1. Learning Analytics:
Trains and Balloons
Dr Doug Clow
Institute of Educational Technology, The Open University, UK
@dougclow dougclow.org doug.clow@open.ac.uk
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Photo (CC)-BY Alexandre Delbos https://flic.kr/p/xthYs
• What is learning analytics?
• Train learning &
balloon learning
• Examples
• What next?
4. What is learning analytics?
• 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), Banff, Alberta, Feb 27-
Mar 1, 2011
Photo (CC)-BY Cris http://flickr.com/photos/chrismatos/6917786197/
5. Cloud Chamber at the German Electron Synchrotron DESY
Photo public domain: http://commons.wikimedia.org/wiki/File:DESYNebelkammer.jpg
- Erik Duval
http://erikduval.wordpress.com/2012/01/30/learning-
analytics-and-educational-data-mining/
“collecting traces
that learners leave
behind and using
those traces to
improve learning”
38. Image (cc) Darwin Bell http://www.flickr.com/photos/darwinbell/296553221/
“The predictive model is
used as a trigger for
intervention emails to
the learner.”
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Photo (CC)-BY-SA Dudva https://commons.wikimedia.org/wiki/File:Number_4468_Mallard_in_York.jpg
From:
DONOTREPLY@mail.example.com
You are in trouble. The
computer predictive model
gives you a 87.4322% chance
of failing this course.
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Photo (CC)-BY HiggySTFC https://flic.kr/p/3hp761
Hi Alex
Are you Ok? I noticed
you haven’t logged on
this week, and I know
you struggled with the
last assessment. We can
work through this
together - let’s have a
chat as soon as possible.
Pat.
44. Thanks to:
People:
• LACE at the OU: Rebecca Ferguson, Andrew Brasher,
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.
• The learning analytics community, including SoLAR,
IEDMS, LAK and LASI
• Kennisnet for inviting me
Funders:
• LACE: European Commission 619424-FP7-ICT-2013-11
46. “Learning Analytics: Train and Balloons” by Doug Clow,
Institute of Educational Technology, The Open University, UK
was presented at Dé Onderwijsdagen, Rotterdam, 11
November 2015.
@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
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47. cc licensed ( BY ) flickr photo by David Goehring: http://flickr.com/photos/carbonnyc/33413040/
Please copy, adapt, photograph, video. Tell your friends!
Hendrik Drachsler, Niall Sclater
Learning analytics is on the Internet and the Internet has cats
Data mining, business intelligence, academic analytics, learner analytics – focus here is on the learning, not the management and administration of learning
Big Data in education
More learning online. More sensors making offline, online.
Many definitions. Slippery.
I like ‘Changed capacity to act.’
Stanford, Paulo Blikstein’s lab
Laser cutter
Followed instructions on the sheet
Load the shape file, change, load plastic in to machine, cut shapes. Glue.
Sensors: temperature, sound, light. Outputs: motors, LEDs, display
Program board to control.
Three groups. Input a signal, output a signal.
Train – assess output, learned to use laser cutter.
Balloon – harder. Softer skills. But multimodal data.
Two visions of learning.
Train learning
If we’re making our lives easier, teachers’ lives easier, use the space for better learning
If we’re making our lives easier, teachers’ lives easier, use the space for better learning
Balloon learning
Balloon learning
Balloon learning
Neither is better
Robots are taking our jobs!
There are loads of studies/papers/arguments that robots will take our jobs. Not just assembly line workers.
What is hard to automate?
Soc intel: dishwasher vs PR
Creativity: legal clerk vs biologist
Manipulation: telesales vs surgeon
Balloon view is the future.
Train is the pressure now. Must do it, so do it.
But look up! Make space.
Promised you some examples!
Promised you some examples!
Your school will have software with dashboards, with VLE/LMS data. Get hold of it!
Dashboard as a metaphor
Class 142 cab.
Very simple
Concorde cockpit. Much harder. Engineer’s block to the right.
Don’t use the data just because you have it.
Look out of the window!
Don’t just use the data you’re given
Cohort dispositional analytics.
Building critical self-awareness.
Correlations with success measures, but complex relationship.
Learning power goes down over time in school!
Do not reply. Computer. Will fail. Self-fulfilling.
Have seen worse! At least it’s clear what it’s saying.
Human relationship
You are monitored vs I noticed
M4 motorway – share your data with students
Big thanks in small fonts
Do both. Train and balloon.
)
This is Google’s self-driving car!
If you can automate it, automate it, and use the time for balloon learning.
Computer programming.
M4 is a motorway that goes from London, England, all the way to South West Wales.
Wales is a different country from England. Separate, like Scotland. Roads are managed by a different organisation.
In England, surveillance. Who is looking at me? Why are they looking at me?
In England, surveillance. Who is looking at me? Why are they looking at me?
In Wales, cameras visible online. I can see when a junction is busy.
Now I feel sorry for the person who has to watch all these cameras for traffic jams.
Transparency helps. And Traffic England have now done the same!