This document discusses learning analytics and how data can be used to understand and optimize learning environments. It defines learning analytics as measuring, collecting, analyzing, and reporting data about learners and contexts for these purposes. The document explores how sports analytics and science could be better integrated to move from analyzing what happened to predicting outcomes and prescribing actions. It also discusses the need for iterative conversations and organizations that allow for learning to evolve over time in connected communities.

1. Thinking About Analytics
Keith Lyons
March 2018

2. These slides were prompted by
Colin Beer’s
Learning analytics and magic beans (1 March 2018)
“Learning analytics requires a learning approach …”

3. Learning analytics defined as:
“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”. (Siemens and Long,
2011:30) (my emphasis)

4. Cassandra Colvin et al., 2016:31
Sustainable uptake of learning analytics in education?

5. Might these discussions facilitate a sport analytics conversation?

6. We need to get better at integrating sports analytics and sport
science/performance. The two worlds are separate, and
shouldn't be. (Luke Bornn)

7. Perhaps we could consider how we construct a language
about this integration … in the context of analytics.

8. Describing what happened
Diagnosing why it happened
Predicting what is likely to happen
Prescribing the best course of action
How do we share what we have learned from the data?
How do we move from hindsight to foresight and optimisation? (Michael Corcoran)

9. Link
A linear view of the process

10. What space and time within the organisation for
iterative conversations about trial and
improvement?
For fuzziness?

11. For example
Fern Halper

12. In a connected organisation, learning evolves from
day to day.
As the world changes, analytics resources change.
We see patterns and trends.
We are part of a community.
Stephen Downes (2018)

13. We can be clear about our level of interaction … one view from 2013

14. Link
… and how we might engage in learning conversations

15. I wondered if a conversation about analytics in 2018
might be informed by a discussion about performance
analysis twenty years ago.

20. … a common discourse and practice nourished by an
acceptance of diversity and voracious, continuing,
vulnerable, fallible learning.