and Teaching Committee, 3/12/14
Analytics – why now? 
Image: http://www.freefoto.com/preview/13-69-10/Nodding-Donkey-Oil-Well--North-Dakota--USA, (CC BY-NC-ND 3.0)
Data, data, everywhere data, but what to 
do with it? 
Image; http://commons.wikimedia.org/wiki/File:BigData_2267x1146_white.png (CC BY-SA 3.0)
Intro to learning analytics universities scotland_dec2014_smn
http://cdn.nmc.org/media/2014-nmc-horizon-report-he-EN-SC.pdf
Innovating Pedagogy 2014:Open University Innovation Report 3 
http://www.open.ac.uk/iet/main/files/iet-web/file/ecms/web-content/Innovating_Pedagogy_2014.pdf

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Intro to learning analytics universities scotland_dec2014_smn

  • 1. Sheila MacNeill, GCU LEAD Learning Analytics: an introduction and overview Universities Scotland, Learning and Teaching Committee, 3/12/14
  • 2. Analytics – why now? Image: http://www.freefoto.com/preview/13-69-10/Nodding-Donkey-Oil-Well--North-Dakota--USA, (CC BY-NC-ND 3.0)
  • 3. Data, data, everywhere data, but what to do with it? Image; http://commons.wikimedia.org/wiki/File:BigData_2267x1146_white.png (CC BY-SA 3.0)
  • 6. Innovating Pedagogy 2014:Open University Innovation Report 3 http://www.open.ac.uk/iet/main/files/iet-web/file/ecms/web-content/Innovating_Pedagogy_2014.pdf
  • 7. Learning Analytics: definition “the measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimising learning and the environments in which it occurs” First International Conference on Learning Analytics and Knowledge (LAK11), 2011
  • 8. Analytics and Education “Analytics is the process of developing actionable insights through problem definition and the application of statistical models and analysis against existing and/or simulated future data” Adam Cooper, What is Analytics? http://publications.cetis.ac.uk/wp-content/ uploads/2012/11/What-is-Analytics-Vol1-No-5.pdf
  • 9. Questions A Brief History of Analytics, Adam Cooper, http://publications.cetis.ac.uk/wp-content/uploads/2012/12/Analytics-Brief-History-Vol-1-No9.pdf
  • 10. Questions? Questions of information and fact: • What happened? Analytics produces reports and summarised descriptions of data (the past). • What is happening now? Analytics provides alerts in near-real time, (the present). • Where are trends leading? Past data is extrapolated, (the future). A Brief History of Analytics, Adam Cooper, http://publications.cetis.ac.uk/wp-content/uploads/2012/12/Analytics-Brief-History-Vol-1-No9.pdf
  • 11. Questions Questions of understanding and insight: • How and why did something happen? Analytics builds models and explanation, (the past). • What is the best next action? Analytics provides one or more recommendations, (the present). • What is likely to happen? Analytics provides one or more recommendations, (the present). • What is likely to happen? Analytics provides prediction, simulators the effect of alternative courses of action, or identifies an optimal course of action,(the future). A Brief History of Analytics, Adam Cooper, http://publications.cetis.ac.uk/wp-content/uploads/2012/12/Analytics-Brief-History-Vol- 1-No9.pdf
  • 12. Ethics, responsibility, understanding • Clarity, open definition of purpose, scope and boundaries, even if that is broad and in some respects open-ended. • Comfort and care, consideration for both the interests and the feelings of the data subject and vigilance regarding exceptional cases. • Choice and consent, informed opportunity to opt-out or opt-in. • Consequence and complaint, recognition that there may be unforeseen consequences and therefore providing mechanisms for redress. • OU Ethical use of Student Data for Learning Analytics Policyhttp://www.open.ac.uk/students/charter/essential-documents/ ethical-use-student-data-learning-analytics-policy Legal, Risk and Ethical Aspects of Analytics in Higher Education http://publications.cetis.ac.uk/wp-content/uploads/2012/11/Legal-Risk-and-Ethical-Aspects-of- Analytics-in-Higher-Education-Vol1-No6.pdf
  • 15. Current UK landscape • Jisc Report November 2014 • 10 Universities, 2 Colleges & ULCC “Most interviewees are reluctant to claim any significant outcomes from their learning analytics activities to date – again perhaps demonstrating that is still early days for the technologies and process” http://repository.jisc.ac.uk/5657/1/Learning_analytics_report.pdf
  • 17. Challenges and opportunities • Data Silos • Sharing of data • Senior management support • Projects are bring people together
  • 18. Activity and information • LACE (learning analytics community exchange) : http://www.laceproject.eu/ • SoLAR : Society for Learning Analytics Researchhttp://solaresearch.org/ • Jisc: http://analytics.jiscinvolve.org/wp • Cetis Analytics Series : http://publications.cetis.ac.uk/c/analytics • LAK15 Conference #lak15