Having the skills and strategies to read, learn from, and communicate with the Internet will play a central role in our students’ success in an information age. But how can we best measure these new literacies? This session explores some of the challenges associated with developing valid and reliable measures of the complex literacy strategies and dispositions required to search for, comprehend, and respond to information on the Internet. The presenter will first share task examples and student responses from several assessments developed to measure online reading comprehension and communication skills. Then, conversation will turn to a number of important issues to consider when developing online literacy assessments that are not only psychometrically sound, but also useful to both researchers and classroom teachers. Participants will have an opportunity to share their own thoughts about how we might rethink the ways in which we evaluate the skills, strategies, and dispositions associated with reading and learning online.
Cover image by Tony Burnett under Creative Commons.
Empowering inquiry based learning with Web2.0 mash-ups.
Presentation for ECAWA Conference 2007.
'Web 2.0' and the new models of communication and research that it enables means teachers and students can embed and automate the inquiry based learning process. Instant messaging, blogging, podcasting, Skype, wikis, RSS are but some tools available in the 'participatory social web' that allow students to become become knowledge creators and teachers to become facilitators. And the impact that this has on education could be enormous.
Having the skills and strategies to read, learn from, and communicate with the Internet will play a central role in our students’ success in an information age. But how can we best measure these new literacies? This session explores some of the challenges associated with developing valid and reliable measures of the complex literacy strategies and dispositions required to search for, comprehend, and respond to information on the Internet. The presenter will first share task examples and student responses from several assessments developed to measure online reading comprehension and communication skills. Then, conversation will turn to a number of important issues to consider when developing online literacy assessments that are not only psychometrically sound, but also useful to both researchers and classroom teachers. Participants will have an opportunity to share their own thoughts about how we might rethink the ways in which we evaluate the skills, strategies, and dispositions associated with reading and learning online.
Cover image by Tony Burnett under Creative Commons.
Empowering inquiry based learning with Web2.0 mash-ups.
Presentation for ECAWA Conference 2007.
'Web 2.0' and the new models of communication and research that it enables means teachers and students can embed and automate the inquiry based learning process. Instant messaging, blogging, podcasting, Skype, wikis, RSS are but some tools available in the 'participatory social web' that allow students to become become knowledge creators and teachers to become facilitators. And the impact that this has on education could be enormous.
Assessing quality: Learner analytics, or human intuition?Brandon Muramatsu
Bror Saxberg's presentation at Conversations on Quality: A Symposium on K-12 Online Learning hosted by MIT and the Bill and Melinda Gates Foundation, January 24-25, 2012, Cambridge, MA.
Slides from the workshop presented by Margaret Hamilton and Joan Richardson at the Australian Technology Network conference in Sydney in November 2010.
From the ALTC-funded project "Web 2.0 Authoring Tools in Higher Education: New Directions for Assessment and Academic Integrity"
User Centered Design method & Wikiwijs
By Karin van den Driesche
Presented at Merlien Institute's International conference on Qualitative Consumer Research & Insights, 7 & 8 April 2011, Malta
Assessing quality: Learner analytics, or human intuition?Brandon Muramatsu
Bror Saxberg's presentation at Conversations on Quality: A Symposium on K-12 Online Learning hosted by MIT and the Bill and Melinda Gates Foundation, January 24-25, 2012, Cambridge, MA.
Slides from the workshop presented by Margaret Hamilton and Joan Richardson at the Australian Technology Network conference in Sydney in November 2010.
From the ALTC-funded project "Web 2.0 Authoring Tools in Higher Education: New Directions for Assessment and Academic Integrity"
User Centered Design method & Wikiwijs
By Karin van den Driesche
Presented at Merlien Institute's International conference on Qualitative Consumer Research & Insights, 7 & 8 April 2011, Malta
Online Learning Objects: Affecting Change through Cross-Disciplinary Practi...Emily Puckett Rodgers
For the past three years, the MELO project has brought together faculty from several gateway courses at U-M. These courses can be huge with hundreds of students per semester in a single class or smaller, more intimate classes. So how can we innovate across these spaces? We can share.
Presentation to Faculty of Science at the University of Windsor with acknowledgement to Helen Beetham, Grainne Conole, Peter Goodyear, Robert Eliis - thank you
A New Curriculum for Information Literacy: JISC-RSC, York, Oct 2011 Emma Coonan
A description and overview of the 'New Curriculum for Information Literacy' project research (Cambridge, May-July 2011). Presentation given at the JISC Regional Support Centre 'Empowering the Digital Native' conference, 20 October 2011.
What does the future of design for online learning look like? Emerging techno...George Veletsianos
These are the slides of an invited talk I gave at ICEM 2012. The session was described as follows: What will we observe if we take a long pause and examine the practice of online education today? What do emerging technologies, openness, Massive Open Online Courses, and digital scholarship tell us about the future that we are creating for learners, faculty members, and learning institutions? And what does entrepreneurial activity worldwide surrounding online education mean for the future of education and design? In this talk, I will discuss a number of emerging practices relating to online learning and online participation in a rapidly changing world and explain their implications for design practice. Emerging practices (e.g., open courses, researchers who blog, students who use social media to self-organize) can shape our teaching/learning practice and teaching/learning practice can shape these innovations. By examining, critiquing, and understanding these practices we will be able to understand potential futures for online learning and be better informed on how we can design effective and engaging online learning experiences. This talk will draw from my experiences and research on online learning, openness, and digital scholarship, and will present recent evidence detailing how researchers, learners, educators are creating, sharing, and negotiating knowledge and education online.
Social Learning Theory and Social Media: Exploring Personal Learning Environ...Alexis Smith Macklin, PhD
This study investigated the use of an iterative design model with four instructional components (communication, interaction, reflection, and evaluation) in Personal Learning Environments (PLE) for professional development. The proposed model was used to measure the impact of social media as a delivery system for receiving and sharing information, exchanging ideas, and gauging knowledge acquisition.
This presentation proposes that Social Learning Analytics (SLA) can be usefully thought of as a subset of learning analytics approaches. SLA focuses on how learners build knowledge together in their cultural and social settings. In the context of online social learning, it takes into account both formal and informal educational environments, including networks and communities. The paper introduces the broad rationale for SLA by reviewing some of the key drivers that make social learning so important today. Five forms of SLA are identified, including those which are inherently social, and others which have social dimensions. The paper goes on to describe early work towards implementing these analytics on SocialLearn, an online learning space in use at the UK’s Open University, and the challenges that this is raising. This work takes an iterative approach to analytics, encouraging learners to respond to and help to shape not only the analytics but also their associated recommendations
Slides from the learning at scale special interest group of the open technology-enhanced learning research group at The Open University in the UK (OpenTEL L@S SIG) on 15 April 2024. This online event brought together lightning talks (around five minutes each) about the OpenLearn Create platform and the many projects that have been developed on the site over the past 18 years. These include: Active teaching and learning for Africa – ZEST, Carbon Literacy project, CGIAR Genebank, Climate Compatible Growth, Digital learning in forcibly displaced communities, FIFA Guardians Safeguarding in Football Diploma, Fit for Law, Foundations for Peace, Learning languages with senior learners , Learning Resources for Global Educators, Online Counselling CPD Courses, Open Networking Lab, Open STEM Africa, OpenCreate datalog analysis, Safeguarding in the International Aid sector., School of Physical Sciences Outreach , Scots Language and Culture, Skills for Prosperity Kenya, Supporting Adolescent Girls’ Education (SAGE), Tackling antimicrobial resistance, Teacher Education in Sub-Saharan Africa (TESSA), Teacher Professional Development at Scale (TPD@Scale), and Transformation by Innovation in Distance Education (TIDE)
Short talk on responsive and sustainable education futures given by Rebecca Ferguson of The Open University in the UK at ECTEL 2023 on 8 September 2023 as part of a keynote panel.
Keynote given by Rebecca Ferguson on 21 June 2023 at 'Blurring boundaries and making connections: learning with
and from one another', an
Associate Lecturer Professional Development Online Event organised by The Open University and held online.
Learning analytics - what can we achieve together.pptxRebecca Ferguson
Keynote given on 7 June 2023 by Rebecca Ferguson of The Open University in the UK at the Learning Analytics Summer Institute (LASI) organised by the Society for Learning Analytics Research (SoLAR) in Singapore.
Innnovations in online teaching and learning: CHatGPT and other artificial as...Rebecca Ferguson
Talk given by Agnes Kukulska-Hulme and Rebecca Ferguson to SciLab (a centre for pedagogical research and innovation in business and law) at The Open University, Milton Keynes, UK on Wednesday 3 May 2023.
Slides presented (virtually) by Professor Rebecca Ferguson of The Open University at the Teach4Edu4 multiplier event held in Birmingham, UK, in January 2023. This presentation formed part of a larger workshop with multiple speakers from The Open University.
Keynote on 'Pedagogies for Today' given by Professor Rebecca Ferguson of The Open University at the International Conference on Computers in Education (ICCE 2022), a hybrid conference based in Kuala Lumpur, Malaysia.
Presentation given online by Professor Rebecca Ferguson at the 4th Annual International Conference on Research and Innovation In Education held at the University of Nairobi, Kenya, on 26 October 2022.
Presentation on Innovating Pedagogy given by Professor Rebecca Ferguson of The Open University at the International Conference on Open and Innovative Education, held in Hong Kong on 13 July 2022. The presentation was given remotely.
Introduction to Learning Analytics. Slides for Tutorial 1 led by Rebecca Ferguson at the Learning Analytics Summer Institute (LASI), June 2022, hosted online by the Society for Learning Analytics Research (SoLAR) with the University of British Columbia.
Short presentation given at the 'Building Open Science and Scholarship in SoLAR' workshop at LAK22, in March 2022. It touches on aspects of open scholarship including open access, open peer review, open thinking, open research teams, open research methods and an open research environment.
Short panel presentation given by Rebecca Ferguson at the Community of Practice on Trinity Micro-credentials First Annual Event (Continuing Education with Micro-credentials), 24 November 2021, organised online by Trinity College Dublin.
A short presentation given at the Accessible Learning, Accessible Analytics VIrtual Evidence Café at the Learning Analytics and Knowledge conference (LAK21) in April 2021
'I went to a marvellous party': a manifesto for online meetingsRebecca Ferguson
Slides presented at the Computers and Learning research group (CALRG) at The Open University, UK, in March 2021. A series of provocations about how online meetings could develop, drawing on the work of Raph Koster.
This tutorial is designed for everyone with an interest in increasing the impact of their learning analytics research. It was given by Rebecca Ferguson on 22 June 2021 at the Learning Analytics Summer Institute 2021, hosted by the University of British Columbia and held virtually.
Presentation given at VIII Semana de Formação de Professores STHEM Brasil – Módulo 1, a virtual workshop run on 25 May 2021 by faculty from the Institute of Educational Technology at The Open University, UK.
Presentation by Rebecca Ferguson to Open University PGCE Students in Wales about ‘Teaching at a Distance’. Adobe Connect webinar on 11 November 2020. Translation from English by OU Wales.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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?
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2. The Open University (UK)
• Supported distance education
• Quality open education at scale
• Over 250,000 current students
3. Open learning
59,053,400
iTunes downloads
6,200,000
Science at the
OU
YouTube views
OpenLearn
11,000 hours of
viewing material
400,000 unique
visitors per month
Frozen Planet
Have you studied with us?
4. Online social learning
Why has someone sawn down half of the beautiful
cedar tree outside my office window? I can’t find
this out from a book, and I don’t know anyone
with the precise knowledge that I am looking
for. It is as I engage in conversations with different
people that my understanding of what I see
outside my window increases, and I learn more
about the tree’s history, health, ecosystem and
future possibilities.
www.open.ac.uk/blogs/SocialLearnResearch/2010/01/13/what-is-social-learning-and-why-does-it-matter/
6. Learning analytics
Developing new tools for learners and teachers
drawing on experience from the learning sciences
intention of understanding and optimizing
not only learning
but also the environments in which it takes place
7. Implementing analytics
• Aligned with
clear aims
• Huge and
sustained effort
• Agreed proxies
for learning
• Clear and
standardised
visualisation
• Driving
behaviour at
every level
Individual assessment within cohort
8. Negative perspective: NAPLAN
There is massive pressure on
schools and individual teachers
to lift their school results. The
logical consequence is to teach
to the test … It is not about the
students but it is all about the
school … It does not reveal
anything about the richness of
your child's learning … Why is
the ability to work in teams not
included…? Sydney Morning Herald
27 November 2012
9. Social learning analytics
Social learning analytics focus on how learners
build knowledge together in their cultural and
social settings.
In the context of online social learning, these
analytics take into account both formal and
informal educational environments, including
networks and communities.
10. Why social learning analytics? (1)
Changing environment
Shift Happens:
Karl Fisch
11. Why social learning analytics? (2)
Social media
Support learning-related reflection on
interpersonal relationships and interactions
12. Why social learning analytics?
Free and open content
New Useful
ideas resources
Key hashtags
Helpful Support
info networks
Support the role of social networks in
filtering and recommending resources
13. Why social learning analytics? (3)
Living in the knowledge age
Support learners to assess their progress
in terms of knowledge-age skills
14. Why social learning analytics? (4)
Sociocultural understandings
Increase learner proficiency in the
use of educational dialogue
15. Why social learning analytics? (5)
Sociocultural understandings
Enable learners to engage proficiently
with a range of tools and social settings
16. Why social learning analytics? (6)
MOOCs
Open Translation MOOC http://bit.ly/OTcgjD
Learning Design MOOC http://www.olds.ac.uk/
18. Social analytics: potential uses
Network analytics
Identify individuals who support my learning
Identify individuals with relevant interests
Identify origins of conflicts
Identify groupings that could support learning
Provide feedback to groups and group leaders
19. Network analytics
Visualising Social Learning in the SocialLearn Environment. Bieke Schreurs and Maarten de Laat (Open University, NL), Chris
Teplovs (Problemshift Inc. and University of Windsor), Rebecca Ferguson and Simon Buckingham Shum (The Open
University, UK), SoLAR Storm webinar, The Open University, UK. http://bit.ly/UaFhbL
23. Social analytics: potential uses
Discourse analytics
The ways in which learners engage in dialogue
indicate how they engage with the ideas of others,
how they relate those ideas to their understanding
and how they explain their own point of view.
• Disputational dialogue
• Cumulative dialogue
• Exploratory dialogue
24. Analysing synchronous chat
Extensions to: Ferguson, R. and Buckingham Shum, S. (2011). Learning Analytics to Identify Exploratory Dialogue within
Synchronous Text Chat. Proc. 1st International Conference Learning Analytics & Knowledge. Feb. 27-Mar 1, 2011,
Banff. ACM Press. Eprint: http://oro.open.ac.uk/28955
25. Identifying indicators
Category Indicator
Challenge But if, have to respond, my view
Critique However, I’m not sure, maybe
Discussion of Have you read, more links
resources
Evaluation Good example, good point
Explanation Means that, our goals
Explicit reasoning Next step, relates to, that’s why
Justification I mean, we learned, we observed
Reflections of Agree, here is another, makes the
perspectives of others point, take your point, your view
27. Self-training framework
• Framework uses cue phrases to
make use of discourse features for
classification
• Uses a k-nearest neighbours
instance selection approach to
draw on topical features
28. Webinar chat analytics
Sheffield, UK not as sunny
as yesterday - still warm
Greetings from Hong Kong
Morning from Wiltshire,
See you!
sunny here!
bye for now!
bye, and thank you
Bye all for now
32. Kmi’s Cohere
Rebecca is playing the
role of broker,
connecting 2 peers’
contributions in
meaningful ways
web deliberation
platform enabling
semantic
social network and
discourse network
analytics
De Liddo, A., Buckingham Shum, S., Quinto, I., Bachler, M. and Cannavacciuolo, L. Discourse-centric learning analytics. 1st
International Conference on Learning Analytics & Knowledge (Banff, 27 Mar-1 Apr, 2011) http://oro.open.ac.uk/25829
36. Socialized analytics: potential uses
Disposition analytics
Dispositions can be used to render visible the
complex mixture of experience, motivation and
intelligences that make up an individual’s capacity
for lifelong learning and influence responses to
learning opportunities
Buckingham Shum, S., & Deakin Crick , R. (2012). Learning dispositions and
transferable competencies: pedagogy, modelling, and learning analytics. Paper
presented at the 2nd International Conference on Learning Analytics & Knowledge.
37. ELLI Profile
Web questionnaire 72 items (children and adult
versions: used in schools, universities and workplace)
38. Dimensions of learning power
Critical curiosity
Meaning making
Creativity
Resilience
Strategic awareness
Learning relationships
Changing and learning
39. A ‘visual learning analytic’
Basis for a mentored
discussion on how learner
see themselves, and
strategies for strengthening
the profile
40. Connecting with
learner identity
SIngleton High School
(ratified by the
Wonnaruah elders)
willy wagtail: didijiri
emu: kungkurung
snake: ta nipa tang
eagle: ka-wul
echidna: kuntji kukan
platypus: pikan
ants: yunrring
42. EnquiryBlogger
Standard Wordpress editor
Categories from ELLI
Plugin visualises
blog categories,
mirroring the
ELLI spider
More information at
learningemergence.net
44. Primary school bloggers Creativity
Meaning making
Strategic awareness
EnquiryBlogger: blogging for Learning Power & Authentic Enquiry
http://learningemergence.net/2012/06/20/enquiryblogger-for-learning-power-authentic-enquiry
47. Could a platform generate an ELLI
profile from user traces?
Different social
Questioning and network patterns in
challenging may different contexts
load onto Critical may load onto
Curiosity Learning
Relationships
Repeated
Sharing relevant attempts to pass
resources from an online test
other contexts may may load onto
load onto Meaning Resilience
Making
Shaofu Huang: Prototyping Learning Power Modelling in SocialLearn
http://www.open.ac.uk/blogs/SocialLearnResearch/2012/06/20/social-learning-analytics-symposium
49. Socialized analytics: potential uses
Content analytics
Various automated methods used to examine, index
and filter online media assets for learners.
These analytics may be used to provide
recommendations of resources tailored to the needs
of an individual or a group of learners.
53. Socialized analytics: potential uses
Context analytics
Analytic tools that expose, make use of or seek to
understand learners’ contexts. These analytics may
be used alone, or may be employed as higher-level
tools, pulling together data produced by other
analytics.
Context as a dynamic process – a mobile
device can present content, options and
resources that support learning activities
in this location at this time.
54. Virtual field trip
Inventory
Mandatory Optional
Hiking boots Waterproof Project led by
Shailey Minocha
Hand lens clothing
Grain-size Sun hat
chart Sunscreen
Sunglasses
Compass
13ºC
55. Virtual field trip
• Do learners
engage with all
the tasks?
• What are the
differences
between novice
and expert
practice?
57. Implementing analytics
Can we achieve this?
•Aligned with clear aims
•Huge and sustained effort
•Agreed proxies for learning
•Clear and standardised visualisation
•Driving behaviour at every level
Can we avoid this?
Learning with others
•Instructivist approach
•Stressed, unhappy learners
•Analytics with little value for learners or teachers
•Omission of key areas, such as collaboration
58. For more from the OU, see
http://www.open.ac.uk/blogs/innovating/
Editor's Notes
Going to be giving some background Talking about the need for social learning analytics Descrbing different types of analytic with examples from the OU
The UK ’ s largest University. Over 40 years old Runs its own courses and awards its own degrees 342 undergraduate modules, 60 CPD modules and 141 post-grad modules 43% have 1 A level or lower at entry Link this with ideas about MOOCs
59 million iTunes downloads Difference between formal and informal learning Shift towards online social learning
Developing SocialLearn - a social media space tuned for learning.
When it comes to analytics, the OU is well placed to work towards these aims of learning analytics We have a track record of research We have a lot of data to work with well over a million students in that 40 years, well over a million informal learners. Lots of researchers at our university are interested in how we can used this data to support learners and teachers. And we are interested in using analytics where the usual proxies for learning – completion and results – aren’t available or aren’t sufficient
Learning analytics can seem relatively new and small scale. For the last 20 years in England we have had a government driven analytics programme that results in the publication of school league tables in the national papers. Primarily academic analytics – designed for comparison of institutions But they become learning analytics because learners and teachers know about them and work with them We can take some positive messages from this
But also negative messages, and these you are familiar with in Australia. This is from the Morning Herald this week, on the NAPLAN tests I think part of the problem here is that these tests weren ’ t designed to solve a problem for teachers and learners, they were designed with government concerns in mind And they are not strongly driven by the learning sciences – in fact, they promote an instructivist approach to learning We always need to think about why we are developing analytics and who they will benefit
So, in that context, we want to support peopleto learn together. Not just in courses and cohorts, we are also interested in networks, communities and affinity groups. Two perspectives: 1. how can the individual learn more effectively in social contexts? 2. how can these groups function more effectively to support learning?
We need to adapt to an educational landscape where content expertise is no longer key; where we have to develop students who know how to learn, and are able to keep on learning, finding their own support and resources, even when things get tough
Some of the reasons we need social learning analytics: Social media are now ubiquitous, and support a lot of learning interactions Most of this is off the radar for formal education, there’s just too much of it, and learners often want to keep their social interaction separate from their formal education. Social learning analytics could provide tools to support learning in these situations Why this pic? – Google Plus, Twitter and Facebook being used for learning
Learners are faced with a deluge of information Just one Twitter hashtag can provide ideas, information, resources and support Social learning analytics could help to filter and recommend resources Could help to develop effective learning networks Why this pic? – the #phdchat community helping with filtering and recommendations
Knowledge, rather than land, labour or capital is now the key wealth-generating resource Constant change in society is now the norm We don’t know which knowledge and skills will be useful in the future, so we need ‘knowledge-age skills’ These included group-focused skills such as collaboration, communication and social responsibility Why this pic? - Two of the many knowledge-age skills frameworks
Sociocultural understanding of learning makes it clear that knowledge isn’t simply transferred to us There is an active process of knowledge construction The quality of the interaction round resources is important when making sense of the learning resources Need to be able to support students in the process of knowledge construction Why this pic? – Dragan in a learning analytics MOOC, the learning comes from the chat panel on the left, as well as from the presenter and his slides
Sociocultural understanding of learning makes it clear that learning is a social process It takes place using tools SLA could support learners to engage with these group tools, and in these different group environments Why this pic? – screenshot from ALT-C, using Internet, livestream, twitter stream while at F2F conference
MOOCs align with the OU values They are a growing global phenomenon – that relies to a greater or lesser extent, on the support provided by online social learning
We are drawing on a set of established research and tools. These are the ones we are currently exploring Network analytics – interpersonal relationships Discourse analytics – primary tool for knowledge construction Disposition analytics – these include learning relationships, and are developed through mentored conversations Content analytics – Resources have a social dimension – they are created, tagged, rated, reviewed, bookmarked Context analytics – giving access to the people, groups, social settings
Social network analytics are relatively well developed Several tools being developed to support them, including SNAPP and Network Awareness Tool Already in use, supporting both learners and teachers. We are interested not only in feeding back to individuals, but also to groups – what is working well, what do successful groups look like? For each set of learning analytics – there is a slide on description or possible uses, and one on how we are implementing it.
Here’s a form of network analysis we have been working on at the Open University, along with OUNL Taking an offline tool – NAT – and putting it online
The overall map is confusing, but you can filter it down by topic or by the type of tie
View the network for specific tags
Viewing by individual learner The types and amount of relationships
We currently have a lot of work at The Open University on discourse analytics From a sociocultural perspective, language and dialogue are crucial tools in the development of knowledge The work of Neil Mercer and his colleagues has shown that effective dialogue can be taught, and can significantly improve results
Here’s an example of data from an OU conference in Elluminate / Blackboard Collaborate We are interested in the synchronous text chat We started off with a two-day conference, and were looking for the times when people were engaging in exploratory dialogue in the chat
We looked for the characteristics of exploratory talk, and for the words and phrases that signalled these were taking place
Then we were able to run a simple search, which highlighted where these types of talk were taking place. For example, the sectionon the top left contains two of the indicators. This section also shows why other tools – that have been developed for more formal types of text, don’t work well on this type For example, we don’t always have full stops to mark the end of sentences, we have mistypes, and misspellings and abbreviations and emoticons But it’s also clear that this method doesn’t pick up all the examples – it is reliable, but it is incomplete So we started to work with computer linguistics
Framed it as a binary classification task – is a posting exploratory or is it non-exploratory? We developed a self-training approach that looked for unigrams, bigrams and trigrams – combinations of one, two or three words – that had a high probability of signalling exploratory or non-exploratory dialogue
Here we have a visualisation of a 2.5 hour session of the online conference For every ten postings, we have calcuated an average exploratory rate. These are shown with a timestamp Blue indicates non-exploratory dialogue, and red indicates exploratory dialogue. The longer the bar, the higher the probability So there are ten minutes at the beginning with a high amount of non-exploratory talk – and looking at these we see greetings There are also a lot of non-exploratory postings at the end, and these are mostly very similar Let’s look in more detail at the spike of exploratory talk just after 11am – highlighted in yellow here
At this finer granularity, the exploratory talk contains some sections that the computer clasfies as non-exploratory And you can see this needs some refinement – the classifier takes all URLs to be non-exploratory because sometimes they are off-topic Overall, though, there is a lot going on here, and this is a section it would be worth following up on
Where else might we employ this? A next move will be to use it in the OpenScience Lab to support students who are working together at a distance
Another example of discourse analysis at the OU In this case, the learners build semantic connections between contributions
This not only connects ideas, it gives an idea of the relationships between learners It also begins to identify key roles, such as ‘broker’
This, then, begins to move away from discourse analytics towards content analytics Once we know the semantic relationship between resources, we can make these available to learners
And a final example of discourse analytics FlashMeeting is a videoconferencing tool used on some of our course One of the views lets you see who has contributed when on the audio channel
This can be used for comparisons between sessions and between people
This takes into a personal domain – the characteristics of a good learner Validated over a decade – but also a list reflected in the Twitter stream Increase people’s capacity to learn, and their capacity to learn in a variety of situation
How dispositions are currently assessed
The dimensions of learning power, with a couple of descriptions
Ths is how learrners would see these dimensions reporesented
Understanding of these dimensions emerges through discussion
Different communities visualise the dimensions in different ways
We incorporated these dimensions within a Wordpress plug-in
The ELLI spider is already available as a form of learning analytic The social aspect appears in several ways. First, as the basis for a mentored conversation (see yesterday’s paper on mentoring analytics) Second, can we derive a useful profile from interactions on a social learning platform? This is what Shaofu is currently working on Why this pic? – ELLI pics from journal paper
This is a socialised analytic – recommendations are not necessarily social (note that this is not content analysis – which is a well-established method of analysis) What we are interested in here is whether we can make use of social information – ratings, recommendations, comments, bookmarks, to help learners to navigate information Recommendations aren’t necessarily based on interest – we could look for resources that challenge our views, that provide alternative perspectives
Social network reputation is not the same as domain expertise reputation
This is a model of the user-driven aspect of the Biodiversity Observatory and how it will help people with a casual interest into informal, and ultimately formal, learning about biodiversity.
Two approaches here. One takes your context as static – this might be your context when you are enrolled in a class, or working as part of a group The other takes a more dynamic approach and seeks to shift the possibilities available to you in your context – for example, you are walking down the street, and the analytics make you aware of a nearby resource or fellow learner (This view emerged from the MOBILEARN project)