Abelardo Pardo presented on bridging the gap between educational theory/practice and learning analytics tools. He discussed his journey from focusing on tools to recognizing the importance of educational practice. He described research projects that use instrumentation and analytics to provide just-in-time support for students and instructors. Pardo concluded by calling for tool developers and practitioners to work together to ensure analytics are designed and adopted in ways that benefit educational practice.
Pauline Roberts_Reflection: Renewed focus for an existing problem in teacher ...Pauline K Roberts
This was the presentation given at the ATEA conference in 2015 in Darwin. If you have any feedback or questions, please contact me via my website paulinekroberts.com
Pauline Roberts_Reflection: Renewed focus for an existing problem in teacher ...Pauline K Roberts
This was the presentation given at the ATEA conference in 2015 in Darwin. If you have any feedback or questions, please contact me via my website paulinekroberts.com
Let me intervene. . Influencing a learning environment through analyticsAbelardo Pardo
Presentation given at the 8th JTEL Summer School held in May 2012 in Estoril. The hands-on workshop presented a description of Learning Analytics and then participants loaded two data sets into a statistical tool and manipulate them to deduce potential interventions
Pushing the MOOC envelope with Learning AnalyticsAbelardo Pardo
How can Learning Analytics be used to bring about the true revolution traditionally assumed for MOOCs? With audiences in the thousands of users, the key is massive personalization, and Learning Analytics privide an ideal paradigm for this.
Extending Course Level Learning Analytics with Linked DataAbelardo Pardo
Presentation at the Learning Analytics and Linked Data workshop held at the International Conference on Learning Analytics and Linked Data 2012 Vancouver, BC, April/May 2012
Connecting Pedagogical Intent with Analytics in a Flipped ClassroomAbelardo Pardo
Description of how to use learning analytics techniques to collect evidence about student engagement while preparing a flipped classroom. A case study is presented in which students interact with various electronic resources and a measure of such engagement is produced and returned to them.
What if we could observe all events in a learning environment?Abelardo Pardo
If we could observe all the events in a learning environment, even the most hidden ones, what kind of interventions would become feasible? The presentation finishes with a workshop to manipulate a dataset with R.
Analytics to understand learning environmentsAbelardo Pardo
Seminar for the CHAI Group at The University of Sydney. A summary of the initiatives I have worked on in the past years plus a brief account of my current work.
Active learning methods are known to improve academic achievement. Flipped learning takes advantage of preparation activities to increase student engagement. But how do we approach the design of such experiences?
Practical privacy issues around Learning AnalyticsAbelardo Pardo
The controversy around privacy and security in ICT seems to be a never-ending source of newspaper headlines. Cases of security and privacy breaches are interspersed with an equal number of announcements of new legislative measures or amendments. Learning analytics is certainly not the first technological area to deal with these issues, but more often than not, the debate on privacy tends to prevent the design of practical solutions. Far from trying to
settle the main controversy around privacy, in this talk we will try to identify the major areas in which privacy concerns can be divided and provide some examples of practical solutions.
Using technology to support the flipped classroomAbelardo Pardo
Learning experiences are increasingly relying in technology. At the same time, active learning, in which students participate in activities in the classroom has been shown to increase learning gains. Flipped classrooms refer to the paradigm in which certain activities are scheduled for the students before the classroom so that the face to face time is devoted to more active ones. In this talk we will review how technology can be used to support this paradigm and the challenges and issues that need to be addressed.
Using learning analytics to help flip the classroomAbelardo Pardo
Presentation given at the 2013 Blended Learning Summit.
How can learning analytics help flip the classroom? What kind of technology can help us increase the level of engagement of students? Can the flipped classroom increase the effectiveness of a learning experience?
Feedback at scale with a little help of my algorithmsAbelardo Pardo
Talk exploring how to use data to provide scalable feedback in learning experiences. The solutions explored propose the use of algorithms to enhance how humans instructors provide feedback to students more effectively
Learning Analytics: Sensing and making sense of Learning ActivitiesAbelardo Pardo
Sensors are ubiquitous. Any action mediated by technology can be tracked to an
increasing level of detail. Learning is no exception. In a learning scenario, there
are numerous interactions that may occur mediated by technology. If this is the
case, there is a wealth of sensor data available to store, process and use to act
or intervene in the learning environment. In this talk the potential for learning
analytics as well as some of its drawbacks will be discussed.
Using OnTask for Student Coaching in Large Student CohortsAbelardo Pardo
The provision of student feedback is a challenging and resource intensive
task for any instructor but at the same time it has the potential of
significantly improve the overall quality of a learning experience.
This challenge is magnified even further in the context of large student
cohorts. Current initiatives such as the one captured by the OnTask project
have explored how to use data about student engagement to support instructors
of large student cohorts in this process. But despite the use of technology
there are still important aspects to consider. What is the ideal tone of the
message? Should they focus on the material? Assessments? Strategies? How
often is idea to send these messages? In this talk we will cover some
principles and examples of how instructors are addressing the problem.
Using data to provide personalised feedback at scaleAbelardo Pardo
The current state of higher education has increasing pressure over academics to offer high quality experience at scale. But what could be the actions that can be deployed to achieve this increase? What would be a good guiding principle to decide these actions? In this talk we explore first the possibility of using feedback and a coach mentality to provide student support, and then how data can help us scale that technique. There are examples of potential scenarios to deploy this at the level of a course, program or overall student experience.
Facilitating feedback processes at scale through personalised support actionsAbelardo Pardo
As education keeps advancing into the era of ubiquitous data availability there are certain challenges that are also increasing. The connection between data and direct improvements or benefit for students in terms of the overall quality of the learning experience is still an area under significant evolution. Learning analytics promises the use of data to improve learning experiences, but bridging the distance between widespread data availability and meaningful, effective and relevant actions informed by this data is still important. The current focus when considering the use of data tends to gravitate towards institutional interventions that target only a subset of the students (e.g. those at risk of dropping a course or abandoning the institution). But the student experience is much more complex and varied.
In this talk we will describe OnTask, a platform and approach to facilitate the connection between data and actions in the context of a learning experience. The framework used by the tool contains a generic architecture to simplify the combination of multiple data sources under a single data structure with an intuitive design of rule-based personalized support actions that can be scaled to large student cohorts. OnTask approaches the problem from the benefits of feedback processes that rely on a conversation between students and instructors at the level of a course.
Providing personalised student support in blended learning at scaleAbelardo Pardo
Blended learning environments can be used to deploy strategies to increase student engagement in learning experiences. However, for these strategies to be effective, this increase in engagement requires an increase in student support which can pose serious challenges for large cohorts. The increase in technology mediation offers unprecedented opportunities to collect information
about how students interact in a learning environment. Can this data be used to provide student support at scale? Is it feasible to blend data management techniques as part of a learning design to provide personalised suggestions to students? This talk will offer various practical examples of personalised
student support actions in the context of a large flipped classroom.
Designing Engaging Learning Experiences in Digital EnvironmentsAbelardo Pardo
Talk about how to address the design of learning experiences in the current digital environments and how to take into account the student perspective, motivation, feedback, and other various aspects.
Provision of personalized feedback at scale using learning analyticsAbelardo Pardo
The increasing presence of technology mediation offers an unprecedented opportunity to use detailed data sets about the interactions that occur while a learning experience is being enacted. Areas such as Learning Analytics or Educational Data Mining have explored numerous algorithms and techniques to process these data sets. Additionally, technology now offers the opportunity to increase the immediacy of interventions. However, not much emphasis has been placed on how to extract truly actionable knowledge and how to bring it effectively as part of a learning experience. In this talk, we will use the concept of feedback as the focus to establish a specific connection between the knowledge derived from data-analysis procedures and the actions that can be immediately deployed in a learning environment. We will discuss how there is a trade-off between low-level automatic feedback and high-level complex feedback and how technology can provide efficient solutions for the case of large or highly diverse cohorts.
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Sensors are ubiquitous. Any action mediated by technology can be tracked to an
increasing level of detail. Learning is no exception. In a learning scenario, there
are numerous interactions that may occur mediated by technology. If this is the
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of large student cohorts in this process. But despite the use of technology
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message? Should they focus on the material? Assessments? Strategies? How
often is idea to send these messages? In this talk we will cover some
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As education keeps advancing into the era of ubiquitous data availability there are certain challenges that are also increasing. The connection between data and direct improvements or benefit for students in terms of the overall quality of the learning experience is still an area under significant evolution. Learning analytics promises the use of data to improve learning experiences, but bridging the distance between widespread data availability and meaningful, effective and relevant actions informed by this data is still important. The current focus when considering the use of data tends to gravitate towards institutional interventions that target only a subset of the students (e.g. those at risk of dropping a course or abandoning the institution). But the student experience is much more complex and varied.
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1. F H Mira flickr.com
Int. Conference on Learning Analytics and Knowledge 2013
Leuven, 11 April 2013
Bridging the Middle Space
with Learning Analytics
Abelardo Pardo @abelardopardo
School of Electrical and Information Engineering
slideshare.net/abelardo_pardo
2. derpunk flickr.com
Middle My journey to the Research
space middle space projects
Abelardo Pardo Bridging the Middle Space with Learning Analytics 2
3. derpunk flickr.com
Middle
space
Abelardo Pardo Bridging the Middle Space with Learning Analytics 3
4. tochis flickr.com
Dialectics in learning analytics
Dialectic: a way of discovering what is true by
considering opposite theories
Abelardo Pardo Bridging the Middle Space with Learning Analytics 4
5. NASA Marshall Space Flight Center flickr.com
Educational
theory and
practice
Tools
Middle space
Abelardo Pardo Bridging the Middle Space with Learning Analytics 5
6. C. G. P. Grey flickr.com
This will apply to ...
If I could know ...
Abelardo Pardo Bridging the Middle Space with Learning Analytics 6
7. apasciuto flickr.com
Tools, technology,
algorithms
Educational design,
pedagogical strategies
Abelardo Pardo Bridging the Middle Space with Learning Analytics 7
8. Tanaka Juuyoh flickr.com
Tight feedback loop
Abelardo Pardo Bridging the Middle Space with Learning Analytics 8
9. derpunk flickr.com
Middle
space
My journey to the
middle space
Abelardo Pardo Bridging the Middle Space with Learning Analytics 9
10. Garry Knight flickr.com
Born “tooler”, but captivated by practice
Abelardo Pardo Bridging the Middle Space with Learning Analytics 10
11. orangebrompton flickr.com
Tech for learning
My teaching
Abelardo Pardo Bridging the Middle Space with Learning Analytics 11
12. neilspencerbruce flickr.com
My view of learning
technology 10 years ago
Abelardo Pardo Bridging the Middle Space with Learning Analytics 12
13. toolstop flickr.com
My view of teaching 10 years ago: focus on subject
Abelardo Pardo Bridging the Middle Space with Learning Analytics 13
14. Ed Yourdon flickr.com
Focus on...
Self
Course topic
Student as receptive
Student as active
Student as independent
(Kugel, 1993)
Abelardo Pardo Bridging the Middle Space with Learning Analytics 14
15. Sanadreas flickr.com
Design a course
with a clean slate
Abelardo Pardo Bridging the Middle Space with Learning Analytics 15
16. Dreaming in the deep south flickr.com
Design stages
Program objectives
Specific objectives
Project on course
Design activities
Course agenda
(Valero, 2003)
Abelardo Pardo Bridging the Middle Space with Learning Analytics 16
17. quinet flickr.com
Expected result
Abelardo Pardo Bridging the Middle Space with Learning Analytics 17
18. Richard Cocks flickr.com
ACTIVITY
Abelardo Pardo Bridging the Middle Space with Learning Analytics 18
22. Wade Morgen flickr.com
Students observe themselves
Abelardo Pardo Bridging the Middle Space with Learning Analytics 22
23. ahisgett flickr.com
Learning analytics
Abelardo Pardo Bridging the Middle Space with Learning Analytics 23
24. derpunk flickr.com
Middle My journey to the
space middle space
Research
projects
Abelardo Pardo Bridging the Middle Space with Learning Analytics 24
25. dianetell Flickr
Dogfooding
Wider impact
Abelardo Pardo Bridging the Middle Space with Learning Analytics 25
27. Chef Cooke Flickr.com
Observe while
working on
course
activities
Abelardo Pardo Bridging the Middle Space with Learning Analytics 27
28. Kevin Davies flickr.com
A clearly identified
environment within
your computer
(Pardo & Delgado Kloos, 2011)
Abelardo Pardo Bridging the Middle Space with Learning Analytics 28
29. Instrumentation
Personal Computer Student Instructor
Virtual Computer
Computer
Tool Computer
Tool 1
Computer Act
Tool Computer
Tool 2
Infer
Computer
Tool
Computer
Tool 3 Report
Computer
Tool
Computer Event Personal
Tool 4 Dataset Data
Computer
Tool Authenticated
Encoding
Abelardo Pardo Bridging the Middle Space with Learning Analytics 29
30. Horia Varlan flickr.com
Tool usage vs performance
(Romero-Zaldívar et al., 2012)
Abelardo Pardo Bridging the Middle Space with Learning Analytics 30
31. Chiot’s Run Flickr.com
Collect URLs Compare with Detect new
course notes resources
(Romero-Zaldívar et al., 2011)
Abelardo Pardo Bridging the Middle Space with Learning Analytics 31
32. Axel Rouvin flickr.com
Group activity Detect most Relate to
steps frequent activities
(Scheffel et al., 2011)
Abelardo Pardo Bridging the Middle Space with Learning Analytics 32
33. Al HikesAZ flickr.com
n-gram + Key actions Characterize
ranking activities
(Scheffel et al., 2012)
Abelardo Pardo Bridging the Middle Space with Learning Analytics 33
34. Learning glass
(Crespo et al. 2012, Leony et al., 2012)
Abelardo Pardo Bridging the Middle Space with Learning Analytics 34
35. Abelardo Pardo Bridging the Middle Space with Learning Analytics 35
36. again Show
correct
Show Show
question solutions
Show
again incorrect
Transitions are recorded
(Pardo et al., 2012)
Abelardo Pardo Bridging the Middle Space with Learning Analytics 36
37. Just in time teaching
Abelardo Pardo Bridging the Middle Space with Learning Analytics 37
41. Adventures in Librarianship flickr.com
Detect engagement
while writing
(Calvo et al., 2011, Liu et al., 2013)
Abelardo Pardo Bridging the Middle Space with Learning Analytics 41
42. Eleaf Flickr.com
Automatic question generation
What evidence is provided to ...?
What are the strengths and
limitations of ...?
(Liu et al., 2010)
Abelardo Pardo Bridging the Middle Space with Learning Analytics 42
43. Facial expressions
Detect emotions
(Monkaresi et al., 2012)
Abelardo Pardo Bridging the Middle Space with Learning Analytics 43
45. NASA Marshall Space Flight Center flickr.com
Educational
theory and
practice
Tools
Middle space
Abelardo Pardo Bridging the Middle Space with Learning Analytics 45
46. Ciccio Pizettaro flickr.com
Blue pill: live in your own illusion
Red pill: face the reality
Abelardo Pardo Bridging the Middle Space with Learning Analytics 46
47. Ciccio Pizettaro flickr.com
Toolers: let the needs of practicioners drive the
design and adoption of the tools
Abelardo Pardo Bridging the Middle Space with Learning Analytics 47
48. Ciccio Pizettaro flickr.com
Practicioners: LA is here to stay, it has big potential,
make it work for you!
Abelardo Pardo Bridging the Middle Space with Learning Analytics 48
49. F H Mira flickr.com
Int. Conference on Learning Analytics and Knowledge 2013
Leuven, 11 April 2013
Bridging the Middle Space
with Learning Analytics
Abelardo Pardo @abelardopardo
School of Electrical and Information Engineering
slideshare.net/abelardo_pardo
50. References
Kugel, P., 1993
How Professors Develop as Teachers
Studies in Higher Education, 18(3), pp. 315-328
Valero M., 2003
Memoria del Proyecto Docente
Unpublished manuscript
Pardo, A., Delgado Kloos, C., 2011,
Stepping out of the box. Towards analytics outside the Learning Management System
International Conference on Learning Analytics and Knowledge, pp, 163-167, ACM New York, USA
Romero-Zaldívar, V.A., Pardo, A., Burgos, D., Delgado Kloos, C., 2012
Monitoring Student Progress Using Virtual Appliances: A Case Study
Computer & Education, 58(4):10580–1067, 2012
Romero-Zaldívar, V.A., Crespo García, R., Burgos, D., Delgado Kloos, C., Pardo, A., 2012
Automatic Discovery of Complementary Learning Resources
European Conference on Technology Enhanced Learning, 2011
Scheffel, M., Niemann, K., Pardo, A., Leony, D., Friedrich, M., Schmidt, K., Wolpers M., Delgado Kloos C.,
2011
Usage Pattern Recognition in Student Activities
European Conference on Technology Enhanced Learning, 2011
Abelardo Pardo Bridging the Middle Space with Learning Analytics 50
51. References II
Scheffel, M., Niemann, K., Leony, D., Pardo, A., Schmitz, H-Ch., Wolpers M., Delgado Kloos C., 2012
Key Action Extraction for Learning Analytics
European Conference on Technology Enhanced Learning, 2012
Leony, D., Pardo A., De la Fuente Valentín, L., Sánchez de Castro, D., Delgado Kloos, C. 2012
GLASS : A Learning Analytics Visualization Tool
International Conference on Learning Analytics and Knowledge, pp. 162-163, ACM Press.
Crespo García, R.M., Pardo, A., Delgado Kloos, C., Niemann, K., Scheffel, M., Wolpers, M., 2012
Peeking into the black box: visualising learning activities.
International Journal on Technology Enhanced Learning, 4(1/2), 2012
Pardo, A., Pérez-sanagustín, M., Parada G., H., Leony, D., 2012
Flip with care.
Southern Solar Flare Conference, 2012
Liu M., Calvo, R.; Pardo, A., 2013
Visualizing the effect of actions in personal informatics systems
Workshop on Personal Informatics, CHI’13
Calvo, R., O’Rourke, S.T., Jones, J., Yacef, K., Reimann, P., 2011
Collaborative Writing Support Tools on the Cloud
IEEE Transactions on Learning Technologies, 4(1):88–97
Abelardo Pardo Bridging the Middle Space with Learning Analytics 51
52. References III
Liu M., Calvo, R.; Rus, V., 2010
Automatic Question Generation for Literature Review Writing Support
Intelligent Tutoring Systems 2010
Monkaresi, H., Hussain, M. S., Calvo, R., 2012
A dynamic approach for detecting naturalistic affective states from facial videos during HCI
Australasian Joint Conference on Artificial Intelligence, Sydney, Australia. LNAI, Springer 2012, pp.170-181
Abelardo Pardo Bridging the Middle Space with Learning Analytics 52