Presentation on the LACE project's Visions of the Future of Learning Analytics work from the LAEP project's expert workshop in Amsterdam, 15-16 March 2016.
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.
Creating an action plan for learning analyticsDoug Clow
Slides for a talk at Bett 2015, London, on Friday 23 January at Excel.
Learning analytics has great potential. By using data more effectively, we can understand and improve learning and the learning environment. Trail-blazing projects, exciting demonstrations and earnest strategy papers set out a compelling vision for data in HE.
That vision can sometimes seem far from institutional reality. How can we get some of those benefits for our learners?
This interactive workshop will help participants assess their institution’s current capability for making use of learning analytics, and help them plan for action. The facilitators will draw on a wide range of practical experience, including from the pan-European Learning Analytics Community Exchange project.
Visions of the Future of Learning AnalyticsDoug Clow
Eight visions of the future of learning analytics, created as a way of exploring possible futures by the LACE (Learning Analytics Community Exchange) Project, and presented at Bett 2016, London, 20 January 2016
New Directions in Technology Enhanced LearningDr Wayne Barry
This presentation was part of a bespoke Postgraduate Certificate in Learning and Teaching in Higher Education (PGCLT(HE)) at Canterbury Christ Church University on the 12th February 2014. The presentation considers how technology can be used to support, facilitate and mediate learning at different stages within the student learning journey. Furthermore, the presentation looks at the current and emergent technologies that are just over the horizon and the impact these may have in the future of education.
The university as a hackerspace - Joss Winn - Jisc Digital Festival 2014Jisc
The University of Lincoln has explored opportunities as diverse as the potential of open data, developed a research data infrastructure, nurtured student developers and developed a research-led approach to teaching known as the student as producer, to name a few. However, these projects and initiatives have not been throw away experiments. Rather, they have helped inform the University’s new Digital Education Strategy aimed at meeting the needs and improving the experience of its students and researchers at a time when the idea and purpose of the university is being challenged.
This provides an overview of some of the innovative projects and initiatives the University of Lincoln has undertaken in the past few years and how universities can explore approaches to teaching and research support, while helping inform the institutional mission and strategy. It will also provide an opportunity for managers, learning technologists and teachers to discuss the potential for such an approach at their institution and to share relevant experiences and ideas.
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.
Creating an action plan for learning analyticsDoug Clow
Slides for a talk at Bett 2015, London, on Friday 23 January at Excel.
Learning analytics has great potential. By using data more effectively, we can understand and improve learning and the learning environment. Trail-blazing projects, exciting demonstrations and earnest strategy papers set out a compelling vision for data in HE.
That vision can sometimes seem far from institutional reality. How can we get some of those benefits for our learners?
This interactive workshop will help participants assess their institution’s current capability for making use of learning analytics, and help them plan for action. The facilitators will draw on a wide range of practical experience, including from the pan-European Learning Analytics Community Exchange project.
Visions of the Future of Learning AnalyticsDoug Clow
Eight visions of the future of learning analytics, created as a way of exploring possible futures by the LACE (Learning Analytics Community Exchange) Project, and presented at Bett 2016, London, 20 January 2016
New Directions in Technology Enhanced LearningDr Wayne Barry
This presentation was part of a bespoke Postgraduate Certificate in Learning and Teaching in Higher Education (PGCLT(HE)) at Canterbury Christ Church University on the 12th February 2014. The presentation considers how technology can be used to support, facilitate and mediate learning at different stages within the student learning journey. Furthermore, the presentation looks at the current and emergent technologies that are just over the horizon and the impact these may have in the future of education.
The university as a hackerspace - Joss Winn - Jisc Digital Festival 2014Jisc
The University of Lincoln has explored opportunities as diverse as the potential of open data, developed a research data infrastructure, nurtured student developers and developed a research-led approach to teaching known as the student as producer, to name a few. However, these projects and initiatives have not been throw away experiments. Rather, they have helped inform the University’s new Digital Education Strategy aimed at meeting the needs and improving the experience of its students and researchers at a time when the idea and purpose of the university is being challenged.
This provides an overview of some of the innovative projects and initiatives the University of Lincoln has undertaken in the past few years and how universities can explore approaches to teaching and research support, while helping inform the institutional mission and strategy. It will also provide an opportunity for managers, learning technologists and teachers to discuss the potential for such an approach at their institution and to share relevant experiences and ideas.
Conclusions of the IWMW 2013 event held at the University of Bath on 26-28 June 2013. The talk was given by Brian Kelly, UKOLN.
See http://iwmw.ukoln.ac.uk/iwmw2013/talks/conclusions
Slides for a talk on "Working with Wikimedia Serbia" given by Brian Kelly, Innovation Advocate at Cetis, University of Bolton at the Eduwiki 2014 conference in Edinburgh on Friday 31 October 2013.
See https://ukwebfocus.wordpress.com/events/eduwiki-2014/
Delegates joined our panel debate about whether bespoke learning technologies are appropriate for student’s learning experience and equipping them for future employment or if greater emphasis should be on tools in the workplace and wider society.
Attendees heard experts make their case from both sides, be able to ask questions and participate in a vote at the end.
Developing literacies of open: across an institution and beyondStuart Nicol
ALT-C presentation, 8th September 2016 by Stuart Nicol
This presentation discusses a number of related initiatives at the University of Edinburgh in the context of supporting communities within the institution to acclimatise to the changing 'semiotic landscape' and shifting 'materiality of literacy' brought about by the technologies and policies of open education.
https://altc.alt.ac.uk/2016/sessions/developing-literacies-of-open-across-an-institution-and-beyond-1424/
Positioning the values and practices of open education at the core of Univers...Lorna Campbell
By Stuart Nicol, Anne-Mare Scott and Lorna M. Campbell, University of Edinburgh. Workshop delivered at OER19 Recentering Open Conference, NUI Galway, April 2019
What is Learning Analytics? Slides from a talk at a pre-conference seminar on learning analytics at the EMINENT conference, European Schoolnet, Pädagogishe Hochschule Zürich, 12 November 2014.
University of the Arts London (UAL) has led the field in open education & digital literacies activities & projects in arts subjects over the past eight years, mostly through external or part funded projects[i]. However awareness of open educational resources (OER), Open Educational Practice (OEP) and digital making remain under the radar, outside mainstream pedagogic practice. Staff and students lack confidence, skills and awareness or can criticality engage and challenge practices such as self-archiving, online identities, online presence[ii], digital making and physical computing.
This paper aims to explore the widening gap between formal pedagogic practices (institutional) and the informal emergent digital domains and practices (Grassroots) within arts learning & teaching.
How do we reconcile these differences?
Chris will share the experiences and challenges of the digital learning, teaching and enhancement work at CCW (Camberwell, Chelsea, and Wimbledon Colleges of Arts) in the development of formal digital learning and teaching practices along side the emergent informal grassroots learning practices.
Slides "E1: Scenario Planning" for a one-day workshop on "Preparing for the Future: Technological Challenges and Beyond" by Brian Kelly and Tony Hirst at the ILI 2015 conference. Held on Monday 19 October 2015
For further information see
http://ukwebfocus.com/events/ili-2015-preparing-for-the-future
A Whistestop Tour of Theories for TEL ResearchDoug Clow
Presentation to postgraduate students at the Institute of Educational Technology, The Open University, UK, 28 Feb 2017. A very brief overview of some of the theories that are often referenced in TEL research.
Conclusions of the IWMW 2013 event held at the University of Bath on 26-28 June 2013. The talk was given by Brian Kelly, UKOLN.
See http://iwmw.ukoln.ac.uk/iwmw2013/talks/conclusions
Slides for a talk on "Working with Wikimedia Serbia" given by Brian Kelly, Innovation Advocate at Cetis, University of Bolton at the Eduwiki 2014 conference in Edinburgh on Friday 31 October 2013.
See https://ukwebfocus.wordpress.com/events/eduwiki-2014/
Delegates joined our panel debate about whether bespoke learning technologies are appropriate for student’s learning experience and equipping them for future employment or if greater emphasis should be on tools in the workplace and wider society.
Attendees heard experts make their case from both sides, be able to ask questions and participate in a vote at the end.
Developing literacies of open: across an institution and beyondStuart Nicol
ALT-C presentation, 8th September 2016 by Stuart Nicol
This presentation discusses a number of related initiatives at the University of Edinburgh in the context of supporting communities within the institution to acclimatise to the changing 'semiotic landscape' and shifting 'materiality of literacy' brought about by the technologies and policies of open education.
https://altc.alt.ac.uk/2016/sessions/developing-literacies-of-open-across-an-institution-and-beyond-1424/
Positioning the values and practices of open education at the core of Univers...Lorna Campbell
By Stuart Nicol, Anne-Mare Scott and Lorna M. Campbell, University of Edinburgh. Workshop delivered at OER19 Recentering Open Conference, NUI Galway, April 2019
What is Learning Analytics? Slides from a talk at a pre-conference seminar on learning analytics at the EMINENT conference, European Schoolnet, Pädagogishe Hochschule Zürich, 12 November 2014.
University of the Arts London (UAL) has led the field in open education & digital literacies activities & projects in arts subjects over the past eight years, mostly through external or part funded projects[i]. However awareness of open educational resources (OER), Open Educational Practice (OEP) and digital making remain under the radar, outside mainstream pedagogic practice. Staff and students lack confidence, skills and awareness or can criticality engage and challenge practices such as self-archiving, online identities, online presence[ii], digital making and physical computing.
This paper aims to explore the widening gap between formal pedagogic practices (institutional) and the informal emergent digital domains and practices (Grassroots) within arts learning & teaching.
How do we reconcile these differences?
Chris will share the experiences and challenges of the digital learning, teaching and enhancement work at CCW (Camberwell, Chelsea, and Wimbledon Colleges of Arts) in the development of formal digital learning and teaching practices along side the emergent informal grassroots learning practices.
Slides "E1: Scenario Planning" for a one-day workshop on "Preparing for the Future: Technological Challenges and Beyond" by Brian Kelly and Tony Hirst at the ILI 2015 conference. Held on Monday 19 October 2015
For further information see
http://ukwebfocus.com/events/ili-2015-preparing-for-the-future
A Whistestop Tour of Theories for TEL ResearchDoug Clow
Presentation to postgraduate students at the Institute of Educational Technology, The Open University, UK, 28 Feb 2017. A very brief overview of some of the theories that are often referenced in TEL research.
Presentation by Rebecca Ferguson to the FutureLearn Academic Network (FLAN) meeting held at Universitat Pompeu Fabra in Barcelona on 27 January 2017. ‘What does the UK FLAN research tell us’ looks at 167 papers published by UK universities that are partnered with the FutureLearn MOOC platform. It focuses on priority areas for research, and the pressing research questions that emerge from the current research.
Presentation given by Rebecca Ferguson at the BETT HE Leaders Summit in Excel, London, on 25 January 2017. The talk covers work carried out by the European-funded LAEP and LACE projects.
"If you would like to introduce learning analytics at your institution, where should you start? Drawing on a recent study that consulted experts worldwide, Rebecca Ferguson will outline an action plan for analytics and identify the key points to keep in mind."
Moving through MOOCs: Pedagogy, Learning and Patterns of Engagement.
Presentation at EC-TEL 2015, September, 2015, Toledo, Spain.
[This is the shorter, more visual version. The detailed version is available at http://www.slideshare.net/R3beccaF/moving-through-moocs-pedagogy-learning-and-patterns-of-engagement.]
Massive open online courses (MOOCs) are part of the lifelong learning experience of people worldwide. Many of these learners participate fully. However, the high levels of dropout on most of these courses are a cause for concern. Previous studies have suggested that there are patterns of engagement within MOOCs that vary according to the pedagogy employed. The current paper builds on this work and examines MOOCs from different providers that have been offered on the FutureLearn platform. A cluster analysis of these MOOCs shows that engagement patterns are related to pedagogy and course duration. Learners did not work through a three-week MOOC in the same ways that learners work through the first three weeks of an eight-week MOOC.
International trends in learning analytics (SAHELA conference)Doug Clow
Slides for a keynote presentation on international trends in learning analytics, given by Doug Clow (online) at the SAHELA (South Africa Higher Education Learning Analytics) conference, 15 Sep 2014.
#ALTNWESIG 2016 - University of Manchester Wednesday 9th November 2016Alex Spiers
This is our final event of 2016 and we are bound for the University of Manchester on Wednesday 9th November from 1pm to 4pm (Lunch will be provided)
The finalised programme will follow but is likely to include these topics:
BYOD/Mobile Strategy
Teaching Excellence Framework (TEF) white paper
Turnitin Feedback Studio
VLE Review
Digital Capabilities
Time for networking
If you have any issues, case studies or other topics relevant to the group then get involved! Please contact Alex livasp@liverpool.ac.uk or Chris c.r.jones1@ljmu.ac.uk
Get in touch with Diane Bennett Diane.Bennett@manchester.ac.uk if you have any dietary requirements
The North West England Sig (#ALTNWESIG) exists to provide a network for the exchange of ideas and practices in relation to current issues in educational technology with the aim of supporting the informed use of learning technologies in North West England. Join us in our Google Plus Community
Hashtag for the day will be #ALTNWESIG
Look forward to seeing you all soon
Alex, Chris & Diane
User-centered research for developing programs & articulating value.Lynn Connaway
Connaway, L. S. (2019). User-centered research for developing programs & articulating value. Presented at the University of Adelaide, February 18, 2019, Adelaide, Australia.
Presentation given at the HEA Social Sciences learning and teaching summit 'Teaching ethics: The ethics of teaching'
A blog post outlining the issues discussed at the summit is available via http://bit.ly/1lndTnX
Manufacturing pasts: opening Britain's industrial past to new learners and ne...tbirdcymru
I presented this short paper at the ALT-C 2012 Conference on 11 September 2012 in Manchester, UK. This paper is an early report on the Manufacturing Pasts project http://www.le.ac.uk//manufacturingpasts
Manufacturing Pasts: Opening Britain's Industrial Past to New Learners and Ne...tbirdcymru
This presentation was given at the ALT-C Conference in Manchester, UK, on 11 September 2012. It describes the work of the Manufacturing Pasts project, which digitises and creates open learning materials on the topic of British industrial history.
This keynote speech will synthesize lessons learned from more than 20 years of research and development in the areas of digital learning. The international research Centre CARDET participated in more than 100 digital learning research projects which focus on the use of technology across several contexts. The use of games, social media, and online tools is opening opportunities to both learners and teachers. The emphasis will be on the role of digital tools for revisiting how we teach and learn, and the potential for transforming education practices. We will focus on 3 key projects with interconnected themes.
Digital Responsible Citizenship - https://digital-citizenship.org. The DRC project seeks to improve students and teachers digital citizenship and competency in line with several components of the digital citizenship framework.
iDecide - http://www.idecide-project.eu. This policy reform project aims to develop an innovative toolkit and a mobile app to support evidence-based policy making. The focus is the reduction of disparities in learning outcomes and marginalization, by supporting school leaders, school staff, and policymakers to engage in shared and inclusive decision making.
ENTRINNO – Online game for entrepreneurship and innovation - http://www.entrinno.org. As part of this project we developed an online game teaching youth entrepreneurial skills. The project was implemented and evaluated in 8 EU countries.
We will bring together lessons learned discussing the key issues around gamification, storytelling, social media, and digital citizenship, providing recommendations for both researchers and practitioners.
Roadmaps, Roles and Re-engineering: Developing Data Informatics Capability in...LIBER Europe
A presentation by Dr. Liz Lyon of the United Kingdom Office for Library and Information Networking, as given at LIBER's 42nd annual conference in Munich, Germany.
What Actually Is Artificial Intelligence?Doug Clow
Talk for MK Geek Night, 23 Sep 2021
AI means more hype, more technology, more future - and more money! But what actually is it? In this talk, Doug will explain what people mean by artificial intelligence and machine learning, what sort of problems they can solve, and how they do it. We'll see a range of examples where they're being used, and look at how it goes well and how it goes wrong, from entertaining AI weirdness to serious algorithmic bias. You won't end up being able to implement techniques like Support Vector Machines or Generative Adversarial Networks (unless you already could) but you should end up with a better idea of what the people who can are up to.
How to get to Runter End: Generating English placenames with a neural networkDoug Clow
These are slides for a talk at MK Geek Night, Thu 7 March 2019. Doug trained a neural network on the official database of placenames in England, then got it to generate its own suggestions. Some were convincing, some were funny, and some even turned out to be real places. Doug will give a bit of an explanation of how he did it, and show some of the best results.
A partial history of Educational Technology at the Open UniversityDoug Clow
This is a talk given at the OU's Computers and Learning Research Group, on 17 Jan 2019. In it I give a very partial history of educational technology at the Open University, since its founding in 1969 to the present day. It’ll be partial in multiple senses. A full history would take far longer than a single session. If I gave a comprehensively synoptic account, it’d be too broad-brush to be interesting. So I’ll be selecting elements to focus on, and I’ll be unashamedly partial in picking the ones that appeal particularly to me. We’ve always been pioneers in using technology to help our students learn. What that means has changed profoundly in some ways, and is much the same in others. As Santayana said, “Those who cannot remember the past are condemned to repeat it.” Come along to hear the digital equivalent of “I remember when all this was fields”!
Where is the evidence? A call to action for learning analyticsDoug Clow
Keynote presentation at LASI-Rocky Mountains online conference, 12 June 2017, based on a similar talk at LAK17, Learning Analytics and Knowledge Conference 2017, Vancouver. An analysis of the nature of evidence, the state of the evidence in the field of learning analytics, and some suggestions for ways to improve, based on work from the LACE project's Evidence Hub.
Trains and Balloons: An Introduction to Learning AnalyticsDoug Clow
Slides for a talk given at the Institute of Physics Higher Education Group meeting on Concept Inventories and Learning Analytics, Tue 4 April 2017, Open University, UK
Learning Analytics: Making learning better?Doug Clow
Learning Analytics: Making learning better?
Slides for a talk at Bett 2015, London, Fri 23 January, as part of the LACE project (www.laceproject.eu)
This panel discussion starts with a short introduction to learning analytics and educational data mining, highlighting how European schools are using different types of data to help support, manage and predict learning outcomes. It includes viewpoints from national school networks in the Nordic countries and the Netherlands, a research input from the European Commission supported LACE project highlighting research on the use of learning analytics and an expert input on ethical and privacy issues in the application of learning analytics. Participants will be encouraged to share their views and where interested to join the growing LACE Community
Learning Analytics Examples from the UK, Australia and North AmericaDoug Clow
Examples of Learning Analytics from the UK, Australia and North America, aimed at schools level. Slides from a talk at a pre-conference seminar on learning analytics at the EMINENT conference, European Schoolnet, Pädagogishe Hochschule Zürich, 12 November 2014.
Learning Analytics: A General Introduction and Perspectives from the UKDoug Clow
A presentation at a seminar on learning analytics for schools held at Skolverket, the Swedish National Agency for Schools, in Stockholm, Sweden, in collaboration with the Norwegian Centre for ICT in Education, on 9 October 2014. Part of the LACE project #laceproject www.laceproject.eu
http://lanyrd.com/2014/seminar-on-learning-analytics-for-schools-in-sto-2/
LACE: Learning Analytics Community Exchange (for LASI 2014)Doug Clow
Presentation about the LACE project (Learning Analytics Community Exchange) at LASI2014, the Learning Analytics Summer Institute held at Harvard, on 30 June 2014.
Social media for academic purposes (MCT ST event)Doug Clow
Slides from a talk on social media for academic purposes, held at an Open University event for MCT staff tutors on 25 June 2014 at Walton Hall, Milton Keynes.
The funnel of participation: beyond dropout in MOOCs, informal learning and u...Doug Clow
Slides for a talk at the Centre for Distance Education event, "InFocus: Learner analytics and big data", #CDEInFocus, University of London, Senate House, 10th December 2013.
Social learning: iSpot lessons for FuturelearnDoug Clow
Ideas from experience of social learning on iSpot for FutureLearn - what iSpot is, what worked well for encouraging participation, what worked less well, and models of social participation to inform the design of social learning environments, such as MOOCs. Presentation given to a FutureLearn partners meeting, OU London office, Mon 24 June 2013.
Quick Introduction to Social Media (blogs and Twitter)Doug Clow
Quick introduction to social media (blogs and Twitter) for the OU Health and Social Care Nations and Regions Conference, #ouhscnr, 25 June 2013 - part of a session on social media for academic purposes.
Learning Analytics: What it is, where we are, and where we could goDoug Clow
Talk given at the Computers and Learning Research Group (CALRG) annual conference, 12 June 2013, at The Open University, UK.
This presentation briefly reviews learning analytics, using some key examples. It then assesses what the OU is doing, and then sets out some ideas for what the OU could do in future to harness the potential of data about our learners to improve their learning.
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.
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.
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?
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
LAEP Visions of the Future of Learning Analytics
1. Visions of the Future
of learning analytics
Dr Doug Clow
Institute of Educational Technology, The Open University, UK
@dougclow
dougclow.org
doug.clow@open.ac.uk
#laepanalytics
7. Process
• Iterative development of
Visions
• Online survey (N=133)
– individually-invited experts
– open call
• Live events feedback
– SoLAR Flare, Milton Keynes, UK
– Institutional Readiness Day,
Amsterdam, NL
– Dé Onderwijsdagen,
Rotterdam, NL
– Bett, London, UK
• Analysis
7
Photo CC BY Wietse van Bruggen for LACE
9. 1: Monitored by the physical environment
9
Photo CC BY-ND SMI Eye Tracking https://flic.kr/p/droxkC
• Tools fitted with sensors
• Cameras (face, movement)
• Alerts for boredom,
confusion, off-task
• Social monitoring
10. 2: Personal data tracking supports learning
• Sensors for posture,
attention, rest, stress,
blood sugar, metabolic
rate, …
• Swimming, driving, and
passing examinations
• Optimise for ages and
courses
• Self-monitoring
11. 3: Analytics are rarely used
11
Photo CC BY-SA Andrew3000 https://flic.kr/p/Sc5VK
• Automated = inferior
• Gaming the system
• Leaks and misuse of data
• Permission from learner
and inspectorates
• Move away from analytics
12. 4. Learners control their own data
Photo CC BY-ND Stuart Conner https://flic.kr/p/7jR8xf
• Learners control
data sharing
• Can limit access
• No permission =
no data
• Awareness
campaigns about
risks and benefits
13. 5. Open systems widely adopted
Photo CC BY connectors distribution box https://flic.kr/p/ddkbR3
• Open Learning
Analytics
• Joined-up approach
• Agreed set of
standards
• Interoperability
• Work with many
providers
14. 6: Analytics are essential tools
14
• Lots of data about learner behaviour
• Good predictions of study success
• Recommendations
• Live, reliable, personalised
• Rapid funding changes
Photo CC BY-SA Beau Considine https://flic.kr/p/m6Vqih
15. Photo (CC)-BY-SA Lauren Macdonald https://www.flickr.com/photos/42386632@N00/8528725328
7: Analytics help learners make the right choice
• Enormous datasets
• Reliable evidence-based
recommendations about
most successful routes
• Better than the best humans
16. 8: Teaching delegated to computers
16
Photo CC BY-SA Iriss Photo Collection https://flic.kr/p/a4Qv3e
• No curricula
• Learners decide learning goals
• Group collaboration, mentors
• Individualised formative assessment
• Engaged, autonomous
18. Some themes in responses
• Pedagogy – appropriate analytics, how teaching & learning needs
to change
• Power – who needs to change, who has control
• Privacy and Ethics
• Complexity – and subtlety
• Validity – generalisability, meaningful, worthwhile
• Alienation – need to keep humans involved
• Regulations – guidelines, policy, laws
• Standards – interoperability
18
22. 22
Photo CC BY Michael 1952 https://flic.kr/p/88bgji
PEDAGOGY
23. 23
Prinses Amaliawindpark, photo by Ad Meskens, CC BY-SA 3.0, https://commons.wikimedia.org/w/index.php?curid=15727511
• Ownership
• Power
• Ethics
24. 24
Photo CC BY-NC-ND Antonio Bustamente https://flic.kr/p/6FDa3Q
Sector differences exist ...
... but are small.
25. 25
Photo (C) Lee Jin-man/AP
Technological capability: large & growing
26. Thanks to:
People:
• All the experts who’ve engaged with this work
• LACE collaborators on this work: Dai Griffiths, Andrew
Brasher, Rebecca Ferguson, Li Yuan
• LACE at the OU: Bart Rientes, 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
Funders:
• LACE: European Commission 619424-FP7-ICT-2013-11
27. “Visions of the Future of Learning Analyics” by Doug Clow,
Institute of Educational Technology, The Open University,
was presented at “Implications and opportunities for
learning analytics for European educational policy
(LAEP/LACE)”, Amsterdam, on 15 March 2016.
@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
27
28. cc licensed ( BY ) flickr photo by David Goehring: http://flickr.com/photos/carbonnyc/33413040/
Editor's Notes
Educause
Better than Horizon Report or your money back.
Educause are smart and launch theirs in Feb, vs Dec.
Policy Delphi – not consensus, but options
Policy Delphi – not consensus, but options
Developed iteratively
We are not saying this will happen
We are not saying these are good
In 2015, learning analytics were mainly used to support online learning. By 2025, they can be used to support most teaching and learning activities, wherever these take place. Furniture, pens, writing pads – almost any tool used during learning – can be fitted with sensors. These can record many sorts of information, including tilt, force and position. Video cameras using facial recognition are able to track individuals as they learn. These cameras monitor movements, and record exactly how learners work with and manipulate objects. All this information is used to monitor learners’ progress. Individuals are supported in learning a wide range of physical skills. Teachers are alerted to signs of individual learner’s boredom, confusion, and deviation from task. Teachers and managers are able to monitor social interactions, and to identify where they should nurture socialisation and cooperative behaviour.
In 2015, people were beginning to wear devices such as heart-rate monitors and run-trackers as they went about their daily lives. By 2025, sophisticated sensors can gather personal information about factors such as posture, attention, rest, stress, blood sugar, and metabolic rate. People collect this information about their activities, and feed it into programmes of their choice which provide recommendations on how to act in ways that improve their learning. Learners can download the statistics and data that are associated with successful learning in a certain area. Aligning personal data with these ‘ideal’ sets is claimed to help people to master skills as diverse as swimming, driving, carrying out surgery and passing examinations. Academic stars sell programmes using this data to optimise learning for different ages and courses. Business gurus market similar programmes for topics such as presentation skills and workload management. Some learners create and share their own data analysis programmes, which provide recommendations that often include the consumption of high energy foods and stimulants. The majority of high school and university students follow self-monitoring programmes, and avidly discuss the merits of these on social media.
In 2015, many people hoped that analytics would be able to improve teaching and learning and the environments where these take place. However, in 2025, it is clear that there are many problems. Courses that are automated by analytics are seen as inferior, and learners have realised that they can game the system. There have been major leaks of sensitive personal data, and it is clear that, even where this has not happened, many companies have misused the data generated by their analytics. Many governments have ruled that individuals are the sole owners of the data they generate. All use of data for educational purposes now has to be approved not only by the learner but also by new inspectorates. In practice this has meant that use of analytics is restricted to summative assessment carried out by government agencies. A consensus has emerged in educational policy that the move away from learning analytics is not only ethically desirable, it is also educationally effective.
In 2015, it was not clear who owned educational data, and it was often used without learners' knowledge. By 2025, most people are aware of the importance and value of their data. Learners control the type and quantity of personal data that they share, and with whom they share it. This includes information about progress, attendance and exam results, as well as data collected by cameras and sensors. Learners can choose to limit the time for which access is allowed, or they can restrict access to specific organisations and individuals. The tools for making these choices are clearly laid out and easy to use. In the case of children, data decisions are made in consultation with parents or carers. If they do not engage with these tools, then no data is shared and no benefits gained. Most educational institutions recognise this as a potential problem, and run campaigns to raise awareness of the both the risks of thoughtless exposure of data, and the benefits to learners of informed sharing of selected educational data.
In 2015, companies produced a range of learning analytics tools, using different approaches and standards. The algorithms and models which companies use are often protected as intellectual property. By 2025, the ‘open learning analytics’ established by the Open Learning Analytics Foundation has made a more joined-up approach possible. Educational organisations see learning analytics as a central element of their IT provision. They demand control over these tools, how they run and what they are used for. The tools they select, although they come from different providers, use open algorithms and share data according to an agreed set of standards which facilitate transparency and independent validation. A set of well-tested, accessible and standardised visualisation methods is commonly used, so that learners and teachers can confidently use a range of tools. Institutions can easily work with a range of providers to design learning analytics systems which support their strategic vision.
In 2015, companies were beginning to develop systems to recommend resources and to predict outcomes. By 2025, these systems are highly developed. A wide range of data about learner behaviour is used to generate good quality, real-time predictions about likely success. Learners, teachers, managers and policymakers all have access to live and accurate information about how well a learner is likely to do. Learners and teachers plan their work on the basis of reliable tools that can produce detailed and personalised recommendations about what should be done to achieve the best learning outcomes. A growing industry offers services to institutions and individuals, advising on how to respond to predictions generated by analytics, and how to take appropriate action in the light of recommendations. Accurate predictive information enables managers and policymakers to expand or contract learning provision before success or failure is evident: you don’t have to wait to see if a course is booming or failing, with funding changes happening quickly.
In 2015, people were beginning to assemble datasets that could represent learner’s activities. By 2025, these are used on a large scale in teaching, and this has led to the development of enormous datasets containing information about hundreds of thousands of learners. Analysing in detail the progress of such a wide variety of learners has made it possible to provide reliable evidence-based recommendations about the most successful routes to learning, as well as identifying the learning materials and approaches that are most suitable for each individual at each point in their progress. These recommendations are better informed and more reliable than those that can be produced by even the best-trained humans. Learners now spend most of their time working with analytics-driven systems, and the role of teachers has been reduced. Education policy is driven by the evidence generated by the use of these systems.
In 2015, learners in educational institutions and in businesses had to follow a curriculum developed by others. In 2025, they create groups that work together to decide their learning goals and how to achieve these. A ‘Learning Trajectory System’ uses analytics to support information exchange and group collaborations, and learners receive support from mentors, rather than teachers. Activity towards a learning goal is monitored, and analytics provide individuals with feedback on their learning process. This includes suggestions, including peer learners to contact, experts to approach, relevant content, and ways of developing and demonstrating new skills. Formative assessment is used to guide future progress, taking into account individuals’ characteristics, experience and context, replacing exams that show only what students have achieved. Texts and other learning materials are adapted to suit the cultural characteristics of learners, revealed by analysis of their interactions As a result, learners are personally engaged with their topics, and are motivated by their highly autonomous learning. The competences that they develop are valuable in a society in which collection and analysis of data are the norm. There is also convergence between the learning activities of the education system and the methods used by employees to develop their knowledge and skills.