This document outlines Venia Lengendi's background and research interests in linking learning design and learning analytics. It discusses trends in education, challenges in technology-enhanced learning, and the vision and goals of the CEITER project to develop an infrastructure that aligns learning design and learning analytics. The proposal involves pedagogical, technological, and methodological approaches, including developing orchestration tools, standards, and conducting iterative design-based research.

1. learning Design &
learning Analytics
Venia Lengendi
María Jesús Rodríguez-­Triana
maria.rodrigueztriana@epfl.ch
May 30th, 2016 – Tallinn (Estonia)
Aligning

2. Outline
2

3. Background
Bachelor:
Computer Science
PhD in ICT:
Linking LD &
LA in blended
CSCL
Master:
-­ Quality Engineering
-­ Computer Science
-­ Advanced Studies
Teacher:
Computer Science
Researcher:
GSIC @ Uva (Spain)
Researcher:
React @ EPFL
(Switzerland)
2000 2004 2005 2008 2010 Present2014
LD: Learning Design;; LA: Learning Analytics;; CSCL: Computer Supported Collaborative Learning;; IBL: Inquiry Based Learning
3
PostDoc:
Applying
LA to IBL

4. 4

5. Trends shaping education
-­ Globalisation
-­ The future of the nation state
-­ Are cities the new countries?
-­ Family matters
-­ Technology
5
[OECD, 2016]

6. European Trends and Grand Challenges in TEL
22 Grand Challenge Problems focusing on:
-­ Connecting Learners
-­ Orchestrating Learning
-­ Contextualising Learning
6
[Fischer et al., 2014] [Eberle et al., 2014]

7. Strategic goals for 2020:
-­ Change in the learning approach
-­ Competent and motivated teachers
-­ A digital focus in lifelong learning
-­ Align lifelong learning opportunities & labour market needs
-­ Equal opportunities & increased participation in lifelong learning
The Estonian Lifelong Learning Strategy 2020
7
(*) The Estonian Lifelong Learning Strategy 2020 (2014): https://www.hm.ee/sites/default/files/estonian_lifelong_strategy.pdf

8. 8

9. 9
[Rodríguez-­Triana et al., 2016] [Nussbaum & Diaz, 2013] [Prieto et al.,2015]

10. LASI @ Bilbao (Spain) June 28th, 2016
Orchestrating Learning Analytics Workshop (OrLA 2016)
http://lprisan.wix.com/orla2016
10
María Jesús
Rodríguez-­Triana
EPFL
Luis Pablo
Prieto
EPFL
Roberto
Martinez-­Maldonado
UTS
Yannis
Dimitriadis
UVa

11. 11
C
E
I
T
E
R
Project Vision

12. Research question
How to provide that:
• Support new learning paradigms
• Integrate technological innovations
• Overcome the adoption challenges
12
• learning environments & tools
• LA algorithms & visualizations

13. Proposal
-­ Pedagogical
-­ Technological
-­ Methodological
13

14. Proposal
-­ Pedagogical
-­ Technological
-­ Methodological
14

15. Learning scenario lifecycle
15
Learning Design
Design
ManagementAssessment
Reflection
? ?
?
[Dillenbourg, 2011a] [Dillenbourg, 2011b] [Prieto et al., 2011]

16. 16
Learning Analytics
Design
ManagementAssessment
Reflection
Learning scenario lifecycle
?
[Ferguson, 2012] [Sutherland et al., 2012]

17. ADA – Aligning learning Design & learning Analytics
17
[Wise, 2014] [Bakharia, et al., 2016]
[Rodríguez-­Triana et al., 2015b] [Vozniuk et al., 2015]
[Manske et al., 2015]
Benefits
• Orchestration support
• Pedagogically grounded tools
• LA-­aware learning designs
• Supervised designs
• Contextualised LA
• Formative assessment
• Personalization & gamification
Challenges
• Obtain learning designs minimizing
the user workload
• Inform the teacher about the LA
features of the learning tools
• Management of Ethical & Privacy
issues

18. ECTEL @ Lyon (France) June 28th, 2016
WS on Connecting Learning Analytics and Learning Design – CLAD 2016
http://clad2016.ld-­grid.org/
SI on Connecting Learning Design and Learning Analytics the Interaction
Design & Architecture(s) journal: http://www.mifav.uniroma2.it
18
MJ. Rodríguez-­Triana
EPFL
Luis P. Prieto
EPFL
Steven Warburton
US
Paul Salvador Inventado
CMU
Peter Scupelli
CMU
Davinia Hernández-­Leo
UPF
Yishay Mor
PAU
Bart Rienties
OU

19. Proposal
-­ Pedagogical
-­ Technological
-­ Methodological
19

20. CEITER infrastructure
20
Data warehouse
Data analyses & visualization Orchestration tools
Pedagogically grounded learning tools
& other ICT tools
Design
Implementation
[Rodríguez-­Triana et al., 2011] [Rodríguez-­Triana et al., 2016c]
[Schwendimann et al., 2016] [Vozniuk et al., 2015]
Standards (activity tracking, learning objects)
Ethical & privacy issues
Data filtering
& Integration
Design decisions
Pedagogically grounded analyses

21. JTELSS @ Tallinn (Estonia) June 28th, 2016
WS on Ethics & Privacy in Learning Analytics
http://go.epfl.ch/JTELSS2016_EPLA
21
Andrii
Vozniuk
EPFL
María Jesús
Rodríguez-­Triana
EPFL
Denis
Gillet
EPFL
ORGANISERS

22. LASI @ Bilbao (Spain) June 28th, 2016
WS on Contextual Learning analytics Enforcing data Ownership (CLEO).
Building Learning Dashboards with Elasticsearch, Logstash & Kibana
http://go.epfl.ch/LASI-­CLEO2016
22
Andrii
Vozniuk
EPFL
María Jesús
Rodríguez-­Triana
EPFL
Denis
Gillet
EPFL
ORGANISERS

23. CEITER infrastructure
23
[Rodríguez-­Triana et al., 2011] [Rodríguez-­Triana et al., 2016c]
[Schwendimann et al., 2016] [Vozniuk et al., 2015]
Benefits
• Richer data -­> More accurate & deep analyses
• Interoperability between learning & analyses tools
• Ethically & privacy respectful
Challenges
• Obtain learning designs
• Degradation of privacy settings
• Maintain accuracy when students opt out of the data collection
• Align learning activities, competencies & assessment
• Integrate personal, educational & institutional ecosystems

24. Proposal
-­ Pedagogical
-­ Technological
-­ Methodological
24

25. Methodology Benefits
25
• Iterative process
• Agile prototyping
• Refinement
Development
• Socio-­Cultural Activity Theory
• Design Based Research
• Participatory design
• Integration of user needs
• Engagement (interests, motivational & gender aspects)
• ICT / Data Literacy
• Contextual constraints
Research
[Rodríguez-­Triana et al., 2015a] [Rodríguez-­Triana et al., 2015b][Rodríguez-­Triana et al., 2016a]
• Pre-­service & In-­service teachers
• School, vocational & university
settings
• Enhance ICT & data literacy
• Long term adoption
• Learning to learn
Piloting &
training
• Mixed methods
• Evidence-­based
• Authentic studies
• Teaching gains/adoption
barriers
• Learning gains/adoption barriers
Evaluation

26. Overcoming CEITER challenges
26
[Karasavvidis, 2009]
Learning
Evidence
Educational
Innovation
Adoption
Current
educational
settings
• Support new learning paradigms
• Integrate technological innovations
• Overcome the adoption challenges

27. 27

28. Building our network and planning future research
28
Estonia: Ministry of Education & Research, Archimedes
Near countries: Interreg Central Baltic, EEA & Norway grants, Nordplus
Learning Analytics
Learning Design & Evaluation (IBL)
Infraestructure
(*) Ministry of Education and Research: https://www.hm.ee/en/activities/research-­and-­development/research-­programmes
(*) Archimedes foundation: http://archimedes.ee/en/foundation/
(*) Interreg Central Baltic: http://centralbaltic.eu/programme-­pages/specific-­objective-­42
(*) EEA & Norway grants: http://eeagrants.org
(*) Nordic Council of Ministers programme in the area of lifelong learning: http://www.nordplusonline.org/

29. Building our network and planning future research
29
Learning Analytics
Learning Design (CSCL/IBL)
Infrastructure & HCI (KMS, mobile)
Communities & Networks (ATEE, EUPAS, PAU, GoLab)
Ministries of Education (EUN)
European level: H2020, Erasmus+, Bilateral programs
(*) Horizon 2020: http://ec.europa.eu/programmes/horizon2020/
(*) Erasmus+: http://ec.europa.eu/programmes/erasmus-­plus
(*) Estonian national scholarship programme for international students, researchers and academic staff: http://adm.archimedes.ee
(*) Swiss National Foundation: http://www.snf.ch/en/funding/programmes/sinergia
(*) Spanish I+D+I international program: http://www.idi.mineco.gob.es/

30. Building our network and planning future research
International level: H2020, MSCA, Bilateral programmes (Endeavour Scholarships, ARC)
30
Learning Analytics
Learning Design (CSCL/IBL)
(*) Endeavour Scholarships: http://orau.org/endeavourscholarships/
(*) Australian Research Council: http://www.arc.gov.au/

31. Coming calls
• Spain -­ Programme for Research Aimed at the Challenges of Society (June 16th, 2016)
• Australia -­ Endeavour Scholarships (June 30th, 2016)
• Switzerland -­ Sinergia (December 1st, 2016)
• H2020 (December 8th, 2016)
• ICT-­11-­2017: Collective Awareness Platforms for Sustainability and Social Innovation
• ICT-­15-­2016-­2017 Big Data PPP: Large Scale Pilot actions in sectors best benefitting from
data-­driven innovation
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• Interreg Central Baltic (February 2nd, 2017)
• Skilled and socially inclusive region (vocational education and training)
• Horizontal objectives (Equality, ICT)

32. Concluding remarks
32
-­ Pedagogical
-­ Technological
-­ Methodological
ADA
How to provide that:
• Support new learning paradigms
• Integrate technological innovations
• Overcome the adoption challenges
learning environments & tools
LA algorithms & visualizations
C
E
I
T
E
R

33. 33
?… questions, comments

34. Thank you
for your attention
María Jesús Rodríguez-­Triana
Email: maria.rodrigueztriana@epfl.ch
Skype contact: chus_mjrt
34

35. References I
35
• [Bakharia et al., 2016] A. Bakharia, L. Corrin, P. de Barba, G. Kennedy, D. Gasevic, R. Mulder, D. Williams, S. Dawson, and L. Lockyer. A
Conceptual Framework linking Learning Design with Learning Analytics Learning Analytics. In 6th International Conference on Learning
Analytics and Knowledge, 2016.
• [Dillenbourg, 2011a] P. Dillenbourg. Trends in classroom orchestration. Second research & technology scoutingreport, 2011.
• [Dillenbourg, 2011b] P. Dillenbourg. Design for orchestration. April, 2011.
• [Eberle et al., 2014] J. Eberle, K. Lund, P. Tchounikine, and F. Fischer, Challenge Problems in Technology-­Enhanced Learning II: MOOCs and
Beyond Perspectives for Research, Practice, and Policy Making Developed at the Alpine Rendez-­Vous in Villard-­ de-­Lans. London: Springer,
2014.
• [Ferguson, 2012] R. Ferguson. Learning analytics: drivers, developments and challenges. International Journal of Technology Enhanced
Learning, 4(5/6), 2012
• [Fischer et al., 2014] F. Fischer, F. Wild, R. Sutherland, and L. Zirn, Grand Challenges in Technology Enhanced Learning: Outcomes of the 3rd
Alpine Rendez-­Vous. London: Springer, 2014.
• [Karasavvidis, 2009] I. Karasavvidis, Activity theory as a conceptual framework for understanding teacher approaches to information and
communication technologies, Computers & Education. 53 (2): 436–444, 2009.
• [Manske et a;;., 2015 ] S. Manske, I.A. Chounta, M. J. Rodríguez-­Triana, D. Gillet, H.U. Hoppe. Exploring Deviation in Inquiry Learning: Degrees
of Freedom or Source of Problems. Proceedings of the 23rd International Conference on Computers in Education, ICCE 2015. Hangzhou,
China, 2015
• [Nussbaum & Díaz, 2013] M. Nussbaum, A. Diaz. “Classroom logistics: Integrating digital and non-­digital resources”. Computers & Education.
69: 493-­495, 2013
• [OECD, 2016] OECD. Trends Shaping Education 2016, OECD Publishing, Paris. 2016
• [Prieto et al., 2011] L. P. Prieto, M. Holenko Dlab, I. Gutiérrez, M. Abdulwahed, and W. Balid. Orchestratingtechnology enhancedlearning: a
literature review and a conceptual framework. International Journal of Technology EnhancedLearning, 3(6):583-­598, 2011.
[Prieto et al., 2016 ] L. P. Prieto, K. Sharma and P. Dillenbourg. Studying teacher orchestration load in technology-­enhanced classrooms: A
mixed-­method approach and case study. 10th European Conference on Technology-­Enhanced Learning (EC-­TEL 2015), Toledo, Spain, 2015.
• [Rodríguez-­Triana et al., 2016a] M. J. Rodríguez-­Triana, A. C. Holzer, L. P., Prieto, and D. Gillet, Examining the effects of social media in co-­
located classrooms: A case study based on SpeakUp. 11th European Conference on Technology Enhanced Learning: Adaptive and adaptable
learning. ECTEL2016. Lyon, France, 2016.
• [Rodríguez-­Triana et al., 2015a] M. J. Rodríguez-­Triana, A. Holzer, A. Vozniuk, D. Gillet. “Orchestrating Inquiry-­Based Learning Spaces: an
Analysis of Teacher Needs”. Proceedings of the 14th International Conference of Web Learning. ICWL 2015. Guangzhou, China. November
2015.

36. References II
36
• [Rodríguez-­Triana, et al. 2011] M. J. Rodríguez-­Triana, A. Martínez-­Monés J. I. Asensio-­Pérez. MonitoringCollaboration in Flexible and
Personal Learning Environments. Special issue on: EvaluatingEducativeExperiences of Flexible and Personal Learning Environments. ID&A
Journal. 11(12):51-­63, November 2011.
• [Rodríguez-­Triana, et al. 2013] M. J. Rodríguez-­Triana, A. Martínez-­Monés, J. I. Asensio-­Pérez, and Y. Dimitriadis. Towards a Script-­Aware
Monitoring Process of Computer-­Supported Collaborative LearningScenarios. International Journal on Technology Enhanced Learning. Special
issue on: Learning Analytics. 5 (2):151-­167, 2013.
• [Rodríguez-­Triana et al., 2015b] M. J. Rodríguez-­Triana, A. Martínez-­Monés, J. I. Asensio-­Pérez, and Y. Dimitriadis. Scripting and monitoring
meet each other: Aligning learning analytics and learning design to support teachers in orchestrating CSCL situations. British Journal of
Educational Technology, vol. 46, no. 2, pp. 330–343, 2015.
• [Rodríguez-­Triana et al., 2015c] Rodríguez-­Triana, M. J., Martínez-­Monés, A., Asensio-­Pérez, J. I., & Dimitriadis, Y. A monitoring-­aware
learning design process: Pilot studies in authentic CSCL scenarios. Computing & Informatics, 2015
• [Rodríguez-­Triana et al., 2016b] M. J. Rodríguez-­Triana, A. Martínez-­Monés, S.Villagrá-­Sobrino. Learning Analytics in small-­scale teacher-­led
innovations: Ethical and data privacy issues. Journal of Learning Analytics. Special section on: Ethics and Privacy for Learning Analytics. 3 (1):
43-­65, 2016.
• [Rodríguez-­Triana et al., 2016c] M. J. Rodríguez-­Triana, L. P. Prieto, A. Vozniuk, M. Shirvani Boroujeni and B. A. Schwendimannet al.
Monitoring, Awareness and Reflection in Blended Technology Enhanced Learning: a Systematic Review, accepted in International Journal of
Technology Enhanced Learning.
• [Schwendimann et al., 2016] B. A. Schwendimann, M. J. Rodríguez-­Triana, A. Vozniuk, L. P. Prieto and M. Shirvani Boroujeni et al.
Understanding learning at a glance: An overview of learning dashboard studies. International Learning Analytics and Knowledge, Edinburgh,
UK, 2016.
• [Vozniuk et al., 2015] A. Vozniuk, M. J. Rodríguez-­Triana, A. C. Holzer, S. Govaerts, D. Sandoz, and D. Gillet, Contextual Learning Analytics
Apps to Create Awareness in Blended Inquiry Learning, 14th International Conference on Information Technology Based Higher Education and
Training. Lisbon, Portugal, 2015.
• [Wise, 2014] A. F. Wise. Designing pedagogical interventions to support student use of learning analytics. In Proceedings of the 4th International
Conference on Learning Analytics And Knowledge -­ LAK ’14, 2014, pp. 203–211.