1.
From Product to Process
The Analytics of Teamwork and Sensemaking
@s_joksimovic
Srecko Joksimovic, University of South Australia
Learning-Centred Analytics: Mission Possible?
ASCILITE LA-SIG Workshop
Melbourne :: Brisbane :: Sydney (:: Adelaide)
September 6, 2019

2.
Overview
•
•
•
•

3.
Context
Exploring human and artificial
cognition to understand
knowledge processes and their
impact on society
Centre for Change and Complexity in Learning

4.
The Journey of
Learning Analytics1

5.
Social, Economical, & Environmental Challenges
Problem Solving, Communication, Team Work

6.
Complex Problem
Solving

7.
Team or Group work
Sensemaking

8.
It’s all about teamwork

9.
The ability of
individuals to
collaboratively engage
in a complex problem
solving task that
requires knowledge
or skills from multiple
disciplines

10.
ATC21STM framework4
(Griffin, et al.)

11.
Examples of common
events
Task related events
ATC21STM framework

12.
Measuring Teamwork5
(Hernández-García, et al.)

13.
The Idea of Synchronization

14.
Understanding Learning Strategies
Melbourne
Program A
Melbourne
Program B
Adelaide
Program
Week 1 – Project Plan Week 2 – Project Draft Week 3 –Final Report & Presentation

15.
Learning Sessions
10%
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16.
Emerging Strategies
Intro Getting Started Final Report
Plan & Draft Assessment
Week 1 Focus Welcome to the Program Week 3 and Final Report Focus
Week 1&2 Assessment Activities Assessment & Presentation Focus

17.
From Synchronization and Coordination
to Learning
Positive association
Standardized coefficients for the regression model
Negative association

18.
“…the music is already there…”6

19.
Sensemaking
“How can
I know what I think until I see
what I say?”

20.
Five Schools
Organizational Sensemaking
(Weick)
Information and Individual
(Dervin)
Organizational and Decision Making
(Klein)
Information Foraging
(Russel)
Naturalistic Sensemaking
(Snowden)

21.
The ability of
individuals to
collaboratively engage
in a complex problem
solving task that
requires knowledge
or skills from multiple
disciplines
Sensemaking?

22.
Hands-On

23.
How do you understand
a difference between
learning and
sensemaking, at the
individual and group
level?

24.
Capturing the process
Perception
After identifying students at risk, individuals with pure performance indicators are provided with the feedback about the
resources and activities they should engage with. Introduced feedback is targeted towards adopting study strategies shown to
be successful. These new activities create a new stream of information that individuals need to process and incorporate into
their action, and often lead to gaps in understanding.
When faced with gaps in understanding, individuals engage in explicit, analytical, and effortful sensemaking that necessitates
construction of new inferences and adjustments to the existing models.
Inference
As a result of these inferences, individuals select the most plausible explanation that allows them to resume action and
integrate it within their learning strategies that become a basis for future action.
Action

25.
INFERENCE
CONSTRUCTION
ACTIVATION
ROUTINE
FLOW
ACTION
PERCEPTION
GAP
EXPERIMENT
SENSEMAKING MODE
Explicit
Effortful
Cognitive Skills
HABITUAL MODE
Implicit
Effortless
Psychosocial Determinants
INFERENCE
CONSTRUCTION
Active development
of new models
ACTIVATION
Activation of existing
models and scripts
PERCEPTION
GAP
New information
does not fit expectations,
leads to gaps in understanding
and initiates sensemaking
FLOW
New information
conforms to expectations
and leads to habitual action
ACTION
EXPERIMENT
Explicit action that
tests new inferences
and hypotheses
ROUTINE
Implicit action that
follows existing scripts
Adapted from Mamykina et al., (2015)
1. What are the factors influencing
Perception – Inference – Action Cycle
(Individual vs. Group level)?
2. How do we capture and analyse
the Cycle (from the LA perspective)?

26.
From Product to Process
The Analytics of Teamwork and Sensemaking
@s_joksimovic
Srecko Joksimovic, University of South Australia
Learning-Centred Analytics: Mission Possible?
ASCILITE LA-SIG Workshop
Melbourne :: Brisbane :: Sydney (:: Adelaide)
September 6, 2019

27.
References
1. Joksimovic, S., Kovanovic, V., and Dawson, S. 2019. The Journey of Learning Analytics. HERDSA Review of Higher Education, Vol. 6., pp. 37-63,
http://www.herdsa.org.au/herdsa-review-higher-education-vol-6/37-63
2. Lim, L., Dawson, S., Joksimovic, S., and Gasevic, D. 2019. Exploring students' sensemaking of learning analytics dashboards: Does frame of reference make a
difference?. In Proceedings of the 9th International Conference on Learning Analytics & Knowledge (LAK19). ACM, New York, NY, USA, 250-259. DOI: https://doi-
org.access.library.unisa.edu.au/10.1145/3303772.3303804
3. Mamykina, L., Smaldone, A. M., & Bakken, S. R. (2015). Adopting the sensemaking perspective for chronic disease self-management. Journal of biomedical informatics,
56, 406-417.
4. Griffin, P., & Care, E. (Eds.). (2014). Assessment and teaching of 21st century skills: Methods and approach. Springer.
5. Hernández-García, Á., Acquila-Natale, E., Chaparro-Peláez, J., & Conde, M. Á. (2018). Predicting teamwork group assessment using log data-based learning analytics.
Computers in Human Behavior, 89, 373-384.
6. Tovstiga, G., Odenthal, S., & Goerner, S. (2005). Sense making and learning in complex organisations: the string quartet revisited. International Journal of Management
Concepts and Philosophy, 1(3), 215-231.