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Learning Analytics: The good,
the bad, or perhaps ugly?
@DrBartRienties
Reader in Learning Analytics
What is learning analytics?
http://bcomposes.wordpress.com/
(Social) Learning Analytics
“LA is 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” (LAK 2011)
Social LA “focuses on how learners build knowledge together in their cultural
and social settings” (Ferguson & Buckingham Shum, 2012)
How can we filter the “good”
from “bad”, or even ugly
analytics:
1. What evidence is there that analytics
actually helps learners to reach their
potential?
2. How does the Open University UK use
analytics to provide support for students
and teachers?
3. How can we make learning more
personalised, adaptive and meaningful,
and what are the implications for
Moodle?
Q1: http://evidence.laceproject.eu/
2) Linking learning design 150+ modules
with learning analytics
1) How does the OU use LA? OU Analyse
3) How do students choose
collaboration tools?
4) Learning analytics with
120+ variables
Q2 Learning Analytics at OU: OU
Analyse
• 15+ modules, 20K+ students
• 4 different analytics approaches
• Based upon Moodle/SAS data
warehouse
• Developed in house by Knowledge
Media Institute (Prof Zdrahal)
Important VLE activities
XXX1: Forum (F), Subpage (S), Resource
(R), OU_content (O), No activity (N)
Possible activities each week are: F, FS, N,
O, OF, OFS, OR, ORF, ORFS, ORS, OS, R,
RF, RFS, RS, S
FSF RFSOFS ORFN O SRFROF OR ORSORFS OS RS
Start
FSF RFSOFS ORFN O SRFROF OR ORSORFS OS RS
FSF RFSOFS ORFN O SRFROF OR ORSORFS OS RS
FSF RFSOFS ORFN O SRFROF OR ORSORFS OS RS
FSF RFSOFS ORFN O SRFROF OR ORSORFS OS RS
FSF RFSOFS ORFN O SRFROF OR ORSORFS OS RS
Pass Fail No submit TMA-1time
VLE opens
Start
Activity space
FSF RFSOFS ORFN O SRFROF OR ORSORFS OS RS
FSF RFSOFS ORFN O SRFROF OR ORSORFS OS RS
Start
FSF RFSOFS ORFN O SRFROF OR ORSORFS OS RS
FSF RFSOFS ORFN O SRFROF OR ORSORFS OS RS
FSF RFSOFS ORFN O SRFROF OR ORSORFS OS RS
FSF RFSOFS ORFN O SRFROF OR ORSORFS OS RS
Pass Fail No submit TMA-1time
VLE opens
Start
VLE trail: successful
student
FSF RFSOFS ORFN O SRFROF OR ORSORFS OS RS
FSF RFSOFS ORFN O SRFROF OR ORSORFS OS RS
Start
FSF RFSOFS ORFN O SRFROF OR ORSORFS OS RS
FSF RFSOFS ORFN O SRFROF OR ORSORFS OS RS
FSF RFSOFS ORFN O SRFROF OR ORSORFS OS RS
FSF RFSOFS ORFN O SRFROF OR ORSORFS OS RS
FSF RFSOFS ORFN O SRFROF OR ORSORFS OS RS
Pass Fail No submit TMA-1time
VLE opens
Start
VLE trail: student who
did not submit
Action/activity type:
– Forumng
– Oucontent
– ouwiki
– URL
– Homepage
– Subpage
– …
Mapping module materials to activity
space
Probabilistic model: Markov chain
time
TMA1
VLE
start
Module VLE Fingerprint
Four predictive models
1. Case-based reasoning (reasoning from
precedents, k-Nearest Neighbours)
A. Based on demographic data
B. Based on VLE activities
2. Classification and Regression Trees (CART)
3. Bayes networks (naïve and full)
4. Final verdict decided by voting
Try the demo version yourself!
URL: http://analyse.kmi.open.ac.uk
Select Dashboard in the horizontal bar on top of the screen.
Username: demo, Password: demo
This fully anonymised version does not use data of any existing OU
module. Consequently, the STUDENT’S ACTIVITY RECOMMENDER (see
the Student view) referring to the module material could not be
included.
Module view
Student view
Study recommender
Q2/Q3 Learning analytics on meso
• 157+ modules, 60K+ students
• Learning design linked to
a. Student experience
b. Learning behaviour
c. Learning performance
Method – data sets
• Combination of two different data sets:
• learning design data (157 modules)
• student feedback data (51)
• VLE data (42 modules)
• Academic Performance (51)
• Data sets merged and cleaned
• 29537 students undertook these modules
Method – LD process
• Mapping of modules to create learning
design data by OU’s LD specialists
• Importance of consistency in mapping
process; validated in team and by Faculty
• Use of seven activity categories, derived
from five year study across eight HE
institutions
Assimilative Finding and
handling
information
Communicati
on
Productive Experiential Interactive/
Adaptive
Assessment
Type of
activity
Attending to
information
Searching for
and
processing
information
Discussing
module related
content with at
least one other
person (student
or tutor)
Actively
constructing an
artefact
Applying
learning in a
real-world
setting
Applying
learning in a
simulated
setting
All forms of
assessment,
whether
continuous,
end of
module, or
formative
(assessment
for learning)
Examples of
activity
Read, Watch,
Listen, Think
about,
Access,
Observe,
Review, Study
List, Analyse,
Collate, Plot,
Find,
Discover,
Access, Use,
Gather, Order,
Classify,
Select,
Assess,
Manipulate
Communicate,
Debate,
Discuss, Argue,
Share, Report,
Collaborate,
Present,
Describe,
Question
Create, Build,
Make, Design,
Construct,
Contribute,
Complete,
Produce, Write,
Draw, Refine,
Compose,
Synthesise,
Remix
Practice,
Apply, Mimic,
Experience,
Explore,
Investigate,
Perform,
Engage
Explore,
Experiment,
Trial, Improve,
Model,
Simulate
Write,
Present,
Report,
Demonstrate,
Critique
Findings: Patterns in LD
0
0.1
0.2
0.3
0.4
0.5
0.6
assimilative findinginfo communication productive experiential interactive assessment
Cluster 1: constructivist
Cluster 2: assessment-driven
Cluster 3: balanced-variety
Cluster 4: social constructivist
Constructivist
Learning Design
Assessment
Learning Design
Balanced-variety
Learning Design
Socio-construct.
Learning Design
VLE Engagement
Student
Satisfaction
Student
retention
Learning Design
40+ modules
Week 1 Week 2 Week30
+
Rienties, B., Toetenel, L., Bryan, A. (2015). “Scaling up” learning design: impact of learning design activities on LMS behavior and performance. Learning
Analytics Knowledge conference.
Cluster 1 Constructive
Cluster 4 Socio-constructive
M SD Assimilative
Finding
information Communication Productive Experiential Interactive Assessment total
VLE visits 123.01 66.35 .069 .334 .493** -.102 .327 -.106 -.435* .581**
Average
Time per
week 57.42 39.97 -.063 .313* .357* -.038 .341* -.159 -.253 .494**
Week-2 59.08 32.30 -.015 .072 -.057 -.087 .108 -.016 .03 .236
Week-1 84.97 46.55 -.138 .2 .077 -.033 .137 .025 .021 .19
Week0 133.29 103.55 -.131 .25 .467** -.116 0 .105 -.034 .377*
Week1 147.93 118.03 -.239 .608** .692** -.051 .13 -.041 -.175 .381*
Week2 151.44 118.16 -.27 .649** .723** -.029 .193 -.055 -.208 .381*
Week3 136.10 106.53 -.169 .452** .581** -.026 .284 -.048 -.262 .514**
Week4 165.03 210.88 -.184 .787** .579** .004 .054 -.055 -.253 .159
Week5 148.85 144.59 -.233 .714** .616** .046 .101 -.095 -.231 .272
Week6 130.41 117.27 -.135 .632** .606** -.022 .093 -.164 -.245 .308*
Week7 113.30 93.13 -.117 .545** .513** -.07 .132 -.181 -.185 .256
Week8 112.50 89.95 -.113 .564** .510** -.021 .119 -.172 -.227 .183
Week9 108.17 95.11 -.232 .682** .655** .013 .117 -.087 -.222 .212
Week10 105.27 99.97 -.156 .618** .660** -.024 .098 -.056 -.263 .331*
M SD
1
Assimilative
2
Finding
info
3
Communication
4
Productive
5
Experiential
6
Interactive
7
Assessment total
9 Overall I am satisfied with the quality
of the course 81.29 14.51 .253 -.259 -.315* -.11 .018 .135 -.034 .002
10 Overall I am satisfied with my study
experience 80.52 13.20 .303* -.336* -.333* -.082 -.208 .137 .039 -.069
11 The module provided good value for
money 66.86 16.28 .312* -.345* -.420** -.163 -.035 .197 .025 -.05
12 I was satisfied with the support
provided by my tutor on this module 83.42 13.10 .230 -.231 -.263 -.049 -.051 .189 -.065 -.1
13 Overall I am satisfied with the
teaching materials on this module 78.52 15.51 .291* -.257 -.323* -.091 -.134 .16 -.021 -.063
14 Overall I was able to keep up with
the workload on this module 78.75 11.75 .182 -0.259 -.337* -.006 -.274 .012 .166 -.479**
15 The learning outcomes of this
module were clearly stated 89.09 7.01 .287* -.350* -.292* -.211 -.156 .206 .104 -.037
16 I would recommend this module to
other students 74.30 16.15 .204 -.285* -.310* -.086 -.065 .163 .052 -.036
17 The module met my expectations 74.26 14.44 .267 -.311* -.381** -.049 -.148 .152 .032 -.041
18 I enjoyed studying this module 75.40 15.49 .212 -.233 -.239 -.068 -.1 .207 -.017 .016
19 Average learning experience 77.53 13.34 .277* -.308* -.346* -.106 -.103 .177 .017 -.036
20 Average Support and workload 81.09 9.22 .277* -.327* -.399** -.038 -.211 .139 .061 -.377**
M SD
1
Assimilative
2Finding
info
3
Communication
4
Productive
5
Experiential
6
Interactive
7
Assessment Total
21Registrations 559.05 720.83 .391** -.07 -.27 .00 -.15 -.03 -.25 -.07
22CompletedofRegisteredStarts 77.36 11.18 -.327* .12 .18 .12 -.03 -.06 .22 -.10
23PassedofCompleted 93.60 6.48 -.25 .04 .01 .11 .04 .02 .18 -.25
24PassedofRegisteredStarts 72.80 13.31 -.332* .10 .14 .13 -.01 -.05 .22 -.15
24Level 2.30 1.20 -.382** .398** .166* .00 .222** -.13 .11 .394**
Constructivist
Learning Design
Assessment
Learning Design
Balanced-variety
Learning Design
Socio-construct.
Learning Design
VLE Engagement
Student
Satisfaction
Student
retention
Learning Design
40+ modules
Week 1 Week 2 Week30
+
Rienties, B., Toetenel, L., Bryan, A. (2015). “Scaling up” learning design: impact of learning design activities on LMS behavior and performance. Learning
Analytics Knowledge conference.
Workload
Q3 Online acculturation/introduction
course Economics
• Economics/acculturation
• (Nearly) 1st year international students
• Distance Education
• -6 – 0 weeks before starting @uni
• Problem-Based Learning
• N=110
+ e-book system
Dynamic interaction of sychronous and
asychronous learning
Giesbers, B., Rienties, B., Tempelaar, D.T., & Gijselaers, W. H. (2014). A dynamic analysis of the interplay between asynchronous and synchronous
communication in online learning: The impact of motivation. Journal of Computer Assisted Learning, 30(1), 30-50. Impact factor: 1.632.
Intrinsic Motivation ↑ initial asynchronous contributions 
↑ in asynchronous and synchronous contributions
Giesbers, B., Rienties, B., Tempelaar, D.T., & Gijselaers, W. H. (2014). A dynamic analysis of the interplay between asynchronous and synchronous
communication in online learning: The impact of motivation. Journal of Computer Assisted Learning, 30(1), 30-50. Impact factor: 1.632.
Introduction math/stats
• Business
• 1st year students
• Blended
• 0-12 weeks after start studying
• Adaptive learning/Problem-Based
Learning
• N=990
Diagnostic
EntryTests
Week 0 Week 1 Week 2 Week 3 Week 4 Week 6Week 5
Quiz 1 Quiz 2 Quiz 3
Final
Exam
• Math-
Exam
• Stats-
Exam
--------------------------------------------- BlackBoard LMS behaviour -----------------------------------------
Week 7
Mastery scores
MyMathlab
Mastery scores
Practice time #
Attempts
Practice time
# Attempts
Mastery scores
Practice time
# Attempts
Mastery scores
Practice time
# Attempts
Mastery scores
Practice time
# Attempts
Mastery scores
Practice time
# Attempts
Mastery scores
MyMathlab
Practice time #
Attempts
Mastery scores
MyStatlab
Mastery scores
Practice time #
Attempts
Practice time
# Attempts
Mastery scores
Practice time
# Attempts
Mastery scores
Practice time
# Attempts
Mastery scores
Practice time
# Attempts
Mastery scores
Practice time
# Attempts
Mastery scores
MyStatlab
Practice time
# Attempts
Demogra-
phic data
QMTotal
Week 8
Learning Styles,
Motivation,
Engagement
Learning
Emotions
-Learning dispositions ------------------ ------------------------------------------------------------------
Tempelaar, D., Rienties, B., Giesbers., B. (2015). In search for the most informative data for feedback generation: Learning Analytics in a data-rich context. Computers in
Human Behaviour. Impact factor: 2.067.
LMS prediction Not great 
E-tutorials prediction Substantial improvement!
Entry test and quizes Even better!
All elements combined:
Using track data we can follow:
-who is struggling?
-where?
-when?
-why?
Who is struggling in week 3?
What can be done about this?
• (Personalised) feedback
• (Personalised) examples
• Peer support
• Emotional/learning support
Is data from Virtual Learning Environment systems (e.g., Blackboard, Moodle)
useful for learning (analytics)? What else should we focus on to improve our
understandings of social interaction?
• “Raw” VLE data does not seem very
useful
• (entry)quizzes/formative learning
outcomes in combination with learning
dispositions provide good early-
warning systems
Implications for EURO CALL1. What evidence is there that analytics
actually helps learners to reach their
potential?
• http://evidence.laceproject.eu/
2. How does the Open University UK use
analytics to provide support for
students and teachers?
• OU Analyse
• Information Office Model
• Predictive Z-score
• Analytics4Action
Implications for EURO CALL3. How can we make learning more
personalised, adaptive and meaningful,
and what are the implications for Moodle?
• Need to incorporate learning design
• Individual differences? Learning
dispositions?
• Emotions?
• Ethics?
Learning Analytics: The good,
the bad, or perhaps ugly?
@DrBartRienties
Reader in Learning Analytics

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Keynote: Learning Analytics: The good, the bad, or perhaps ugly?

  • 1. Learning Analytics: The good, the bad, or perhaps ugly? @DrBartRienties Reader in Learning Analytics
  • 2. What is learning analytics? http://bcomposes.wordpress.com/
  • 3. (Social) Learning Analytics “LA is 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” (LAK 2011) Social LA “focuses on how learners build knowledge together in their cultural and social settings” (Ferguson & Buckingham Shum, 2012)
  • 4.
  • 5. How can we filter the “good” from “bad”, or even ugly analytics: 1. What evidence is there that analytics actually helps learners to reach their potential? 2. How does the Open University UK use analytics to provide support for students and teachers? 3. How can we make learning more personalised, adaptive and meaningful, and what are the implications for Moodle?
  • 7. 2) Linking learning design 150+ modules with learning analytics 1) How does the OU use LA? OU Analyse 3) How do students choose collaboration tools? 4) Learning analytics with 120+ variables
  • 8. Q2 Learning Analytics at OU: OU Analyse • 15+ modules, 20K+ students • 4 different analytics approaches • Based upon Moodle/SAS data warehouse • Developed in house by Knowledge Media Institute (Prof Zdrahal)
  • 9.
  • 10. Important VLE activities XXX1: Forum (F), Subpage (S), Resource (R), OU_content (O), No activity (N) Possible activities each week are: F, FS, N, O, OF, OFS, OR, ORF, ORFS, ORS, OS, R, RF, RFS, RS, S FSF RFSOFS ORFN O SRFROF OR ORSORFS OS RS
  • 11. Start FSF RFSOFS ORFN O SRFROF OR ORSORFS OS RS FSF RFSOFS ORFN O SRFROF OR ORSORFS OS RS FSF RFSOFS ORFN O SRFROF OR ORSORFS OS RS FSF RFSOFS ORFN O SRFROF OR ORSORFS OS RS FSF RFSOFS ORFN O SRFROF OR ORSORFS OS RS Pass Fail No submit TMA-1time VLE opens Start Activity space FSF RFSOFS ORFN O SRFROF OR ORSORFS OS RS
  • 12. FSF RFSOFS ORFN O SRFROF OR ORSORFS OS RS Start FSF RFSOFS ORFN O SRFROF OR ORSORFS OS RS FSF RFSOFS ORFN O SRFROF OR ORSORFS OS RS FSF RFSOFS ORFN O SRFROF OR ORSORFS OS RS FSF RFSOFS ORFN O SRFROF OR ORSORFS OS RS Pass Fail No submit TMA-1time VLE opens Start VLE trail: successful student FSF RFSOFS ORFN O SRFROF OR ORSORFS OS RS
  • 13. FSF RFSOFS ORFN O SRFROF OR ORSORFS OS RS Start FSF RFSOFS ORFN O SRFROF OR ORSORFS OS RS FSF RFSOFS ORFN O SRFROF OR ORSORFS OS RS FSF RFSOFS ORFN O SRFROF OR ORSORFS OS RS FSF RFSOFS ORFN O SRFROF OR ORSORFS OS RS FSF RFSOFS ORFN O SRFROF OR ORSORFS OS RS Pass Fail No submit TMA-1time VLE opens Start VLE trail: student who did not submit
  • 14. Action/activity type: – Forumng – Oucontent – ouwiki – URL – Homepage – Subpage – … Mapping module materials to activity space
  • 15. Probabilistic model: Markov chain time TMA1 VLE start
  • 17. Four predictive models 1. Case-based reasoning (reasoning from precedents, k-Nearest Neighbours) A. Based on demographic data B. Based on VLE activities 2. Classification and Regression Trees (CART) 3. Bayes networks (naïve and full) 4. Final verdict decided by voting
  • 18. Try the demo version yourself! URL: http://analyse.kmi.open.ac.uk Select Dashboard in the horizontal bar on top of the screen. Username: demo, Password: demo This fully anonymised version does not use data of any existing OU module. Consequently, the STUDENT’S ACTIVITY RECOMMENDER (see the Student view) referring to the module material could not be included.
  • 22. Q2/Q3 Learning analytics on meso • 157+ modules, 60K+ students • Learning design linked to a. Student experience b. Learning behaviour c. Learning performance
  • 23.
  • 24.
  • 25.
  • 26. Method – data sets • Combination of two different data sets: • learning design data (157 modules) • student feedback data (51) • VLE data (42 modules) • Academic Performance (51) • Data sets merged and cleaned • 29537 students undertook these modules
  • 27. Method – LD process • Mapping of modules to create learning design data by OU’s LD specialists • Importance of consistency in mapping process; validated in team and by Faculty • Use of seven activity categories, derived from five year study across eight HE institutions
  • 28.
  • 29.
  • 30.
  • 31. Assimilative Finding and handling information Communicati on Productive Experiential Interactive/ Adaptive Assessment Type of activity Attending to information Searching for and processing information Discussing module related content with at least one other person (student or tutor) Actively constructing an artefact Applying learning in a real-world setting Applying learning in a simulated setting All forms of assessment, whether continuous, end of module, or formative (assessment for learning) Examples of activity Read, Watch, Listen, Think about, Access, Observe, Review, Study List, Analyse, Collate, Plot, Find, Discover, Access, Use, Gather, Order, Classify, Select, Assess, Manipulate Communicate, Debate, Discuss, Argue, Share, Report, Collaborate, Present, Describe, Question Create, Build, Make, Design, Construct, Contribute, Complete, Produce, Write, Draw, Refine, Compose, Synthesise, Remix Practice, Apply, Mimic, Experience, Explore, Investigate, Perform, Engage Explore, Experiment, Trial, Improve, Model, Simulate Write, Present, Report, Demonstrate, Critique
  • 32.
  • 33.
  • 34.
  • 35.
  • 36. Findings: Patterns in LD 0 0.1 0.2 0.3 0.4 0.5 0.6 assimilative findinginfo communication productive experiential interactive assessment Cluster 1: constructivist Cluster 2: assessment-driven Cluster 3: balanced-variety Cluster 4: social constructivist
  • 37. Constructivist Learning Design Assessment Learning Design Balanced-variety Learning Design Socio-construct. Learning Design VLE Engagement Student Satisfaction Student retention Learning Design 40+ modules Week 1 Week 2 Week30 + Rienties, B., Toetenel, L., Bryan, A. (2015). “Scaling up” learning design: impact of learning design activities on LMS behavior and performance. Learning Analytics Knowledge conference.
  • 38.
  • 41. M SD Assimilative Finding information Communication Productive Experiential Interactive Assessment total VLE visits 123.01 66.35 .069 .334 .493** -.102 .327 -.106 -.435* .581** Average Time per week 57.42 39.97 -.063 .313* .357* -.038 .341* -.159 -.253 .494** Week-2 59.08 32.30 -.015 .072 -.057 -.087 .108 -.016 .03 .236 Week-1 84.97 46.55 -.138 .2 .077 -.033 .137 .025 .021 .19 Week0 133.29 103.55 -.131 .25 .467** -.116 0 .105 -.034 .377* Week1 147.93 118.03 -.239 .608** .692** -.051 .13 -.041 -.175 .381* Week2 151.44 118.16 -.27 .649** .723** -.029 .193 -.055 -.208 .381* Week3 136.10 106.53 -.169 .452** .581** -.026 .284 -.048 -.262 .514** Week4 165.03 210.88 -.184 .787** .579** .004 .054 -.055 -.253 .159 Week5 148.85 144.59 -.233 .714** .616** .046 .101 -.095 -.231 .272 Week6 130.41 117.27 -.135 .632** .606** -.022 .093 -.164 -.245 .308* Week7 113.30 93.13 -.117 .545** .513** -.07 .132 -.181 -.185 .256 Week8 112.50 89.95 -.113 .564** .510** -.021 .119 -.172 -.227 .183 Week9 108.17 95.11 -.232 .682** .655** .013 .117 -.087 -.222 .212 Week10 105.27 99.97 -.156 .618** .660** -.024 .098 -.056 -.263 .331*
  • 42. M SD 1 Assimilative 2 Finding info 3 Communication 4 Productive 5 Experiential 6 Interactive 7 Assessment total 9 Overall I am satisfied with the quality of the course 81.29 14.51 .253 -.259 -.315* -.11 .018 .135 -.034 .002 10 Overall I am satisfied with my study experience 80.52 13.20 .303* -.336* -.333* -.082 -.208 .137 .039 -.069 11 The module provided good value for money 66.86 16.28 .312* -.345* -.420** -.163 -.035 .197 .025 -.05 12 I was satisfied with the support provided by my tutor on this module 83.42 13.10 .230 -.231 -.263 -.049 -.051 .189 -.065 -.1 13 Overall I am satisfied with the teaching materials on this module 78.52 15.51 .291* -.257 -.323* -.091 -.134 .16 -.021 -.063 14 Overall I was able to keep up with the workload on this module 78.75 11.75 .182 -0.259 -.337* -.006 -.274 .012 .166 -.479** 15 The learning outcomes of this module were clearly stated 89.09 7.01 .287* -.350* -.292* -.211 -.156 .206 .104 -.037 16 I would recommend this module to other students 74.30 16.15 .204 -.285* -.310* -.086 -.065 .163 .052 -.036 17 The module met my expectations 74.26 14.44 .267 -.311* -.381** -.049 -.148 .152 .032 -.041 18 I enjoyed studying this module 75.40 15.49 .212 -.233 -.239 -.068 -.1 .207 -.017 .016 19 Average learning experience 77.53 13.34 .277* -.308* -.346* -.106 -.103 .177 .017 -.036 20 Average Support and workload 81.09 9.22 .277* -.327* -.399** -.038 -.211 .139 .061 -.377**
  • 43. M SD 1 Assimilative 2Finding info 3 Communication 4 Productive 5 Experiential 6 Interactive 7 Assessment Total 21Registrations 559.05 720.83 .391** -.07 -.27 .00 -.15 -.03 -.25 -.07 22CompletedofRegisteredStarts 77.36 11.18 -.327* .12 .18 .12 -.03 -.06 .22 -.10 23PassedofCompleted 93.60 6.48 -.25 .04 .01 .11 .04 .02 .18 -.25 24PassedofRegisteredStarts 72.80 13.31 -.332* .10 .14 .13 -.01 -.05 .22 -.15 24Level 2.30 1.20 -.382** .398** .166* .00 .222** -.13 .11 .394**
  • 44. Constructivist Learning Design Assessment Learning Design Balanced-variety Learning Design Socio-construct. Learning Design VLE Engagement Student Satisfaction Student retention Learning Design 40+ modules Week 1 Week 2 Week30 + Rienties, B., Toetenel, L., Bryan, A. (2015). “Scaling up” learning design: impact of learning design activities on LMS behavior and performance. Learning Analytics Knowledge conference. Workload
  • 45.
  • 46. Q3 Online acculturation/introduction course Economics • Economics/acculturation • (Nearly) 1st year international students • Distance Education • -6 – 0 weeks before starting @uni • Problem-Based Learning • N=110
  • 48. Dynamic interaction of sychronous and asychronous learning Giesbers, B., Rienties, B., Tempelaar, D.T., & Gijselaers, W. H. (2014). A dynamic analysis of the interplay between asynchronous and synchronous communication in online learning: The impact of motivation. Journal of Computer Assisted Learning, 30(1), 30-50. Impact factor: 1.632.
  • 49. Intrinsic Motivation ↑ initial asynchronous contributions  ↑ in asynchronous and synchronous contributions Giesbers, B., Rienties, B., Tempelaar, D.T., & Gijselaers, W. H. (2014). A dynamic analysis of the interplay between asynchronous and synchronous communication in online learning: The impact of motivation. Journal of Computer Assisted Learning, 30(1), 30-50. Impact factor: 1.632.
  • 50. Introduction math/stats • Business • 1st year students • Blended • 0-12 weeks after start studying • Adaptive learning/Problem-Based Learning • N=990
  • 51.
  • 52. Diagnostic EntryTests Week 0 Week 1 Week 2 Week 3 Week 4 Week 6Week 5 Quiz 1 Quiz 2 Quiz 3 Final Exam • Math- Exam • Stats- Exam --------------------------------------------- BlackBoard LMS behaviour ----------------------------------------- Week 7 Mastery scores MyMathlab Mastery scores Practice time # Attempts Practice time # Attempts Mastery scores Practice time # Attempts Mastery scores Practice time # Attempts Mastery scores Practice time # Attempts Mastery scores Practice time # Attempts Mastery scores MyMathlab Practice time # Attempts Mastery scores MyStatlab Mastery scores Practice time # Attempts Practice time # Attempts Mastery scores Practice time # Attempts Mastery scores Practice time # Attempts Mastery scores Practice time # Attempts Mastery scores Practice time # Attempts Mastery scores MyStatlab Practice time # Attempts Demogra- phic data QMTotal Week 8 Learning Styles, Motivation, Engagement Learning Emotions -Learning dispositions ------------------ ------------------------------------------------------------------ Tempelaar, D., Rienties, B., Giesbers., B. (2015). In search for the most informative data for feedback generation: Learning Analytics in a data-rich context. Computers in Human Behaviour. Impact factor: 2.067.
  • 53.
  • 54. LMS prediction Not great 
  • 56. Entry test and quizes Even better!
  • 58. Using track data we can follow: -who is struggling? -where? -when? -why?
  • 59.
  • 60. Who is struggling in week 3? What can be done about this? • (Personalised) feedback • (Personalised) examples • Peer support • Emotional/learning support
  • 61. Is data from Virtual Learning Environment systems (e.g., Blackboard, Moodle) useful for learning (analytics)? What else should we focus on to improve our understandings of social interaction? • “Raw” VLE data does not seem very useful • (entry)quizzes/formative learning outcomes in combination with learning dispositions provide good early- warning systems
  • 62. Implications for EURO CALL1. What evidence is there that analytics actually helps learners to reach their potential? • http://evidence.laceproject.eu/ 2. How does the Open University UK use analytics to provide support for students and teachers? • OU Analyse • Information Office Model • Predictive Z-score • Analytics4Action
  • 63. Implications for EURO CALL3. How can we make learning more personalised, adaptive and meaningful, and what are the implications for Moodle? • Need to incorporate learning design • Individual differences? Learning dispositions? • Emotions? • Ethics?
  • 64. Learning Analytics: The good, the bad, or perhaps ugly? @DrBartRienties Reader in Learning Analytics