Doug Clow presented on learning analytics at Bett London on January 23, 2015. He discussed how learning analytics involves measuring, collecting, analyzing, and reporting data about learners and learning environments to optimize learning. Examples included school dashboards and dispositions analytics to provide coaching conversations. Clow noted opportunities to use learner data to identify those needing help, trigger interventions, and learn which interventions work. However, he stressed the need for principles of privacy, data protection, ethics, and transparency.

1. Learning Analytics:
Making learning better?
Dr Doug Clow
Institute of Educational Technology, The Open University, UK
@dougclow
dougclow.org
doug.clow@open.ac.uk

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copy, share, adapt, or re-mix;
photograph, film, or broadcast;
blog, live-blog, or post video of
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You attribute the work to its author and respect the rights and
licences associated with its components.

3. What is learning analytics?
• 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), Banff, Alberta, Feb 27-
Mar 1, 2011
Photo (CC)-BY Cris: http://flickr.com/photos/chrismatos/6917786197/

4. Photo public domain: http://commons.wikimedia.org/wiki/File:DESYNebelkammer.jpg
- Erik Duval
http://erikduval.wordpress.com/2012/01/30/learning-
analytics-and-educational-data-mining/
“collecting traces
that learners leave
behind and using
those traces to
improve learning”

5. “feeding back the
data exhaust”
Big Data in
Education
Photo (CC)-BY Iain Watson http://www.flickr.com/photos/dagoaty/3329699788/

6. Clow, LAK12, 2012

7. examples

8. School dashboards (Google Images)
• Maybe chop the first slide about this.
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9. Dispositions analytics
• Learning dispositions
• ‘Learning power’:
Effective Lifelong
Learning Inventory
• “A framework for a
coaching conversation
which moves between
identity and
performance”
• Schools to
Graduate schools
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Buckingham Shum and Deakin Crick, 2012 (LAK12)

10. ELLI
Teacher view
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Buckingham Shum and Deakin Crick, 2012 (LAK12)

11. what else could you do?

12. What data do we have about learners?
• Demographics
• Previous educational experience
• Grades, scores, achievements, struggles
• Attendance, location, gaze
• Software logs
• Online tracking
• Other online activity (tracking)
• … more every week.
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Photo (CC)-BY-SA AJ Cann https://www.flickr.com/photos/ajc1/15574010080/

13. What can we do with that data?
• Identify learners who need help
– Simple or predictive
• Trigger interventions
– Via teacher, or direct
• Learn which interventions work
• Build a complete cognitive learning system
• Suggest resources or source of help
– Learners like you found this helpful
– This person might be able to help you
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Photo (CC)-BY-NC Pulpolux https://www.flickr.com/photos/pulpolux/8735428280

14. what should we do?

15. 15
control
Photo (CC)-BY Andy Roberts https://www.flickr.com/photos/aroberts/3035796
surveillance

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support
Photo (CC)-BY-NC-SA Drew Bennett https://www.flickr.com/photos/abennett96/2710211041
guidance

17. Glasswinged butterfly, ? Greta oro
Photo (CC)-BY-NC-ND by Greg Foster on Flickr http://www.flickr.com/photos/gregfoster/3365801458/
Principles
• Privacy
• Data
protection
• Ethics
• Transparency

18. www.laceproject.eu
Learning Analytics Community Exchange (FP7)
• Coordination and Support
• Evidence Hub
• Events
• Publications, briefings, webinars

19. Thanks to:
People:
• LACE at the OU: Rebecca Ferguson, Simon Cross, Linda Norwood Michelle
Bailey, Rebecca Wilson, Evaghn De Souza, Natalie Eggleston, Oliver
Millard, Gary Elliot-Citigottis,
• LACE project partners: CETIS (Bolton), OUNL, Skolverket, HIOA,
Kennisnet, ITS, ATiT.
• The learning analytics community, including SoLAR, IEDMS, those I’ve met
at LAK and LASI
Funders:
• LACE: European Commission 619424-FP7-ICT-2013-11

20. “Learning Analytics: Making Learning Better?” by Doug Clow,
Institute of Educational Technology, The Open University,
was presented at Bett, London, on 23 January 2015.
@dougclow
dougclow.org
doug.clow@open.ac.uk
This work was undertaken as part of the LACE Project, supported by the European Commission Seventh
Framework Programme, grant 619424.
These slides are provided under the Creative Commons Attribution Licence:
http://creativecommons.org/licenses/by/4.0/. Some images used may have different licence terms.
www.laceproject.eu
@laceproject
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21. cc licensed ( BY ) flickr photo by David Goehring: http://flickr.com/photos/carbonnyc/33413040/

22. Netherlands
Michael van Wetering
Strategic Advisor on Innovation
Kennisnet

23. Dutch
perspective
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24. Michael van Wetering
Strategic Advisor Innovation
m.vanwetering@Kennisnet.nl
Blog: Innovatie.Kennisnet.nl
Twitter: @_mike
This work was undertaken as part of the LACE Project, supported by the European Commission Seventh
Framework Programme, grant 619424.
These slides are provided under the Creative Commons Attribution Licence:
http://creativecommons.org/licenses/by/4.0/. Some images used may have different licence terms.
www.laceproject.eu
@laceproject
24

25. Sweden
Peter Karlberg
Director of Education
National Agency for Education

26. Studi.se (SWE)
• Videos (also with sub-titles in many languages), texts and
quizzes
• Feedback to both the student and the teacher 26

27. Interactive Flipped Classroom (SWE)
• Based on the flipped classroom method
• Makes the students more active in the
classroom
• But they are still quite passive when looking at
videos
• Technical platform which helps the teacher to
cut the videos in smaller chunks and add quizzes
• Also possible for students to stop the video and
write questions to the teacher
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28. Feedback to the teacher
• How many have looked at the video (and
when)?
• How did the group score on the quizzez?
• Which parts did they found (particularly)
difficult?
• Where they confused by the examples?
• Specific questions feeded back to the teacher
before the lesson
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Why do you subtract 4/9? The students can stop the video and
write questions if needed

30. Regional initiative on drop-outs
• Western parts of Sweden
• When do student drop-out from upper
secondary school?
• Can we discover a pattern?
• Using the data – analysing
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