Learning Analytics of Online Instructional Design during COVID-19: Experience...MohammadDeniAkbar1
Emergency remote online learning is a natural response by education providers to ensure program sustainability whilst educators and students adapt to this change through time. The instructional design of these courses has also been adapted but limited learning analytics-based studies are available. This paper presents a case study on the instructional design and learning analytics in an online learning course entitled Data Analytics conducted at Telkom University. The course content, activity and assessment structure are discussed as well as the data analytics tools functions provided in the learning management platform used. Additional learning analytics case study is reported on the student’s response and experience.
EMMA Summer School - M. Laanpere, O. Firssova - Elaborating your MOOC approac...EUmoocs
The principles and techniques of the task-centered instructional design will be introduced and practiced in the hands-on group work that involves creating, sequencing and validating authentic instructional tasks. A special focus will be on mapping the instructional tasks in MOOC to facts, concepts, procedures and rules identified in the course objectves, as well as scaffolding the learning through well-designed course assignments and learning resources.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Presentation given at SCONUL 2014, the summer conference of The Society of College, National and University Libraries, Glasgow, June 2014. The presentation focuses on frequently asked questions (FAQs) about learning analytics, with the emphasis on the role and perspective of libraries in this area.
Workshop run at the European Conference for e-Learning 2015 (ECEL 2015) at the University of Hertfordshire, UK. The workshop included an introduction of both learning analytics and learning design, as well as an exploration of how these could be employed in MOOCs. Some of the group work was focused on the Agincourt MOOC run by the University of Southampton on the FutureLearn platform.
The ethics of MOOC research: why we should involve learnersRebecca Ferguson
Presentation given by Rebecca Ferguson at the FutureLearn Academic Network (FLAN) meeting at the University of Southampton, UK, on 2 December 2015. #flnetwork
(My) Key Concepts for Online Learning Design (2021)John MacMillan
Presentation slides from the 2021 Jisc ConnectMore session on online learning design. The presentation covered planning, resource design, and presence.
EMMA Summer School - C. Padron-Napoles - Choosing a MOOC approach that meets ...EUmoocs
This workshop will give a good opportunity to participants to get acquainted with the main concepts taken into account in the different existing MOOC approaches from pedagogical, technical and market perspectives. This hands-on session will allow participants to establish proper mappings between learning objectives and the choices for designing and developing their MOOC considering learning, human and budgetary resources. At the end of the workshop, participants will have a better overview of how their MOOCs would look like from the design perspective and initial plans for their implementation would be prepared.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Learning Analytics of Online Instructional Design during COVID-19: Experience...MohammadDeniAkbar1
Emergency remote online learning is a natural response by education providers to ensure program sustainability whilst educators and students adapt to this change through time. The instructional design of these courses has also been adapted but limited learning analytics-based studies are available. This paper presents a case study on the instructional design and learning analytics in an online learning course entitled Data Analytics conducted at Telkom University. The course content, activity and assessment structure are discussed as well as the data analytics tools functions provided in the learning management platform used. Additional learning analytics case study is reported on the student’s response and experience.
EMMA Summer School - M. Laanpere, O. Firssova - Elaborating your MOOC approac...EUmoocs
The principles and techniques of the task-centered instructional design will be introduced and practiced in the hands-on group work that involves creating, sequencing and validating authentic instructional tasks. A special focus will be on mapping the instructional tasks in MOOC to facts, concepts, procedures and rules identified in the course objectves, as well as scaffolding the learning through well-designed course assignments and learning resources.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Presentation given at SCONUL 2014, the summer conference of The Society of College, National and University Libraries, Glasgow, June 2014. The presentation focuses on frequently asked questions (FAQs) about learning analytics, with the emphasis on the role and perspective of libraries in this area.
Workshop run at the European Conference for e-Learning 2015 (ECEL 2015) at the University of Hertfordshire, UK. The workshop included an introduction of both learning analytics and learning design, as well as an exploration of how these could be employed in MOOCs. Some of the group work was focused on the Agincourt MOOC run by the University of Southampton on the FutureLearn platform.
The ethics of MOOC research: why we should involve learnersRebecca Ferguson
Presentation given by Rebecca Ferguson at the FutureLearn Academic Network (FLAN) meeting at the University of Southampton, UK, on 2 December 2015. #flnetwork
(My) Key Concepts for Online Learning Design (2021)John MacMillan
Presentation slides from the 2021 Jisc ConnectMore session on online learning design. The presentation covered planning, resource design, and presence.
EMMA Summer School - C. Padron-Napoles - Choosing a MOOC approach that meets ...EUmoocs
This workshop will give a good opportunity to participants to get acquainted with the main concepts taken into account in the different existing MOOC approaches from pedagogical, technical and market perspectives. This hands-on session will allow participants to establish proper mappings between learning objectives and the choices for designing and developing their MOOC considering learning, human and budgetary resources. At the end of the workshop, participants will have a better overview of how their MOOCs would look like from the design perspective and initial plans for their implementation would be prepared.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Five short presentations from a panel session at the Learning Analytics and Knowledge Conference 2015, on the topic of "Learning Analytics - European Perspectives", held at Marist College, Poughkeepsie on March 18th 2015. The speakers are: Rebecca Ferguson, Alejandra Martinz Mones, Kairit Tammets, Alan Berg, Anne Boyer, and Adam Cooper.
De toekomst van Learning Analytics - wat is haalbaar en wat is wenselijk?SURF Events
Woensdag 11 november
Sessieronde 4
Titel: De toekomst van Learning Analytics - wat is haalbaar en wat is wenselijk?
Spreker(s): Doug Clow (Open University UK), Hendrik Drachsler (Open Universiteit)
Zaal: Leeuwen I
'Visions of future learning'. A presentation given by Rebecca Ferguson to the Plato Institute at the National Hellenic Research Foundation, Athens, Greece on 14 November 2014.
Bring your own idea - Visual learning analyticsJoris Klerkx
Workshop on visual learning analytics that was part of LASI 2014 - http://www.solaresearch.org/events/lasi-2/lasi2014/
Examples of learning dashboards were presented during the workshop by Sven Charleer:
http://www.slideshare.net/svencharleer/learning-dashboard-visual-learning-analytics-workshop-lasi2014-h-harvard
'Learning design & learning analytics – building the links', presented by Rebecca Ferguson at 'What the Research Says' seminar held at the London Knowledge Lab on 28 November 2014.
Talk by Rebeca Ferguson (Open University, UK, and LACE project).
The promise of learning analytics is that they will enable us to understand and optimize learning and the environments in which it takes place. The intention is to develop models, algorithms, and processes that can be widely used. In order to do this, we need to move from small-scale research within our disciplines towards large-scale implementation across our institutions. This is a tough challenge, because educational institutions are stable systems, resistant to change. To avoid failure and maximize success, implementation of learning analytics at scale requires careful consideration of the entire ‘TEL technology complex’. This complex includes the different groups of people involved, the educational beliefs and practices of those groups, the technologies they use, and the specific environments within which they operate. Providing reliable and trustworthy analytics is just one part of implementing analytics at scale. It is also important to develop a clear strategic vision, assess institutional culture critically, identify potential barriers to adoption, develop approaches that can overcome these, and put in place appropriate forms of support, training, and community building. In her keynote, Rebecca introduced tools, resources, organisations and case studies that can be used to support the deployment of learning analytics at scale
Learning Analytics (or: The Data Tsunami Hits Higher Education)Simon Buckingham Shum
Keynote Address to The Impact of Higher Education: Addressing the Challenges of the 21st CenturyEuropean Association for Institutional Research (EAIR) 35th Annual Forum 2013, Erasmus University, Rotterdam, the Netherlands, 28-31 August 2013. http://www.eair.nl/forum/rotterdam
Presentation by Rebecca Ferguson (IET, The Open University, UK) at the Learning Analytics Summer Institute event (LASI Asia) run in Seoul, South Korea, in September 2016. This presentation, on Visions of the Future of learning analytics, is based on work carried out by the European consortium working on the Learning Analytics Community Exchange (LACE) project.
Presentation by Rebecca Ferguson at Learning and Knowledge 2015 (LAK15), Poughkeepsie, NY, USA.
Massive open online courses (MOOCs) are now being used across the world to provide millions of learners with access to education. Many learners complete these courses successfully, or to their own satisfaction, but the high numbers who do not finish remain a subject of concern for platform providers and educators. In 2013, a team from Stanford University analysed engagement patterns on three MOOCs run on the Coursera platform. They found four distinct patterns of engagement that emerged from MOOCs based on videos and assessments. However, not all platforms take this approach to learning design. Courses on the FutureLearn platform are underpinned by a social-constructivist pedagogy, which includes discussion as an important element. In this paper, we analyse engagement patterns on four FutureLearn MOOCs and find that only two clusters identified previously apply in this case. Instead, we see seven distinct patterns of engagement: Samplers, Strong Starters, Returners, Mid-way Dropouts, Nearly There, Late Completers and Keen Completers. This suggests that patterns of engagement in these massive learning environments are influenced by decisions about pedagogy. We also make some observations about approaches to clustering in this context.
Teaching in MOOCs: Unbundling the roles of the educatorRebecca Ferguson
Teaching in MOOCs: Unbundling the roles of the educator, a presentation given at the design4learning conference at The Open University, Milton Keynes, UK by Rebecca Ferguson (co-authored with Denise Whitelock) on 26 November 2014.
This presentation proposes that Social Learning Analytics (SLA) can be usefully thought of as a subset of learning analytics approaches. SLA focuses on how learners build knowledge together in their cultural and social settings. In the context of online social learning, it takes into account both formal and informal educational environments, including networks and communities. The paper introduces the broad rationale for SLA by reviewing some of the key drivers that make social learning so important today. Five forms of SLA are identified, including those which are inherently social, and others which have social dimensions. The paper goes on to describe early work towards implementing these analytics on SocialLearn, an online learning space in use at the UK’s Open University, and the challenges that this is raising. This work takes an iterative approach to analytics, encouraging learners to respond to and help to shape not only the analytics but also their associated recommendations
Five short presentations from a panel session at the Learning Analytics and Knowledge Conference 2015, on the topic of "Learning Analytics - European Perspectives", held at Marist College, Poughkeepsie on March 18th 2015. The speakers are: Rebecca Ferguson, Alejandra Martinz Mones, Kairit Tammets, Alan Berg, Anne Boyer, and Adam Cooper.
De toekomst van Learning Analytics - wat is haalbaar en wat is wenselijk?SURF Events
Woensdag 11 november
Sessieronde 4
Titel: De toekomst van Learning Analytics - wat is haalbaar en wat is wenselijk?
Spreker(s): Doug Clow (Open University UK), Hendrik Drachsler (Open Universiteit)
Zaal: Leeuwen I
'Visions of future learning'. A presentation given by Rebecca Ferguson to the Plato Institute at the National Hellenic Research Foundation, Athens, Greece on 14 November 2014.
Bring your own idea - Visual learning analyticsJoris Klerkx
Workshop on visual learning analytics that was part of LASI 2014 - http://www.solaresearch.org/events/lasi-2/lasi2014/
Examples of learning dashboards were presented during the workshop by Sven Charleer:
http://www.slideshare.net/svencharleer/learning-dashboard-visual-learning-analytics-workshop-lasi2014-h-harvard
'Learning design & learning analytics – building the links', presented by Rebecca Ferguson at 'What the Research Says' seminar held at the London Knowledge Lab on 28 November 2014.
Talk by Rebeca Ferguson (Open University, UK, and LACE project).
The promise of learning analytics is that they will enable us to understand and optimize learning and the environments in which it takes place. The intention is to develop models, algorithms, and processes that can be widely used. In order to do this, we need to move from small-scale research within our disciplines towards large-scale implementation across our institutions. This is a tough challenge, because educational institutions are stable systems, resistant to change. To avoid failure and maximize success, implementation of learning analytics at scale requires careful consideration of the entire ‘TEL technology complex’. This complex includes the different groups of people involved, the educational beliefs and practices of those groups, the technologies they use, and the specific environments within which they operate. Providing reliable and trustworthy analytics is just one part of implementing analytics at scale. It is also important to develop a clear strategic vision, assess institutional culture critically, identify potential barriers to adoption, develop approaches that can overcome these, and put in place appropriate forms of support, training, and community building. In her keynote, Rebecca introduced tools, resources, organisations and case studies that can be used to support the deployment of learning analytics at scale
Learning Analytics (or: The Data Tsunami Hits Higher Education)Simon Buckingham Shum
Keynote Address to The Impact of Higher Education: Addressing the Challenges of the 21st CenturyEuropean Association for Institutional Research (EAIR) 35th Annual Forum 2013, Erasmus University, Rotterdam, the Netherlands, 28-31 August 2013. http://www.eair.nl/forum/rotterdam
Presentation by Rebecca Ferguson (IET, The Open University, UK) at the Learning Analytics Summer Institute event (LASI Asia) run in Seoul, South Korea, in September 2016. This presentation, on Visions of the Future of learning analytics, is based on work carried out by the European consortium working on the Learning Analytics Community Exchange (LACE) project.
Presentation by Rebecca Ferguson at Learning and Knowledge 2015 (LAK15), Poughkeepsie, NY, USA.
Massive open online courses (MOOCs) are now being used across the world to provide millions of learners with access to education. Many learners complete these courses successfully, or to their own satisfaction, but the high numbers who do not finish remain a subject of concern for platform providers and educators. In 2013, a team from Stanford University analysed engagement patterns on three MOOCs run on the Coursera platform. They found four distinct patterns of engagement that emerged from MOOCs based on videos and assessments. However, not all platforms take this approach to learning design. Courses on the FutureLearn platform are underpinned by a social-constructivist pedagogy, which includes discussion as an important element. In this paper, we analyse engagement patterns on four FutureLearn MOOCs and find that only two clusters identified previously apply in this case. Instead, we see seven distinct patterns of engagement: Samplers, Strong Starters, Returners, Mid-way Dropouts, Nearly There, Late Completers and Keen Completers. This suggests that patterns of engagement in these massive learning environments are influenced by decisions about pedagogy. We also make some observations about approaches to clustering in this context.
Teaching in MOOCs: Unbundling the roles of the educatorRebecca Ferguson
Teaching in MOOCs: Unbundling the roles of the educator, a presentation given at the design4learning conference at The Open University, Milton Keynes, UK by Rebecca Ferguson (co-authored with Denise Whitelock) on 26 November 2014.
This presentation proposes that Social Learning Analytics (SLA) can be usefully thought of as a subset of learning analytics approaches. SLA focuses on how learners build knowledge together in their cultural and social settings. In the context of online social learning, it takes into account both formal and informal educational environments, including networks and communities. The paper introduces the broad rationale for SLA by reviewing some of the key drivers that make social learning so important today. Five forms of SLA are identified, including those which are inherently social, and others which have social dimensions. The paper goes on to describe early work towards implementing these analytics on SocialLearn, an online learning space in use at the UK’s Open University, and the challenges that this is raising. This work takes an iterative approach to analytics, encouraging learners to respond to and help to shape not only the analytics but also their associated recommendations
Invited talk, INSIGHT Centre for Data Analytics, Univ. Galway, 2 Oct 2013, http://www.insight-centre.org
Abstract:
Data and analytics are transforming how organisations work in all sectors. While there are clearly ethical issues around big data and privacy, there may also be an argument that educational institutions have a moral obligation to use all the information they have to maximize the learner's progress. So, assuming education can't (arguably shouldn't) resist this revolution, the question is how to harness this new capability intelligently. Learning Analytics is an exploding research field and startup market: do leaders know what to ask when the vendors roll up with dazzling dashboards? In this talk I'll provide an overview of developments, and consider some of the key questions we should be asking. Like any modelling technology and accounting system, analytics are not neutral, and do not passively describe sociotechnical reality: they begin to shape it. Moreover, they start with the things that are easiest to count, which doesn't necessarily equate to the things we value in learning. Given the crisis in education at many levels, what realities do we want analytics to perpetuate, or bring into being?
Bio:
Simon Buckingham Shum is Professor of Learning Informatics at the UK Open University's Knowledge Media Institute. He researches, teaches and consults on Learning Analytics, Collective Intelligence and Argument Visualization. His background is B.Sc. Psychology, M.Sc. Ergonomics and Ph.D. Human-Computer Interaction. He co-edited Visualizing Argumentation (Springer 2003), the standard reference in the field, followed by Knowledge Cartography (2008). In the field of Learning Analytics, he served as Program Co-Chair of the 2nd International Learning Analytics LAK12 conference, chaired the LAK13 Discourse-Centric Learning Analytics workshop, and the LASI13 Dispositional Learning Analytics workshop. He is a co-founder of the Society for Learning Analytics Research, Compendium Institute, LearningEmergence.net, and was Co-Founder and General Editor of the Journal of Interactive Media in Education. He serves on the Advisory Groups for a variety of learning analytics initiatives in education and enterprise, and is a Visiting Fellow at University of Bristol Graduate School of Education. Contact him via http://simon.buckinghamshum.net
How can universities scale up learning analytics beyond small-scale pilots to seriously use data to improve student learning? This interactive workshop was designed to help you think this through for your institution.
Universities are hard to change. Having good data and analytics is a good start, but is only one part of success. This session will provide tools and frameworks to help you analyse what else is needed, building on experiences of successful large-scale learning analytics activity at the Open University and the University of Technology, Sydney, and from the pan-European Learning Analytics Community Exchange project.
Slides for a talk at Bett, London, 20 January 2016.
Speakers:
David Lewis, senior analytics consultant, Jisc
An opportunity to find out about how an institution has been implementing learning analytics to support the student journey with and opportunity to discuss issues and possibilities that the use of learning analytics may create.
Learning Analytics: Realizing the Big Data Promise in the CSUJohn Whitmer, Ed.D.
The word “analytics” has become a buzzword in current educational technology conversations, applied to everything from analysis of student work to LMS usage reporting to institutional analysis of ERP data. Broadly speaking, Learner Analytics refers to the analysis of student data using statistical techniques to improve decision-making. In the context of educational technology, Learner Analytics promises to improve our understanding of effective (and ineffective) student learning and technology usage. What progress have we seen in realizing this promise? This session offers a discussion of the promise of Learner Analytics, current research findings and tools, and explores examples from CSU Chico and the CSU Office of the Chancellor.
ow-a-days data volumes are growing rapidly in several domains. Many factors have contributed to this growth, including inter alia proliferation of observational devices, miniaturization of various sensors ,improved logging and tracking of systems, and improvements in the quality and capacity of both disk storage and networks .Analyzing such data provides insights that can be used to guide decision making. To be effective, analysis must be timely and cope with data scales. The scale of the data and the rates at which they arrive make manual inspection infeasible. As an educational management tool, predictive analytics can help and improve the quality of education by letting decision makers address critical issues such as enrollment management and curriculum Development. This paper presents an analytical study of this approach’s prospects for education planning. The goals of predictive analytics are to produce relevant information, actionable insight, better outcomes, and smarter decisions, and to predict future events by analyzing the volume, veracity, velocity, variety, value of large amounts of data and interactive exploration.
Guest presentation: SASUF Symposium: Digital Technologies, Big Data, and Cybersecurity, Vaal University of Technology, Vanderbijlpark, South Africa, 15 May 2018
Open Practice and Praxis in the context of the digital university Sheila MacNeill
Slides from presentation at #oer18 conference, 19th April 2018.
https://oer18.oerconf.org/sessions/open-practice-and-praxis-in-the-context-of-the-digital-university-1912/
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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