Downloaded 22 times
![What is Learning Analytics?
• no universally agreed definition
“the measurement, collection, analysis and reporting of data about learners and their
contexts, for purposes of understanding and optimizing learning and the
environments in which it occurs” [1]
[1] Learning and Academic Analytics, Siemens, G., 5 August 2011, http://www.learninganalytics.net/?p=131
[2] What is Analytics? Definition and Essential Characteristics, Vol. 1, No. 5. CETIS Analytics Series, Cooper, A.,
http://publications.cetis.ac.uk/2012/521
“the process of developing actionable insights through problem definition and the
application of statistical models and analysis against existing and/or simulated future
data” [2]](https://image.slidesharecdn.com/efye2016-usinglearninganalytics-180815141408/75/Using-learning-analytics-to-improve-student-transition-into-and-support-throughout-the-1st-year-9-2048.jpg)
![What is Learning Analytics?
• no universally agreed definition
[3] Learning Analytics and Educational Data Mining, Erik Duval’s Weblog, 30 January 2012,
https://erikduval.wordpress.com/2012/01/30/learning-analytics-and-educational-data-mining/
“learning analytics is about collecting
traces that learners leave behind and
using those traces to improve
learning” [Erik Duval, 3]
† 12 March 2016](https://image.slidesharecdn.com/efye2016-usinglearninganalytics-180815141408/75/Using-learning-analytics-to-improve-student-transition-into-and-support-throughout-the-1st-year-10-2048.jpg)
![What is Learning Analytics?
How is learning analytics different from institutional data? [4]
• High-level figures:
provide an overview for internal and external reports;
used for organisational planning purposes.
• Academic analytics:
figures on retention and success, used by the institution to assess performance.
• Educational data mining:
searching for patterns in the data.
• Learning analytics:
use of data, which may include ‘big data’,
to provide actionable intelligence for learners and teachers.
[4] Learning analytics FAQs, Rebecca Ferguson, Slideshare, http://www.slideshare.net/R3beccaF/learning-analytics-fa-qs
AND STUDENTS](https://image.slidesharecdn.com/efye2016-usinglearninganalytics-180815141408/75/Using-learning-analytics-to-improve-student-transition-into-and-support-throughout-the-1st-year-11-2048.jpg)
![What is Learning Analytics?
learning analytics process model
[Verbert et al. 2013] Verbert K, Duval E, Klerkx J; Govaerts S, Santos JL (2013) Learning analytics dashboard applications.
American Behavioural Scientist, 10 pages. Published online February 201, doi: 10.1177/0002764213479363](https://image.slidesharecdn.com/efye2016-usinglearninganalytics-180815141408/75/Using-learning-analytics-to-improve-student-transition-into-and-support-throughout-the-1st-year-14-2048.jpg)
![What is Learning Analytics?
six critical dimensions of learning analytics
[Greller, W., & Drachsler, H. (2012). Translating Learning into Numbers: A Generic Framework for Learning Analytics.
Educational Technology & Society, 15 (3), 42–57. http://ifets.info/journals/15_3/4.pdf ]](https://image.slidesharecdn.com/efye2016-usinglearninganalytics-180815141408/75/Using-learning-analytics-to-improve-student-transition-into-and-support-throughout-the-1st-year-16-2048.jpg)
![What is Learning Analytics?
six critical dimensions of learning analytics
[Greller, W., & Drachsler, H. (2012). Translating Learning into Numbers: A Generic Framework for Learning Analytics.
Educational Technology & Society, 15 (3), 42–57. http://ifets.info/journals/15_3/4.pdf ]
Tutors
Policy makers](https://image.slidesharecdn.com/efye2016-usinglearninganalytics-180815141408/75/Using-learning-analytics-to-improve-student-transition-into-and-support-throughout-the-1st-year-17-2048.jpg)
![What is Learning Analytics?
• data subjects
• here: students
(could also be teachers)
• data clients
• students
• tutors
• academic administrators
• policy makers
[Greller, W., & Drachsler, H. (2012). Translating Learning into Numbers: A Generic Framework for Learning Analytics.
Educational Technology & Society, 15 (3), 42–57. http://ifets.info/journals/15_3/4.pdf ]](https://image.slidesharecdn.com/efye2016-usinglearninganalytics-180815141408/75/Using-learning-analytics-to-improve-student-transition-into-and-support-throughout-the-1st-year-18-2048.jpg)
![What is Learning Analytics?
• what are the objectives?
• is it about reflection or prediction?
• is showing data enough?
• how to show data to create self-awareness,
sense-making and impact?
[Greller, W., & Drachsler, H. (2012). Translating Learning into Numbers: A Generic Framework for Learning Analytics.
Educational Technology & Society, 15 (3), 42–57. http://ifets.info/journals/15_3/4.pdf ]](https://image.slidesharecdn.com/efye2016-usinglearninganalytics-180815141408/75/Using-learning-analytics-to-improve-student-transition-into-and-support-throughout-the-1st-year-19-2048.jpg)
![What is Learning Analytics?
• which data is available?
• is it open? protected?
• is it ethical to use the data?
[Greller, W., & Drachsler, H. (2012). Translating Learning into Numbers: A Generic Framework for Learning Analytics.
Educational Technology & Society, 15 (3), 42–57. http://ifets.info/journals/15_3/4.pdf ]](https://image.slidesharecdn.com/efye2016-usinglearninganalytics-180815141408/75/Using-learning-analytics-to-improve-student-transition-into-and-support-throughout-the-1st-year-20-2048.jpg)
![What is Learning Analytics?
• Technology, algorithms, theories are at the
basis of learning analytics
• not the focus today
• except: pedagogic theories for supporting
students
[Greller, W., & Drachsler, H. (2012). Translating Learning into Numbers: A Generic Framework for Learning Analytics.
Educational Technology & Society, 15 (3), 42–57. http://ifets.info/journals/15_3/4.pdf ]](https://image.slidesharecdn.com/efye2016-usinglearninganalytics-180815141408/75/Using-learning-analytics-to-improve-student-transition-into-and-support-throughout-the-1st-year-21-2048.jpg)
![What is Learning Analytics?
[Greller, W., & Drachsler, H. (2012). Translating Learning into Numbers: A Generic Framework for Learning Analytics.
Educational Technology & Society, 15 (3), 42–57. http://ifets.info/journals/15_3/4.pdf ]
• conventions: ethics, personal privacy, and
similar socially motivated limitations
• norms: restricted by laws or specific
mandated policies or standard
ethics and privacy IS a big issue](https://image.slidesharecdn.com/efye2016-usinglearninganalytics-180815141408/75/Using-learning-analytics-to-improve-student-transition-into-and-support-throughout-the-1st-year-22-2048.jpg)
![What is Learning Analytics?
[Greller, W., & Drachsler, H. (2012). Translating Learning into Numbers: A Generic Framework for Learning Analytics.
Educational Technology & Society, 15 (3), 42–57. http://ifets.info/journals/15_3/4.pdf ]
• competences: application of learning
analytics requires new higher-order
competences to enable fruitful exploitation
in learning and teaching
• acceptance: acceptance factors can further
influence the application or decision
making that follows an analytics process](https://image.slidesharecdn.com/efye2016-usinglearninganalytics-180815141408/75/Using-learning-analytics-to-improve-student-transition-into-and-support-throughout-the-1st-year-23-2048.jpg)
More Related Content
Similar to Using learning analytics to improve student transition into and support throughout the 1st year
Using learning analytics to improve student transition into and support throughout the 1st year
- 1. Using learning analytics toimprove student transition into, and support throughout, the 1st year Workshop delivered in partnership by the ABLE Project 2015-1-BE-EPPKA3-PI-FORWARD STELA Project - 2015-1-UK01-KA203-013767
- 2.
- 3. Welcome • Who arewe? • Tinne De Laet KU Leuven Head of Tutorial Services of Engineering Science promotor ABLE and STELA background = mechanical engineer • Sven Charleer Doctoral researcher ABLE, KU Leuven • Tom Broos Doctoral researcher STELA, KU Leuven
- 4. Welcome • Who arewe? • Sarah Lawther Learning and Teaching Officer, Nottingham Trent University • Rebecca Edwards ABLE Project Officer, Nottingham Trent University • Maartje van den Bogaard, ABLE project, Universiteit Leiden • Jan-Paul van Staalduinen STELA project, TU Delft,
- 5. Welcome • Who isin the audience? • stakeholders: • tutors/student counsellors, • student support staff • academic administration staff • lecturer • policy makers, leader in education • researcher • learning analytics and institute • from institute with/without experience in learning analytics • from institute that uses learning analytics to support first-year students • what is your current attitude toward learning analytics • sceptic • doubting • enthusiast
- 6. Welcome • Would youplease introduce yourself to the people on your table • Who are you? • Have you been to any EFYE conferences before? • Do you have any advice for first time attenders?
- 7. Workshop structure • Welcome& first discussion • What is learning analytics? • First short exploration • Learning analytics: the partners & the projects • How can learning analytics support student transition into university? • What strategies do we need to exploit the insights learning analytics provides? • Feedback on project ideas • Conclusion
- 8. What is learninganalytics?
- 9. What is LearningAnalytics? • no universally agreed definition “the measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs” [1] [1] Learning and Academic Analytics, Siemens, G., 5 August 2011, http://www.learninganalytics.net/?p=131 [2] What is Analytics? Definition and Essential Characteristics, Vol. 1, No. 5. CETIS Analytics Series, Cooper, A., http://publications.cetis.ac.uk/2012/521 “the process of developing actionable insights through problem definition and the application of statistical models and analysis against existing and/or simulated future data” [2]
- 10. What is LearningAnalytics? • no universally agreed definition [3] Learning Analytics and Educational Data Mining, Erik Duval’s Weblog, 30 January 2012, https://erikduval.wordpress.com/2012/01/30/learning-analytics-and-educational-data-mining/ “learning analytics is about collecting traces that learners leave behind and using those traces to improve learning” [Erik Duval, 3] † 12 March 2016
- 11. What is LearningAnalytics? How is learning analytics different from institutional data? [4] • High-level figures: provide an overview for internal and external reports; used for organisational planning purposes. • Academic analytics: figures on retention and success, used by the institution to assess performance. • Educational data mining: searching for patterns in the data. • Learning analytics: use of data, which may include ‘big data’, to provide actionable intelligence for learners and teachers. [4] Learning analytics FAQs, Rebecca Ferguson, Slideshare, http://www.slideshare.net/R3beccaF/learning-analytics-fa-qs AND STUDENTS
- 12. What is LearningAnalytics? Different level of analytics adapted from http://www.slideshare.net/gsiemens/learning-analytics-educause level beneficiaries course-level learners, teachers, faculties aggregate learners, teachers, tutors, counsellors, faculties institutional administrators, funders, marketing regional administrators, funders, policy makers national and international national and international governments, policy makers
- 13. What is LearningAnalytics? data visualization versus predictive analytics • is showing data enough? • how to show data to create sense-making and impact? • is predicting study success/drop out the only thing that matters? • can both be combined?
- 14. What is LearningAnalytics? learning analytics process model [Verbert et al. 2013] Verbert K, Duval E, Klerkx J; Govaerts S, Santos JL (2013) Learning analytics dashboard applications. American Behavioural Scientist, 10 pages. Published online February 201, doi: 10.1177/0002764213479363
- 15. What is LearningAnalytics? how to evaluate learning analytics? • is perceived usefulness enough? • is increased self-awareness enough? How will you measure this? • is increased sense-making enough? How will you measure this? • how could impact be measured?
- 16. What is LearningAnalytics? six critical dimensions of learning analytics [Greller, W., & Drachsler, H. (2012). Translating Learning into Numbers: A Generic Framework for Learning Analytics. Educational Technology & Society, 15 (3), 42–57. http://ifets.info/journals/15_3/4.pdf ]
- 17. What is LearningAnalytics? six critical dimensions of learning analytics [Greller, W., & Drachsler, H. (2012). Translating Learning into Numbers: A Generic Framework for Learning Analytics. Educational Technology & Society, 15 (3), 42–57. http://ifets.info/journals/15_3/4.pdf ] Tutors Policy makers
- 18. What is LearningAnalytics? • data subjects • here: students (could also be teachers) • data clients • students • tutors • academic administrators • policy makers [Greller, W., & Drachsler, H. (2012). Translating Learning into Numbers: A Generic Framework for Learning Analytics. Educational Technology & Society, 15 (3), 42–57. http://ifets.info/journals/15_3/4.pdf ]
- 19. What is LearningAnalytics? • what are the objectives? • is it about reflection or prediction? • is showing data enough? • how to show data to create self-awareness, sense-making and impact? [Greller, W., & Drachsler, H. (2012). Translating Learning into Numbers: A Generic Framework for Learning Analytics. Educational Technology & Society, 15 (3), 42–57. http://ifets.info/journals/15_3/4.pdf ]
- 20. What is LearningAnalytics? • which data is available? • is it open? protected? • is it ethical to use the data? [Greller, W., & Drachsler, H. (2012). Translating Learning into Numbers: A Generic Framework for Learning Analytics. Educational Technology & Society, 15 (3), 42–57. http://ifets.info/journals/15_3/4.pdf ]
- 21. What is LearningAnalytics? • Technology, algorithms, theories are at the basis of learning analytics • not the focus today • except: pedagogic theories for supporting students [Greller, W., & Drachsler, H. (2012). Translating Learning into Numbers: A Generic Framework for Learning Analytics. Educational Technology & Society, 15 (3), 42–57. http://ifets.info/journals/15_3/4.pdf ]
- 22. What is LearningAnalytics? [Greller, W., & Drachsler, H. (2012). Translating Learning into Numbers: A Generic Framework for Learning Analytics. Educational Technology & Society, 15 (3), 42–57. http://ifets.info/journals/15_3/4.pdf ] • conventions: ethics, personal privacy, and similar socially motivated limitations • norms: restricted by laws or specific mandated policies or standard ethics and privacy IS a big issue
- 23. What is LearningAnalytics? [Greller, W., & Drachsler, H. (2012). Translating Learning into Numbers: A Generic Framework for Learning Analytics. Educational Technology & Society, 15 (3), 42–57. http://ifets.info/journals/15_3/4.pdf ] • competences: application of learning analytics requires new higher-order competences to enable fruitful exploitation in learning and teaching • acceptance: acceptance factors can further influence the application or decision making that follows an analytics process
- 24.
- 25. Exploration now that youhave some context and before we start spoiling you with our ideas and practices If you have “carte blanche” for LA in supporting first year experience: • which goals would you set for your learning analytics intervention? • what kind of intervention? • which stakeholders involved? • how does it fit in different models presented?
- 26. Learning analytics atthe partners
- 27. Nottingham Trent University StudentDashboard • Whole institution Dashboard • Focus on engagement, not risk of failure • Viewed by both students and staff • Currently 4 key measures • Card swipes • VLE use & drop box submission • Library use • We are adding attendance & e-resources • Strong association between engagement & both progression & attainment • Challenges remain • particularly changing student outcomes
- 28. What does theNTU Student Dashboard do?
- 29. What does theStudent Dashboard look like?
- 30. Leiden University • LeidenUniversity is in the South West of the Netherlands. • It has seven faculties in the arts, sciences and social sciences, spread over locations in Leiden and The Hague. • The University has over 5,500 staff members and 25,800 students.
- 31. Leiden University Learninganalytics (1) Matching between student and course • Online questionnaires on variables pertaining to success in a particular course • Automated feedback • Invitations to students at risk to discuss their decisions and needs • Information is uploaded in central student database and available to student counsellors at all times • Follow up options for interventions are currently explored
- 32. Leiden University LearningAnalytics (2) However: • The computer systems are not advanced: systems are not linked (yet) • Privacy regulations are interpreted the conservative way But: • Thanks to the experiences with MOOCs and SPOCs awareness of potential benefits beyond the Matching initiative is growing.
- 33. Learning Analytics @ •No full-scale LA implementation yet in campus digital learning environment • Web Information Systems research group and Extension School take active interest in LA • MOOC platform (edX) provides an opportunity to gain valuable experience with LA
- 35. 56,809 19,602 25,988 29,179 20,534 28,564 32,424 33,519 38,029 10,328 14,995 34,017 27,186 13,503 10,5439,606 10,725 6,705 10,824 6,233 4,187 30,067 24,787 24,552 17,541 29,331 11,487 9,880 5,435 8,221 1,055 8,174 8,880 8,757 6,793 6,782 5,750 3,178 1,644 1,420 1,088 60,637 17,773 24,0762,593 6,645 6,802 1,623 1,573 0 20,000 40,000 60,000 80,000 100,000 120,000 2013-2014 2014-2015 2015-2016 Self Paced More than 800.000 Enrollments worldwide
- 36. Learning Analytics forLearners - Dashboard running in current Drinking Water MOOC - In design stages of second iteration (for April MOOCs) - Demonstration paper accepted at LAK 16 workshop Daniel Davis, Guanliang Chen, Ioana Jivet, Claudia Hauff, Geert-Jan Houben. “Encouraging Metacognition & Self-Regulation in MOOCs through Increased Learner Feedback” Learning Analytics for Learners workshop at Learning Analytics & Knowledge. 2016.
- 37.
- 38. Abstract to theessentia Charleer, S., Santos, J. L., Klerkx, J., & Duval, E. (2014). Improving teacher awareness through activity, badge and content visualizations. In New Horizons in Web Based Learning (pp. 143-152). Springer International Publishing.
- 39. Integrate into theclassroom
- 40.
- 41.
- 42. Introduction to differentcase studies
- 43. Introduction • there willbe three case studies • each group receives one case study • each group will get 40 minutes to work on the case • at the end present one striking result/challenge/question to everyone (2 min.)
- 44.
- 45.
- 46.
- 47.
- 48.
Editor's Notes
- #28 Came out of HERE/retention and internal audit – belonging, and now progression and attainment Key messages – driven from end user perspective rather than technology. Ie students and staff see the same dashboard (students only see their own, tutors have access tot their tutor groups, different levels of access for staff) Has been developed in conjunction with staff and with student feedback (have examples) – eg feedback – not what take out library noted – so just date noted. Feedback initially staff – course average engagement was key. Talk about green line – when notes added. Orange is average course engagement Blue is student engagement This is cumulative Also have week by week engagement Ratings are – high engagement, good engagement, partial engagement, low, not fully enrolled, Tutor alert after two weeks low engagement. Tutors can write notes (students can’t) – and do so with permission from students/with students As tutor – can ask to see all those high, good etc. Can sort by entry quals, residency, disability, study mode, repeating etc. Then can look at individual student in detail Includes explanation of engagement ratings and advice about what to do if want to improve engagement Can search by individual student, course and tutor group. Under Profile – students can see their notes, assessments (grade and feedback), attendance, eresources (only first resource log into), NOW usage, library loan time (but not what they took out), campus building and time Particular benefit – is better predictor of progression and attainment than background characteristics – so can identify without discrimination/success for all. High engagement – frequently using university resources such as Now or library Good – regularly using university resources, eg swiping into buildings Partial – using resources but not as frequently as those with higher engagement – eg may be logging into NOW but not visiting library Low – only infrequently using University resources Not fully enrolled – only used to describe students who have not completed enrolment at the start of the year or who have left early.
- #32 Leiden University is still in the very early stages of adopting LA. all incoming students are requested to fill out an online questionnaire with items pertaining to student success in a particular course. Students get automated feedback. All students with scores that raise concern are invited to come to university and discuss their decisions with the student counsellors.
- #38 High effort. Explain this to student? Student does not care, has no time.
- #39 At-a-glance dashboards. Integrate into their workflow. Make it easy to get quick awareness, trigger superficial reflection. Intervene, notify, EDM. Student usage, acceptance, yes, but too simple? So how do we get students to interact with LA information
- #41 Even with simple abstractions. Integrate in classroom, use for evaluation, argumentation
- #42 Even with simple abstractions. Integrate in classroom, use for evaluation, argumentation