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10/24/15
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Quality Matters 7th Annual Conference 2015
Analytics as Reflective Practice in Online Teaching and Learning Nancy E. Krusen, PhD, OTR/L [email protected]
Purpose of the paper
The purpose of this paper is to examine learning analy4cs (LA) in the assessment of distance educa4on.
The paper explores opportuni4es to apply learning analy4cs for change at individual and programma4c levels.
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Objectives
1. demonstrate the impact of learning analytics on teaching and learning
2. apply learning analytics within his/her educational program by selecting outcomes for assessment
3. seek additional resources for information about learning analytics
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What are learning analytics?
• “the use of intelligent data, learner-‐produced data, and analysis models to discover informa4on and social connec4ons, and to predict and advise on learning” (Siemens, 2010 np)
• “measurement, collec4on, analysis and repor4ng of data about learners and their contexts, for purposes of understanding and op4mizing learning and the environments in which it occurs” (First Interna4onal Conference on Learning Analy4cs and Knowledge, 2011)
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How can I use LA?
• Cogni4ve, psychomotor, aLtudinal skills? • Performance competency? • Programma4c outcomes? • Instruc4onal design?
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For useful analysis, the instructor and program must define the target of learning analy4cs to collect behavior -‐based informa4on. Individual and programma4c levels.
How can I use LA? WHAT TOOLS ARE AVAILABLE?
• Many tools to visualize results of data analysis • LMS enabled spreadsheets exportable to Excel • Open-‐source and commercial tools • Plug-‐ins available applied to different LMS
• Learning Analy4cs Enriched Rubric (LAe-‐R) • Social Networks Adap4ng Pedagogical Prac4ce (SNAPP)
• exploratory Learning Analy4cs Toolkit (eLAT)
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LA Tools: Reports and graphs
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Documents
Sample assgn
Live videos
Syllabus
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Documents Sample assgn Live videos Syllabus Recorded videos Single item 248 242 216 1st set 122 31 2nd set 145 34 3rd set 21
Top Resources for Course (# hits per resource)
LA Tools: Reports and graphs
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LA Tools: Social Network Analysis
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LA Tools: Text analysis (word frequency)
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(key words in context) LA Tools: Text analysis
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Discussion?
LA is more than a tracking a series of clicks. • What do we need to know? • What data to answer the ques4ons? • How interpret data to inform best prac4ce? • Forma4ve and summa4ve assessment? • Ipsa4ve assessment over 4me? • Founded on theories, models, frames of
reference?
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Implications/Recommendations
• Legal and ethical standards • Develop pedagogy and best prac4ce (SoTL) • Involve stakeholders in development • Develop infrastructure • Share informa4on
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Buckingham Shum, S. & Ferguson, R. (2012). Social learning analy4cs. Educa4onal Technology & Society, 15 (3), 3-‐26.
Campbell, J.P., DeBlois, P.B., & Oblinger, D.G. (2007). Academic analy4cs: A new tool for a new era. EDUCAUSE Review, 42, 40–57.
hdp://www.educause.edu/library/erm0742 Dietrichson, A. (2013). Beyond clickometry: Analy4cs for construc4vist pedagogies.
Interna;onal Journal on E-‐Learning, 12, 333-‐351. 16
Norris, D., Baer, L., Leonard, J., Pugliese, L., & Lefrere, P. (2008). Ac4on analy4cs: Measuring and improving performance that maders in higher educa4on. EDUCAUSE Review, 43, 42-‐67. hdps://net.educause.edu/ir/library/pdf/ERM0813.pdf
Oblinger, D. & Campbell, J.P. (2007). Academic analy4cs. EDUCAUSE. hdps://net.educause.edu/ir/library/pdf/PUB6101.pdf
Siemens, G. (2010). What are Learning Analy4cs? hdp://www.elearnspace.org/blog/2010/08/25/what-‐are-‐learning-‐analy4cs/
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Comments? Questions?
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Nancy E. Krusen, PhD, OTR/L [email protected]
QUESTIONS OR COMMENTS
