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![• “[D]ata trails offer an opportunity to explore
learning from new and multiple angles.”
(Siemens, 2013)
Siemens, G. (2013). Learning analytics: The emergence of a discipline. American Behavioral Scientist, 57(10), 1380-1400. Chicago
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Using learning analytics to support formative assessment oln 20171111
- 1. Using learning analyticsto support formative assessment Yi-Shan Tsai University of Edinburgh [email protected] @yi_shan_tsai Online Learning Network 9 November 2017
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- 3. Are my studentshappy? https://unbounce.com/conversion-rate-optimization/the-top-10-user-feedback-tools-for-improving-conversion/
- 4. Learning analytics is… “themeasurement, 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.” (Long et al., 2011) Long, P. D., Siemens, G., Conole, G., & Gašević, D. (Eds.). (2011). In Proceedings of the 1st International Conference on Learning Analytics and Knowledge (LAK’11). Banff, AB, Canada: ACM.
- 5. Learning analytics dataflow http://sheilaproject.eu/
- 6. The emergence oflearning analytics • The need to understand how students learn • The maturity of data technology • The rise of MOOC • Political concerns for educational institutions Ferguson, Rebecca (2012). Learning analytics: drivers, developments and challenges. International Journal of Technology Enhanced Learning, 4(5/6) pp. 304–317.
- 7. • “[D]ata trailsoffer an opportunity to explore learning from new and multiple angles.” (Siemens, 2013) Siemens, G. (2013). Learning analytics: The emergence of a discipline. American Behavioral Scientist, 57(10), 1380-1400. Chicago https://cdn.business2community.com/wp-content/uploads/2011/07/databasemining-300x199.jpg
- 8. How can weextract value from these big sets of learning-related data? Educational Data Mining How can we optimise opportunities for online learning? Learning analytics Ferguson, Rebecca (2012). Learning analytics: drivers, developments and challenges. International Journal of Technology Enhanced Learning, 4(5/6) pp. 304–317.
- 9. Using learning analyticsfor formative assessment
- 10. Are my studentslearning? https://www.linkedin.com/pulse/d2i-diversity-inclusion-integration-step-2-peter-bryttne
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- 13. Page views overthree months
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- 16. Page views –student no.121
- 17. Forum & assessment– student no.121
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- 22. Data is notstudents http://www.tate.org.uk/context-comment/blogs/treachery-images-rene-magritte
- 23. Yi-Shan Tsai [email protected] @yi_shan_tsai http://sheilaproject.eu/ Training event: Learninganalytics: what has data ever done for me? (http://edin.ac/2m59yxZ) • Time: 10th Nov 2017 (2-4pm) • Place: 1.21 Paterson’s Land (Moray House) * Bring your own device!
Editor's Notes
- #3 LA: what is learning analytics? Formative assessment: examples of teacher facing tools (Loop and OnTask) SHEILA: Student perspectives
- #4 When teaching a big class especially, it gets difficult to know how each student is doing in the class. Learning analytics is meant to provide a solution for this.
- #5 LA is meant to give us data-based evidence for a better understanding of student engagement and performance.
- #6 Data: academic data, background data, and engagement data Purposes: Inform the provision of educational services for students and encourage self-regulated learning. If predictive modelling is used, the traffic lights may be applied to indicate the likelihood of failing a course (there’
- #7 The maturity of data technology: the ability to collect massive amounts of data, process them, and generate useful information about individuals’ behavioural patterns – data gold mining (e.g., marketing strategies, educational data mining) Political concerns for educational institutions: to measure, demonstrate and improve performance. Drop-out economic pressure on universities
- #11 We want to know if students do access the coursework and materials that we have prepared for them. Have they accessed them? When? Any catch-up behaviour? Assignment? Log-in?
- #12 Example course: Introduction to Accounting Student number: 500
- #13 Week 3
- #18 You may want to write an email to understand why the student did not engage with the required assignments and quizzes. But if data shows that there are 100 students who are not engaged with the coursework as they should, writing 100 e-mails can be difficult, let alone doing it regularly.
- #23 René Magritte – This is not a pipe Data is not students. It’s about students.