Presentation given at Onderwijsdagen 2015, 11.11.2015, #owd2015 #laceproject

1. The
future
of
Learning
Analy2cs
Wat
is
haalbaar
en
wat
is
wenselijk?
Hendrik
Drachsler|
Open
Universiteit
Onderwijsdagen
2015|
11
November
2015
#laceproject,
#owd2015,
@hdrachsler

2. 3
• Hendrik Drachsler
Associate Professor Open
Universiteit, Welten Institute
• Research topics:
Personalization,
Recommender Systems,
Learning Analytics,
Mobile devices
• Application domains:
Schools, HEI, Medical
education
WhoAmI
2006 - 2009

3. 3
Research
ac8vi8es

4. The
LACE
project
4
K12
Workplace
HEI
§ Community-­‐building
through
events
&
communica8on
channels/social
media
(cross-­‐disciplinary
HEI,
K12,
Workplace)
§ Technology
transfer
&
best
prac8ce
§ Organized
22
events,
and
contributed
to
33
(tutorials,
workshops,
conferences,
etc.
LACE
–
Onderwijsdagen,
#owd2015,
RoUerdam,
Netherlands
–
11
November
2015
European
support
ac2on
aimed
at
integrate
communi2es
working
on
LA
from
schools,
workplace
and
universi2es

5. LACE
Goals
and
objec2ves
5
• Objec2ve
1
–
Promote
knowledge
crea2on
and
exchange
• Objec2ve
2
–
Increase
the
evidence
base
• Objec2ve
3
–
Contribute
to
the
defini2on
of
future
direc2ons
• Objec2ve
4
–
Build
consensus
on
interoperability
and
data
sharing
LACE
–
Onderwijsdagen,
#owd2015,
RoUerdam,
Netherlands
–
11
November
2015

6. Why
envisioning
the
future
of
learning
analy2cs
l We
are
interested
in
indica2ons
of
the
future
of
learning
analy2cs:
- To
provide
guidance
for
policy
makers
- To
help
coordinate
research
l We
have
described
9
possible
futures
of
learning
analy2cs
(visions)
- Conceivable
with
current
technology,
but
challenging
in
their
implica8ons
- Developed
and
winnowed
down
within
the
project
6
LACE
–
Onderwijsdagen,
#owd2015,
RoUerdam,
Netherlands
–
11
November
2015

7. We
are
carrying
out
a
'policy
Delphi'
7
l To
solicit
informed
judgments
on
the
future
of
learning
analy2cs,
in
order
to
understand
- The
underlying
trends
- The
opinions
of
stakeholders
from
different
areas
l The
visions
are
of
interest
in
themselves,
but
their
main
purpose
is
as
a
tool
for
elici2ng
and
thinking
about
beliefs
about
- The
trends
which
are
driving
learning
analy8cs
- The
implica8ons
of
those
trends
LACE
–
Onderwijsdagen,
#owd2015,
RoUerdam,
Netherlands
–
11
November
2015

8. Today's
workshop
l Share
the
visions:
l h^ps://goo.gl/Elsx3x
l The
main
purpose
is
to
generate
enlightening
conversa2ons
on
- The
current
trends
in
learning
analy8cs
- Where
those
trends
are
leading
to
l We
would
also
like
to
include
the
points
from
your
conclusions
in
the
wider
study.
l All
contribu8ons
will
be
anonymous
8
LACE
–
Onderwijsdagen,
#owd2015,
RoUerdam,
Netherlands
–
11
November
2015

9. Three
stages
of
the
workshop
l Stage
1:
Short
presenta8on
of
a
vision
(Doug)
l Stage
2:
Rate
Vision
on
(Audience)
l
1.
‘haalbaar’
=‘feasible’
l
2.
‘wenselijk’
=
‘desirable’
l By
raising
your
hands!
l Stage
3:
Capture
some
comments
on
each
Vision
l Miriam
Brand
will
take
notes
on
ra8ng
results
per
vision
and
write
down
comments
In
total
7
minutes
per
Vision,
let’s
see
how
far
we
get
!!!
LACE
–
Onderwijsdagen,
#owd2015,
RoUerdam,
Netherlands
–
11
November
2015

10. Vision
1:
2025,
LA
are
essen2al
tools
for
educa2onal
management
10
Pic
by:
Janneke
Staaks,
hUps://www.flickr.com/photos/jannekestaaks/14204590229/
• A
wide
range
of
data
about
learner
behaviour
is
used
• This
generates
good
quality,
real-­‐8me
predic8ons
about
likely
study
success
• Learners,
teachers,
managers
and
policymakers
have
access
to
live
informa8on
• You
don’t
have
to
wait
to
see
if
a
course
is
booming
or
failing

11. Vision
2:
2025,
LA
analy2cs
support
self-­‐directed
autonomous
learning
11
Pic
by:
SparkFun,
hUps://www.flickr.com/photos/sparkfun/4536382170/
• No
Curricula
anymore
• Students
create
study
groups
that
decide
their
learning
goals
and
how
to
achieve
these
• Analy8cs
support
info
exchange
and
group
collabora8ons
• Teachers
become
MENTORS
• Forma8ve
assessment
is
used
to
guide
future
progress
towards
learning
goals

12. Vision
3:
2025,
analy2cs
are
rarely
used
in
educa2on
12
Pic
by:
Tara
Hunt,
hUps://www.flickr.com/photos/missrogue/94403705
• Courses
that
are
automated
by
analy8cs
are
seen
as
inferior
• Learners
have
realised
that
they
can
game
the
system
• There
have
been
major
leaks
and
misuse
of
sensi8ve
personal
data
• All
use
of
data
for
educa8onal
purposes
has
to
be
approved
not
only
by
the
learner
but
also
by
new
inspectorates.

13. Vision
4:
2025,
classrooms
monitor
the
physical
environment
to
support
learning
and
teaching
13
• Furniture,
pens,
wri8ng
pads
–
almost
any
tool
used
during
learning
–
can
be
fiUed
with
sensors.
• Cameras
monitor
movements,
and
record
exactly
how
learners
work
with
and
manipulate
objects.
• Informa8on
is
used
to
monitor
learners’
progress.
• Teachers
are
alerted
to
signs
of
individual
learner’s
boredom,
confusion,
and
devia8on
from
task.
Pic
by:
Janneke
Staaks,
hUps://www.flickr.com/photos/jannekestaaks/14391223825/

14. Vision
5:
2025,
most
teaching
is
delegated
to
computers
14
Pic
by:
Charis
Tsevis,
hUps://www.flickr.com/photos/tsevis/5470451264/
• Development
of
enormous
datasets
containing
informa8on
about
hundreds
of
thousands
of
learners
• It
is
possible
to
provide
reliable
evidence-­‐based
recommenda8ons
about
the
most
successful
routes
to
learning
• Recommenda8ons
are
beUer
informed
and
more
reliable
than
by
even
the
best-­‐trained
humans

15. Vision
6:
2025,
personal
data
tracking
supports
learning
15
Pic
by:
Lauren
Manning
hUps://www.flickr.com/photos/laurenmanning/7246212772
• Sensors
gather
personal
informa8on
about
factors
such
as
posture,
aUen8on,
rest,
stress,
blood
sugar,
and
metabolic
rate.
• This
data
helps
people
to
master
skills
as
swimming,
driving,
and
passing
examina8ons
• Programmes
using
this
data
to
op8mise
learning
for
different
ages
and
courses

16. Vision
7:
2025,
individuals
control
their
own
data
16
Pic
by:
Marcin
Wichary,
hUps://www.flickr.com/photos/mwichary/3014140238/
• People
are
aware
of
the
importance
and
value
of
their
data.
• Learners
control
the
type
and
quan8ty
of
personal
data
that
they
share,
and
with
whom
they
share
it
• If
they
do
not
engage
with
these
tools,
then
no
data
is
shared
and
no
benefits
gained.
• Most
educa8onal
ins8tu8ons
run
campaigns
to
raise
awareness
of
the
risks
and
exposure
of
data

17. Vision
8:
2025,
open
systems
for
learning
analy2cs
are
widely
adopted
17
Pic
by:
Gideon
Burton,
hUps://www.flickr.com/photos/waking8ger/3157622608
• ‘Open
learning
analy8cs’
established
by
the
Open
Learning
Analy8cs
Founda8on
• Educa8onal
organisa8ons
see
learning
analy8cs
as
a
central
element
of
their
IT
provision
and
demand
access
• All
tools
use
open
algorithms
standards
which
facilitate
transparency
and
independent
valida8on

18. Provide
your
ideas
for
the
Future!
l Don’t
forget
to
share
the
Visions
with
your
colleges
or
friends
l We
are
keen
on
gemng
as
many
replies
to
make
a
rich
judgment
how
the
future
will
look
like
l You
can
find
the
Visions
here:
h^ps://goo.gl/Elsx3x
18

19. “The
future
of
Learning
Analy8cs”
by
Hendrik
Drachsler,
OUNL
was
presented
at
the
Onderwijsdagen
2015
in
RoUerdam,
Netherlands
11
November,
2015.
hendrik.drachsler@ou.nl
This
work
was
undertaken
as
part
of
the
LACE
Project,
supported
by
the
European
Commission
Seventh
Framework
Programme,
grant
619424.
www.laceproject.eu
@laceproject
19