Learning Analyticsfrom vision to implementationfrom vision to implementation

Trevor Meek, University of Bradfordt.meek@bradford.ac.uk

Do we all agree on what LA are?“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 & Siemens,2011)

Easing the burden of accountabilityHelp students succeed

To argue for increased funding to support student preparation..

What is it all about?• What’s working and

what is not working?

• Student retention and institutional auditing… using data to inform the process and practices of higher education.

Activity 1In some cases it is doing something about what we In some cases it is doing something about what we

already know…..already know…..

• What are the top 3 strategic challenges to starting out with learner analytics?

The Challenge• Acceptance• Variability• Belief• Buy-in• Costs (/benefit)• Security• Legality• Longevity

Can it be this simple?

Use data to create a SSP…(Student Success Plan)

Does it NEED to be dynamic?

Capture

Analyse

SSP

Who are you?

ResearcherResearcher PractitionerPractitioner

International International PerspectivesPerspectives

International Commonality

Predicting student potential

Identify effective instructional techniques

Analysis of on-line and off-line data

Analysing Assessment data

Testing and Evaluation of curricula

Note these very closely follow the IBM predictions of strategic success (2001)

Activity 2• From your list of strategic challenges (Activity

1) how do you overcome the most demanding of the three?

“Selling” the concept to Faculty

Increasing organisational productiviy

What we need…• Strategy• Sustainability• Belief• Use• Longevity

(process/models)• Support

– IT, Core staff, Management, Students

Activity 3• What are the top 5 operational hurdles to

implementing learning analytics?

Predictors of success vary from institution to institution

From.. Faculty to Faculty

From course to course….

From Semester to Semester

External factors – what if I change x.

Implementation• Try – something!

– Toe in Water

• Planning• Test• Evaluate• Model – local• National/International

initiatives• Research and

innovate

What do we need to deliver?• To students…?

– Personlised learning (Knowledge gap analysis)– Learning resources– Increased reflection– Behaviour traits – “Encourage change…”

• Who is best placed/going to do this?• How will we measure the effect?• Blind trial? ????!!!!!

Conclusions

What ever the mechanics of starting are…What ever the mechanics of starting are…

Pick a track.. And GO!Pick a track.. And GO!

But wait…..• Must we do this?

• Should we do it?

• Would we be neglectful not doing it?

• How accountable are we for accuracy

• What if we get it wrong?

The bigger picture of Big data

ModellingEd TheoryPedagogy

UK

NDB

Why not a World Database: Predicting future changes in pedagogic practice: Why not a World Database: Predicting future changes in pedagogic practice: True Internationalisation!True Internationalisation!

Ponderances…• Learning analytics offers HEI’s a valuable tool in

their on-going efforts to select actions that are

“achievable within the capacity of the organization to absorb change and resource constraints”

(Kavanagh & Ashkanasy, 2006)

Effective institutions have “ a campus ethos devoted to student success “.(Gibbs,2010)

Create a sense of urgency and hence the necessary levels of motivation required for sustaining the change process…(Kotter,1996)

Final thoughts…• We have so much data…• Some of it might (at the

moment) be less than robust

• Some will be of good standing

• Try something!• Experiment• Surprise yourself with what

you can already do• Build, build , build on those

experiences• Don’t wait for the boat to

go out…• …because what is coming

soon?

TEFTEF• A shift from process-

driven assurance to analysis of student academic outcomes. …builds on existing institutional activity to drive excellence and innovation in learning and teaching in the context of an institution’s own mission, location and modes of delivery, and the nature of their student body.