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The article reports the findings of a Group Concept Mapping study that was conducted within the framework of the Learning Analytics Summer Institute (LASI) in the Netherlands. Learning Analytics are expected to be beneficial for students and teacher empowerment, personalization, research on learning design, and feedback for performance. The study depicted some management and economics issues and identified some possible treats. No differences were found between novices and experts on how important and feasible are changes in education triggered by Learning Analytics. Paper available at: http://dl.acm.org/citation.cfm?id=2567617&CFID=427722877&CFTOKEN=73282080
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The Impact of Learning Analytics on the Dutch Education System
Hendrik Drachsler, Slavi Stoyanov, Marcus Specht
8. April 2023
Hendrik Drachsler 2 2 / 31
Onderwerp via >Beeld >Koptekst en voettekstPagina 3
27 March 2014@HDrachsler 3 / 31
• Structured approach to objectively identify the common understanding of a group of experts about a particular issue
• Involves participants in 3 simple activities (1. brainstorming, 2. sorting and 3. rating of ideas)
• Applies a robust analysis (Multi Dimensional Scaling (MDS) and Hierarchical Clustering Analysis (HCA)).
• GCM presents the results from the analysis as conceptual maps and other graphical representations (pattern matches and go-zones)
27 March 2014@HDrachsler
What is Group Concept Mapping?
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• innovations in way network is delivered• (investigate) corporate/structural alignment• assist in the development of non-traditional partnerships (Rehab with the
Medicine Community)• expand investigation and knowledge of PSN'S/PSO's• continue STHCS sponsored forums on public health issues (medicine
managed care forum)• inventory assets of all participating agencies (providers, Venn Diagrams)• access additional funds for telemedicine expansion • better utilization of current technological bridge• continued support by STHCS to member facilities• expand and encourage utilization of interface programs to strengthen the
viability and to improve the health care delivery system (ie teleconference)• discussion with CCHN
...organize the issues...
Work quickly and effectively
under pressure
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Organize the work when
directions are not specific.
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Decide how to manage
multiple tasks.20 Manage resources effectively.
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2. Sort
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3Scan a multitu
de of inform
ation
and decide what is im
portant.
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1Manage tim
e effectively
2Manage resources effectively.
3Scan a multitu
de of
information and decide what is
important.
4Decide how to manage multip
le tasks.
5Organize the work when directions are not specific
.
1Manage tim
e effectively
Rating Sheet
3. Rate
1. Brainstorm
What is Group Concept Mapping?
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Binary, square similarity
matrix
Sort for one participant
Total square similarity
matrix across participants
What is Group Concept Mapping?
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Multidimensional Scaling
Output: An 2-dimensional mapping of the entities
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Input: A square matrix of relationships among a set of entities
5 1 2 4 0 1 1 3 1 01 5 0 0 0 1 0 0 2 02 0 5 3 0 0 0 0 0 04 0 3 5 0 0 0 0 0 00 0 0 0 5 0 0 2 0 01 1 0 0 0 5 0 0 4 01 0 0 0 0 0 5 0 0 03 0 0 0 2 0 0 5 0 01 2 0 0 0 4 0 0 5 00 0 0 0 0 0 0 0 0 5
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Hierarchical Cluster Analysis
1 + 65 + 79 + 10(1 + 6) + 83 + 42 + (9 + 10)((1 + 6) + 8)) + (3 + 4) (5 + 7) + ((2 + (9 + 10))(((1 + 6) + 8)) + (3 + 4)) + (5 + 7) + ((2 + (9 + 10))
1 6 8 3 4 7 5 9 10 2
10987654321
Nu
mb
er o
f C
lust
ers
Merge Points Merged
123456789
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Online brainstorming
Onderwerp via >Beeld >Koptekst en voettekstPagina 9
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Online sorting
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Online rating
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Hypothesis
H1: The most important items (clusters) will be less feasible to implement in the Dutch education system.
H2: There will be a significant difference between Novice participants compared to more Expert participants on their rating for Importance and Feasibility.
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Descriptive Statistics
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Descriptive Statistics
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Descriptive Statistics
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Descriptive Statistics
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Descriptive Statistics
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Point Map
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Cluster Map points
1
5
920 3337
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76 78
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105 3
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Cluster Map 7 labeled
1. Students empowerment
2. Personalisation
3. Research& Learning Design
4. Teacher empowerment
5. Feedback & Performance
6. Risks
7. Management& Economics
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Cluster Rating Map Importance
1. Students empowerment
2. Personalisation
3. Research & Learning Design
4. Teacher empowerment
5. Feedback & Performance
6. Risks
7. Management & Economics
Cluster Legend Layer Value 1 2.75 to 3.00 2 3.00 to 3.25 3 3.25 to 3.50 4 3.50 to 3.75 5 3.75 to 4.00
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Cluster Rating Map Feasibility
1. Students empowerment
2. Personalisation
3. Research& Learning Design
4. Teacherempowerment
5. Feedback& Performance
6. Risks
7. Management& Economics
Cluster Legend Layer Value 1 2.91 to 3.10 2 3.10 to 3.28 3 3.28 to 3.46 4 3.46 to 3.64 5 3.64 to 3.83
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H1: The most important items (clusters) will be less feasible to implement in the Dutch education system.
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Pattern Match Importance vs. FeasibilityImportance Feasibility
Teacher empowerment Teacher empowerment
Personalisation
Personalisation
Feedback & Performance
Feedback & Performance
Research & Learning DesignResearch & Learning Design
Students empowerment
Students empowerment
Management & Economics Management & Economics
Risks Risks2.75 2.91
4.00 3.83
r = 0.94
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H2: There will be a significant difference between Novice participants compared to more Expert participants on their rating for Importance and Feasibility.
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Pattern Match Novice vs. Experts on Importance
Novice Expert
Personalisation
PersonalisationTeacher empowerment
Teacher empowerment
Feedback & Performance Feedback & Performance
Students empowerment
Students empowermentResearch & Learning Design
Research & Learning Design
Management & EconomicsManagement & Economics
Risks Risks2.79 2.70
4.05 3.99
r = 0.99
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Pattern Match Novice vs. Experts on FeasibilityNovice Experts
Teacher empowerment Teacher empowerment
Research & Learning DesignResearch & Learning DesignPersonalisation
PersonalisationFeedback & Performance
Feedback & Performance
Students empowerment
Students empowerment
Management & Economics Management & Economics
Risks Risks2.96 2.88
3.67 3.97
r = 0.99
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Conclusions
27 March 2014@HDrachsler
We rejected H1 and H2, the GCM study shows a very high agreement between the Novice and Expert participants on how Important and Feasible are changes that LA brings to the Dutch education.
The Dutch community highly agrees on topics that are of importance to influence the educational system with LA.
Conclusions
NL is ready to roll out LA in K12 & Higher Education
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Conclusions
27 March 2014@HDrachsler
Future Research
H3: There will be a significant difference between the stakeholder groups (Higher Education vs. K12), (Business vs. Educational Sector) Find partners that are interested to run a GCM on LA in their countries - Contact us!
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bit.ly/LAK14
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