1 introduction

Dr David JonesUniversity of Southern QueenslandToowoomba QLD

Colin BeerCQUniversity Rockhampton QLD

Four questions for understanding Learning Analytics

4

Facilitators• Dr David Jones– Faculty of Education @ University of Southern

Queensland– Foundation member of the Indicators project.

• Colin Beer– Learning and Teaching Services @ CQUniversity– Foundation member of the Indicators project.

http://indicatorsproject.wordpress.com

This workshop will use a research-based framework of four questions to help you:

• Increase your awareness of what learning analytics is and what is currently being done (and not done) with it

• Understand how insights from a range of knowledge bases can better inform learning analytics projects

• Develop insights into how you can use learning analytics to complete your own task

How it will work

• Context– Yours, ours and what we’d like to get out of this

• Task– Some examples of Learning Analytics

• Information?• Representation?• Affordances?• Change?

How it will work

• Context– Yours, ours and what we’d like to get out of this

• Task– Some examples of Learning Analytics

• Information?• Representation?• Affordances?• Change?

Theory and discussion

Some hands on

Assumptions

• Value of learning analytics is whenIntegrated into “tools & processes of teaching &

learning” (Elias, 2011, p. 5)

“provide workers with the help they need to perform certain job tasks, at the time they need

that help, and in a form that will be most helpful” (Reiser, 2001, p.63)

Context

http://farm3.staticflickr.com/2734/4152919570_3acdefc13e_z.jpg

Who we are

• Colin Beer from CQUniversity (Rockhampton)• Lecturer (Educational Technology) within the

Learning and Teaching Services Area• Why am I interested in Learning Analytics?• Learning Analytics activities at CQUniversity• Systems and technologies?• What I would like from this session?

Who we are

• David Jones from USQ (Toowoomba)• Senior Lecturer within the Faculty of

Education• Why am I interested in Learning Analytics?• Learning Analytics activities at CQUniversity• Systems and technologies?• What I would like from this session?

Where it all started

• The Indicators project• LMS support• Curiosity about LMS behaviour and student

results• Interesting Correlations

Blackboard, term 1, 2006

Learner-Content

69%

Learner-Learner

19%

Learner-Teacher11%

Teacher-Teacher0%

Moodle, term 1, 2011

Learner-Content

78%

Learner-Learner

11%

Learner-Teacher10%

Teacher-Teacher1%

F P C D HD0

0.2

0.4

0.6

0.8

1

1.2

1.4

1.6

1.8

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Number of question marks (n=273814)

Number of question marks Linear (Number of question marks)

Your Context

• Who you are and where you are from?• What is your interest in Learning Analytics?• What Learning Analytics activities are planned

or underway at your institution?• What systems/technologies are potential

sources of information in your institution?• What do you want from this session?

Please tell us:

Learning analytics definitions

A key concern in learning analytics is the need to use the insights gathered from the data to make interventions, to improve learning and to generate ‘actionable intelligence’ which informs appropriate interventions

(Campbell, DeBlois & Oblinger 2007)

Learning analytics definitions

“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”

(Long and Siemens 2012)

Learning analytics definitions

“Learning analytics is the application of … Big Data techniques to improve learning”

(Clow, 2013)

Learning analytics definitions

“Learning analytics is the application of … Big Data techniques to improve learning”

(Clow, 2013)

Some simple patterns

F P C D HD0.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

4.00

4.50

Forum Posts Forum Replies

Student Grades

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2

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Moodle courses across a single year

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Single HD student

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 180

5

10

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20

25

30

35

Individual courses

Num

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Task

First day of access

F P C D HD

-4-3-2-1012345

First Day of Access (n=35623) Distance Students

Student Grades

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Assessment Graduate Attribute Average Levels

Learning Outcome Graduate Attribute Average Levels

Average Graduate Attribute Levels by Assessment & Learning Outcomes - CQUni (2011)

Assessment Graduate Attribute Average Levels Learning Outcome Graduate Attribute Average Levels

CQUni Graduate Attributes

Aver

age

Grad

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www.knewton.com

Individual/specific – Institutional/vague

http://farm6.staticflickr.com/5002/5226383821_378b5a136e_z.jpg

Layers of Learning AnalyticsMicro- Meso- Macro-

Process-level Institutional Cross-institutional

Learner and teacher

Department, University

Region, state, international

Social network analysis, NLP, assessing engagement

Risk-detection, intervention and support services

Optimisation, external comparison, regulatory reporting