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Ossiannilssonmooc learning analytics chalmers140924_final
This document discusses MOOCs and learning analytics. It provides an overview of MOOCs, describing their massive, open, online nature. It also discusses the hype cycle of MOOCs and how we are currently in the deployment period. The document then covers learning analytics, how it can be used by educators, learners and organizations to monitor learning, identify patterns, and improve teaching. It notes some challenges in developing learning analytics and the importance of infrastructure to support it. Finally, it discusses some ethical issues that may arise from learning analytics.
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Ossiannilssonmooc learning analytics chalmers140924_final
- 1. MOOCs och LearningAnalytics EBBA OSSIANNILSSON, PHD, CHALS14 24/09//14
- 2. Ebba Ossiannilsson, PhDLund University, SE
- 3. Ossiannilsson (2012) Benchmarking(e)-learning in higher education, Doctoral dissertation, Oulu University, Finland Ossiannilsson 2014 Rhizome
- 4. MOOC (Downes 2013) Massive Open Online Course Medverkat i många MOOC, från flera olika plattformar (de största). Deltagit i MOOC sedan 2008 och avslutat de flesta, drygt ett 30 tal MOOC Quality project (EFQUEL) INNOQUAL Flera publikationer om MOOC o OER, eL, mobilt lärande /kvalitet Qualified Quality reviewer, specialist och konsult EDEN FELLOW 2014, Forskningledare ICDE, Utv SEQUENT Ossiannilsson 2014
- 6. Beyond the MOOCs… “MOOCs can claim a special status at the moment in innovating pedagogy: they bring together other innovations” Ossiannilsson 2014
- 7. The MOOC hypecycle Bubble Installation period & technological revolutions Collapse Deployment period A very slow tsunami: projection of the Hype Cycle for MOOCs by Jonathan Tapson, University of Western Sydney http://pandodaily.com/2013/09/13/moocs-and-the-gartner-hype-cycle-a-very- slow-tsunami/ We are here In this situation we should "move policy thinking (…) towards actively shaping market conditions to enable the full flourishing of the newly installed technological potential into what can be a sustainable global golden age" Carlota Perez (referring to the financial crisis)
- 8. Main message XavierPrats-Monne of the EC “What can MOOCs do?” is not relevant any longer; rather, we have to ask "What should MOOCs do?” Will affect higher education and that the traditional educational map must be redrawn with other structures, colors, models, pedagogy, organization, management Ossiannilsson 2014 GLOCALISATION
- 9. MOOCC MOOPS MOORC mOOC SOOC BOOC ROOC DOOC NOOC etc… Ossiannilsson 2014
- 10. Learning Analytics NMC2011, 2012, 2013, 2014… "Field associated with deciphering trends and patterns from educational big data, or huge sets of student-related data, to further the advancement of a personalized, supportive system of higher education." Ossiannilsson 2014
- 12. Challenges to developLearning Analytics …that start with questions, not data What problems could analytics help to solve? What will learners and educators gain? How will the analytics support positive change?
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- 15. Rationals to useLearning Analytics Educators/Researchers Monitor the learning process Explore student data Identify problems Discover patterns Find early indicators for success, poor marks or drop-out Assess usefulness of learning materials Increase awareness, reflect and self-reflect Increase understanding of learning environments Intervene, supervise, advise and assist, and… Improve teaching, resources and the environment Mapping/data/next best practice… Sharples et al. Innovating Pedagogy 2013
- 16. Rationals to useLearning Analytics Learners Monitor their own activities, interactions and learning process Compare their activity with that of others Increase awareness, reflect and self-reflect Improve discussion and participation Learning behaviour and performance Become better learners, and …to learn Sharples et al. Innovating Pedagogy 2013
- 17. Rationals to useLearning Analytics Organizations Local, regional and national educational progress…to be measured and improved Students interactions online and with courseware/when and what Tailor recommendations to custumers/Google, Amazon/Netflix Evidens for… Improvement Allocate resources Assess effectiveness Personalized learning paths Behaviour specific data NMC 2014
- 19. Timescale Most currentanalytics focus on data about the past, reporting what has happened Other analytics link the present situation with a predicted future; using forecasts and predictive modelling to identify indicators of success, failure or student drop out A preferable approach, linking learning analytics and learning design, will be the use of analytics to support educators and learners to produce a desired future result Sharples et al. Innovating Pedagogy 2013
- 20. Learning Analytics …Infrastructureand frameworks in place for learning analytics is increasingly important New trend …Social learning analytics, including tools to help people develop ideas together through discussion and writing ...Data from the physical environment, including gestures and both eye tracking and sensor data. This information can be used to monitor attention, engagement and emotional state
- 21. Future data policieswill need to… Involve learners in the processes of developing and acting on analytics Involve learners in the processes of developing and acting on analytics Allow them a say in how they are labelled Make clear the responsibilities everyone involved has for providing accurate data and for acting on recommendations …learning and teaching ethics committees alongside pre-existing research ethics committees, in order to safeguard educators and learners from issues such as mislabelling, misleading analytics and pressure to share sensitive data
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- 30. Learning design/Learning Analytics “a virtuous circle, where inquiry into the learning process feeds into learning design, which motivates learning analytics” DISRUPTIONS
- 31. Etiska dilemman LearningAnalytics Inspirerad av Dr Abelardo Pardo, University Analytics Forum 2013 CC Pixaby.com Miljö Sammanhang Scenarier ? ? ?
- 32. Caring is sharing,sharing is caring • Footprints • W:www.lu.se/ced • E:Ebba.Ossiannilsson@ced.lu.se • FB:Ebba Ossiannilsson • T:@EbbaOssian • Phone: +4670995448 • S:http://www.slideshare.net/ EbbaOssiann LinkedIn: Ebba Ossiannilsson Ossiannilsson 2014
Editor's Notes
- #3 I am Ebba Ossiannilsson, Lund University, Sweden I recently, dec 2012 earned my PhD from Oulu University in Finland and I did it through distance I work for several international and national organisations on open learning and quality and some of them are represented here by their logos I will here especially emphazise the work on the Paris declaration by UNESCO, the work with OER Service and the MOOC quality project. I also use to serve as a reviewer for several organisations, such as EFQUEL and Epprobate. I have been asked to talk about the topic I am happy to share this with you today
- #5 Vad betyder så varje bokstav Massive =att det är för många, väldigt många Open = öppen i vidaste mening, i stort sett enbart ngn devise o Internet Online = online inga fysiska möten alls Course = att det är en kurs, vanligtvis veckomoduler Vidare att MOOCen är autonom, mångfaldig, öppen och interaktiv Autonomy, Diversity, Openess, Interactivity Jfr Downes blogpost cMOOC community basearat, man bygger gemenasmt kursen allteftersom xMOOC innehållsbaserad Open Badges Såvida det inte är arbetsgivaren som ger sk Open Badges, som jag nämnde nyss, vilket redan är vanligt förekommande. I landet väster över… =================================== Taxonomi 8 varianter Clark (2013) transferMOOCs madeMOOCs synchMOOCs asynchMOOCs adaptiveMOOCs groupMOOCs connectivistMOOCS miniMOOCSs Note that these are not mutually exclusive categories, as one can have a transfer MOOC that is synchronous or asynchronous. What’s important here is that we see MOOCs as informing the debate around learning to get over the obvious problems of relevance, access and cost. This is by no means a definitive taxonomy but it’s a start. I’d really appreciate any comments, critiques or new categories.
- #34 As my strong believe caring is sharing So my footprints and contact details My slides are available at slidshare where you can find my other presentations as well