This document summarizes key points from the TEEM 2016 Learning Analytics Track Panel discussion. It highlights the LACE Evidence Hub, which contains 124 papers providing evidence that learning analytics can improve outcomes and support while being implemented ethically. However, conversations with experts revealed concerns about changes to relationships and practice. Specifically, learning analytics may amplify inspection and control from higher levels over lower levels like teachers and learners. Addressing these social and institutional impacts will be important for effective use of learning analytics.

1. TEEM 2016
Learning Analytics Track Panel
Professor David (Dai) Griffiths
School of Education and Psychology University of Bolton
D.E.Griffiths@bolton.ac.uk

2. The LACE Evidence Hub
● Searchable and described evidence that
learning analytics
– improves learning outcomes
– improves learning support and teaching
– are taken up and used widely
– are used in an ethical way
● Linked to LAK proceedings
● 124 papers in August 2016

3. The evidence

4. Visions of the Future
● Engaged with people active in the
field of learning analytics.
● Strong evidence of both
enthusiasm and doubt.
● Learning analytics could be
wonderful
– will it fulfill its potential?
– does it have negative aspects?
● It is interesting to compare this
with the LACE Evidence Hub

5. Contrasting concerns
revealed by LACE
● Reflecting the literature, the positive evidence in the
Evidence Hub mainly relates to
– Cognitive changes in learners (e.g. mastery of a particular
topic)
– Achievement of specific policy goals (e.g. retention)
● The concerns of experts in the Visions of the Future
study mainly relate to changes in
– relationships between those involved in education
– educational practice and institutions
– social issues related to data, and their impact on education
● What is driving these concerns? Ethics and privacy are
part of the answer, but not a major issue in the Hub.

6. Conflicting models
● Different groups have different implicit models to explain
successful learning
– Learners
– Teachers
– Educational managers
– Educational authorities
● Nobody really knows what is happening at another level
– The explanations are never contrasted or tested
– Learners, teachers and schools have historically maintained
some degree of flexibility to act independently

7. Learning analytics changes the
balance between explanations
● Learning Analytics can amplify the ability of higher levels to
inspect and control processes at lower levels.
– Have you been logged on to Moodle
– Have you been following the prescribed teaching structure
– Has the school been sticking to the priorities and activities set by
policy makers
● Those whose ability to act independently is being lost are not
happy, and this is reflected in the concerns of experts.
● In many cases this process is aligned with top down
management of education through KPIs and a focus on
financial viability.

8. Some implications
● The good results that we achieve in our research will not be useful if we
cannot manage the impact on institutions and personal relationships
This requires
– Input from learners, teachers, educational managers, educational authorities …
– Perspectives from social scientists, management theorists, pedagogic experts,
and policy specialists ...
● Education is self-validating and self-referential. Views will be contested!
● Learning analytics can provide a basis for theorising the education
process.
● What are the ‘externalities’ for learning analytics, and should they be
external?