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Working towards systemic adoption of learning analytics
- 1. Working towards systemic adoption of learning analytics Stakeholder expectations and concerns Yi-Shan Tsai, Dragan Gašević, Alexander Whitelock-Wainwright, Pedro J. Muñoz-Merino, Pedro M. Moreno-Marcos, Aarón Rubio Fernández, Carlos Delgado Kloos, Maren Scheffel, Ioana Jivet, Hendrik Drachsler, Kairit Tammets, Adolfo Ruiz Calleja, and Kaire Kollom
- 2. SHEILA project Supporting Higher Education to Integrate Learning Analytics http://sheilaproject.eu/
- 5. Expectations & Concerns Managers, teachers, and students
- 7. Managers would like learning analytics to… Institutional survey n=45 (institutions) *22 countries http://sheilaproject.eu/
- 8. Teachers would like learning analytics to… STUDENT LEVEL TEACHER LEVEL PROGRAM LEVEL Take responsibility for their learning and enhancing their SRL- skills Assess the degree of success to prevent students from begin worried or optimistic about their performance Method to identify student’s weaknesses and know where students are with their progress Understand how students engage with learning content Improve of the design and provision of learning materials, courses, curriculum and support to students Understand how program is working (strengths and bottlenecks) Improve educational quality (e.g. content level) Focus groups: • 16 groups • 4 universities • 59 participants http://sheilaproject.eu/
- 9. Students would like learning analytics to… Personalised support Feedback Academic resources Self-regulated learning Focus groups: • 18 groups • 4 universities • 74 participants http://sheilaproject.eu/
- 10. “People from different backgrounds would get different kind of offers because the university wants to be accessible for people from all different learning backgrounds. But they don’t actually address that all too well during the course.” – Student “We had a problem that we had a geophysics student who did the second year entry, but most of the microscope training is done in the first year, so the lecturer didn’t know that he didn’t even touch the microscope before.” – Student Personalised support http://sheilaproject.eu/
- 11. “I’m a first year student so I can tell you [that] the difference between high school and university is that there’s not much contact. I feel like I’m learning but I’m not really identifying my flaws and my strengths. So yeah, it would be great to have a complete profile [about the learning progress] - Student Feedback http://sheilaproject.eu/
- 12. “I have ASD [autism spectrum disorder] which causes me social and communication issues and I’ve sort of spent the first year and a half being quite lonely and isolated at University and yet overwhelmed by lots of information, but unable to sift through it and work out exactly what was of benefit specifically to me.”- Student Resource access http://sheilaproject.eu/
- 13. Desires for self-regulated learning Survey: • 6 institutions • 3053 returns SRL: • Receiving a complete profile of their learning • Making their own decisions based on the analytics results • Knowing how their progress compares to a set learning goal http://sheilaproject.eu/
- 14. High expectations of self-regulated learning Survey: • 6 institutions • 3053 returns SRL: • Receiving a complete profile of their learning • Making their own decisions based on the analytics results • Knowing how their progress compares to a set learning goal http://sheilaproject.eu/
- 16. Managers are concerned about… Returns on investment Resources Culture Skills http://sheilaproject.eu/
- 17. Returns on investment… “We could have had a little black box instead of an expensive piece of software. The wrapping around the project, the energy, the commitment, the targeted actions, how much of that would have just delivered some change anyway?” – Manager http://sheilaproject.eu/
- 18. Teachers are concerned about… Students Teachers Learning analytics http://sheilaproject.eu/
- 19. Teachers are concerned about… • Teacher-level https://www.pinterest.com/pin/432486370448743887/ http://sheilaproject.eu/
- 20. Teachers are concerned about… • Teacher-level https://goo.gl/images/cA7J3h http://sheilaproject.eu/
- 21. Teachers are concerned about… • Learning analytics-level https://goo.gl/images/TK6J8p Can individual differences be captured? http://sheilaproject.eu/
- 22. Teachers are concerned about… • Learning analytics-level https://goo.gl/images/TVLukx Interpretations of learning vary http://sheilaproject.eu/
- 23. Teachers are concerned about… “I don’t want it [LA] to make all of the students behave in the exact same way to satisfy an algorithm. I want it to enable students to have the best experience in whatever that experience is. You know, you can be totally different from everyone else and still do perfectly fine. I want it [LA] to…enable students to do better and not make them all mini ‘me’s.” - Teacher http://sheilaproject.eu/
- 24. Privacy & Ethics access anonymity security purpose Legitimate data practices should be… http://sheilaproject.eu/
- 25. Privacy & Ethics • Surveillance “People would think that they’re being looked under a microscope, which would kinda invade their privacy.” – Student https://pixabay.com/ access anonymity http://sheilaproject.eu/
- 26. Privacy & Ethics • Labelling leads to stereotypes “I think if the tutor comes in there with the perception, ‘oh she’s the one that’s been really struggling the whole time’, even though you do very well in that particular course, I think it would affect the tutor’s perception of you.” – student https://pixabay.com/ access anonymity http://sheilaproject.eu/
- 27. Privacy & Ethics • Third-party “I think once you start allowing some, it’s quite hard to sort of regulate it. So without knowing more about what the data’s being used for, I’d probably say no third parties at this point.” – Student https://pixabay.com/ access anonymity http://sheilaproject.eu/
- 28. LA Different priorities and concerns http://sheilaproject.eu/
- 29. SHEILA framework • 89 institutions across 26 European countries • Multi-stakeholder views • 49 key action points for institutional adoption • 69 prominent challenges to address • 63 questions to answer in policy and strategy formation http://sheilaproject.eu/ Tsai, Y-S., Moreno-Marcos, P. M., Jivet, I., Scheffel, M., Tammets, K., Kollom, K. & Gasevic, D. 2018 (Accepted/In press) The SHEILA framework: informing institutional strategies and policy processes of learning analytics, Journal of Learning Analytics, 26 p
- 32. Working towards a systemic adoption of learning analytics Stakeholder expectations and concerns Yi-Shan Tsai, University of Edinburgh yi-shan.tsai@ed.ac.uk @yi_shan_tsai http://sheilaproject.eu/
Editor's Notes
- This presentation is about a large-scale European project, SHEILA, which aims to support HEIs to adopt LA systematically, effectively, and responsibly.
- The project looked at institutional experience with LA – how institutions use data produced by students during their learning activities to inform learning and teaching decisions.
- Programme means course in Australia, and course means units.
- Provision of timely feedback, easy access to digital resources, and personalised learning support
- “Being on the same page”. Some students felt lost in the class because they did not have prerequisite knowledge or skills for the particular course, whereas some felt that they were wasting their time.
- Constructive and consistent feedback – transit from high school to HE where there is much less contact with teachers.
- Finding the right resource can be challenging, especially in an information explosive age where going through hundreds of emails can be common for many.
- Even though the average responses tended to be similar across locations, the sample of students from the Open University of the Netherlands were found to have lower ideal expectations towards receiving complete profiles across modules based on LA, compared to the other samples. This highlights that there is no one-size-fits-all LA solution, and further investigation into the preference of students towards the access to their learning data at this particular institution is needed.
- U19
- How data is collected, analysed and interpreted affects our interpretations of learning
- Four themes emerge as key criteria to judge whether the university is using student data legitimately.
- Students also pointed out the fear of being marked unfairly.
- Students were particularly worried about becoming commercial targets. Students didn't trust 3rd parties.
- The interactive web tool increases the accessibility of the SHEILA framework. Various people have told us informally that the work of the SHEILA project has influenced their adoption of learning analytics one way or another.
- The project does not deal with technical issues but socio-cultural issues around LA.