Trains and Balloons: An Introduction to Learning Analytics

Trains and Balloons:An Introduction to Learning Analytics

Doug Clow, Institute of Educational Technology

The Open University

HE Group meeting #IOPCI17

Open University, 4 April 2017

These slides

(CC)-BY Doug Clow

slideshare.net/dougclow

2

1) learning analytics

2) train learning &

balloon learning

3) your journey

3Photo (CC) BY-NC-ND Ross G. Strachan https://flic.kr/p/2NUYKW

1) learning analytics

Learning analytics …

… 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.

solaresearch.org

5

Cloud Chamber at the German Electron Synchrotron DESYPhoto public domain: http://commons.wikimedia.org/wiki/File:DESYNebelkammer.jpg

- Erik Duval http://erikduval.wordpress.com/2012/01/30/learning-analytics-and-educational-data-mining/

“collecting traces that learners leave behind and using those traces to improve learning”

Clow, LAK12, 2012

What is learning?

2) train learning

& balloon learning

10Photo (CC)-BY-SA Ami Photography https://flic.kr/p/pxTUks

Balloon v

train story

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GoGo Board

GoGo Board photo © TLTL, Stanford, https://tltl.stanford.edu/projects/gogoboard/

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Balloon v

train story


Balloon v

train story

16Photo (CC)-BY-SA Grant https://flic.kr/p/oaaKbD

Which group learned?

How could you tell?

18Photo (CC)-BY-SA Dudva https://commons.wikimedia.org/wiki/File:Number_4468_Mallard_in_York.jpg


• Curriculum coverage

• Teacher expertise

• Explicit knowledge

• Mastery

• Clarity

• Planning

• Accountability

• Safety

• Reliability


• Curriculum coverage

• Teacher expertise

• Explicit knowledge

• Mastery

• Clarity

• Planning

• Accountability

• Safety

• Reliability

• Instructivist

• Information transmission

• Teacher control

• Rote learning

• Surveillance

• Boring

21Photo (CC)-BY HiggySTFC https://flic.kr/p/3hp761


• Conceptual change

• Learner led

• Tacit knowledge

• Projects

• Problem-solving

• Expansive

• Wildfire

• Co-construction

• Relationships

• Teamwork


• Conceptual change

• Learner led

• Tacit knowledge

• Projects

• Problem-solving

• Expansive

• Wildfire

• Co-construction

• Relationships

• Teamwork

• Time-consuming

• Unclear

• Open-ended

• Hard to assess

• Ungrounded

Which way should we go?

25Tesla factory in Fremont, CA

Photo © Paul Sakuma/Associated Press

26

Will a robot take your job?

http://bbc.in/1Q5Vecw

27Source: http://bbc.in/1Q5Vecw


28Source: http://bbc.in/1Q5Vecw


29Tesla factory in Fremont, CA

Photo © Paul Sakuma/Associated Press

•Social intelligence

•Creativity

•Perception &

manipulation

Frey & Osborne (2013)


3) your journey

Your journey:

a) Where are you now?

b) Where do you want to get to?

c) How will you get there?

Your journey:




What learning data

can you get hold of?

Discuss in your tables

34

Your journey:




dashboards

37

University Dashboard

(Google Image search)

38Class 142 cab

Photo (CC)-BY-NC-ND Roger Marks https://flic.kr/p/7gSP1t

39Concorde cockpit

Photo (CC)-BY-SA Sam https://flic.kr/p/cqAVej

collect the data you want

Dispositions analytics

● Learning dispositions

● ‘Learning power’:

Effective Lifelong

Learning Inventory

● “A framework for a

coaching conversation

which moves between

identity and

performance”

● Schools to

Graduate schools

41

Buckingham Shum and Deakin Crick, 2012 (LAK12)

42ELLI, Buckingham Shum and Deakin Crick, 2012 (LAK12) Photo (CC)-BY HiggySTFC https://flic.kr/p/3hp761

keep humans in your system

Image (cc) Darwin Bell http://www.flickr.com/photos/darwinbell/296553221/

“The predictive model is used as a trigger for intervention emails to the learner.”

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From:

[email protected]

You are in trouble. The

computer predictive model

gives you a 87.4322% chance

of failing this course.


Hi Alex

Are you Ok? I noticed

you haven’t logged on

this week, and I know you

struggled with the last

assessment. We can

work through this

together - let’s have a

chat as soon as possible.

Pat.

the difference is small

Your journey:




What do you want

to do with learning

analytics?


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Your journey:




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• Review of current practice in UK HE & FE• Code of practice for learning analytics• Evidence, Literature review• Readiness questionnaire (onboarding guide)• Learning analytics service

https://analytics.jiscinvolve.org/

Effective Learning Analytics

52https://analytics.jiscinvolve.org/

Effective Learning Analytics

• LAK conferences

• LASI workshops

• Flare local meetings

• Storm PhD training

• Journal of LA

• … and more!

www.solaresearch.org

SoLARHandbook of

Learning Analytics

www.laceproject.eu

• Learning Analytics Review bit.ly/lace-review-papers

• DELICATE Ethics & Privacy Checklist bit.ly/lace-ethics

• Evidence Hubevidence.laceproject.eu

• Learning Analytics Community Europe

Your journey:




What’s the

next step?


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Test what you do

• Does it work?

• You’ll have data!

Photo (CC)-BY Kevin Dooley https://www.flickr.com/photos/pagedooley/6613526021/

Towards Evidence-Based Practice

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Organisations are built to resist change

• Rock and the river?

• Big lever

Vernal Falls, Yosemite

Photo CC BY Mary PK Burns https://flic.kr/p/6zUzqh

60Photo (CC)-BY-NC-ND warnerphotography https://flic.kr/p/5SvZmi

Doug Clow

@dougclow

slideshare.net/dougclow

61

cc licensed ( BY ) flickr photo by David Goehring: http://flickr.com/photos/carbonnyc/33413040/

63Photo © Google https://www.google.com/selfdrivingcar/where/

M4 Motorway Cameras

64Photo (CC)-BY Phillip Williams http://www.geograph.org.uk/photo/1342357

M4 Motorway Cameras

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What data do we have about learners?

• Demographics

• Previous educational experience

• Grades, scores, achievements, struggles

• Attendance, location, gaze

• Software logs

• Online tracking

• Other online activity (tracking)

• … more every week.

66Photo (CC)-BY-SA AJ Cann https://www.flickr.com/photos/ajc1/15574010080/

What can we do with that data?

• Identify learners who need help– Simple or predictive

• Trigger interventions

– Via teacher, or direct

• Learn which interventions work

• Build a complete cognitive learning system

• Suggest resources or source of help– Learners like you found this helpful

– This person might be able to help you

67Photo (CC)-BY-NC Pulpolux https://www.flickr.com/photos/pulpolux/8735428280

68Greller & Drachsler (ET&S, 2012)

Intelligent Tutoring Systems

69