Moving from Learning Analytics to Social (Emotional) Learning Analytics. Presentation from 'In Focus: Learner analytics and big data', a CDE technology symposium held at Senate House on 10 December 2013. Conducted by Dr Bart Rientes (Senior Lecturer, Department of Higher Education, University of Surrey). Audio of the session and more details can be found at www.cde.london.ac.uk.

1. Moving from Learning Analytics to
Social (Emotional) Learning Analytics
Dr Bart Rienties
Department of Higher Education

5. Tempelaar, D. T., Niculescu, A., Rienties, B., Giesbers, B., & Gijselaers, W. H. (2012). How achievement emotions impact students' decisions for online
learning, and what precedes those emotions. Internet and Higher Education, 15 (3), 161-169. Impact factor: 2.013

7. Future of LA
1. Social Learning Analytics
2. Integration LA with
educational psychology
3. Visualising the invisible

8. 1. Social Learning Analytics
“LA is the measurement, collection,
analysis and reporting of data about
learners and their contexts, for purposes of
understanding and optimising learning and
the environments in which it occurs” (LAK
2011)
Social LA “focuses on how learners build
knowledge together in their cultural and
social settings” (Ferguson & Buckingham
Shum, 2012)

9. Formal and Informal Interaction between learners and teachers crucial for learning
processes and outcomes (DeCuyper et al., 2010; Giesbers, Rienties, et al., 2013;
Hommes, Rienties et al, 2012; Rienties et al., 2012, 2013a, 2013b)
Hommes, J., Rienties, B., de Grave, W., Bos, G., Schuwirth, L., Scherpbier, A. (2012). Visualising the invisible: a network approach to reveal the informal
social side of student learning. Advances in Health Sciences Education. 17(5), 743-757. Impact factor: 2.089.

10. Not significant
Not significant
Hommes, J., Rienties, B., de Grave, W., Bos, G., Schuwirth, L., Scherpbier, A. (2012). Visualising the invisible: a network approach to reveal the informal
social side of student learning. Advances in Health Sciences Education. 17(5), 743-757. Impact factor: 2.089.

11. 2. Integration LA with Ed Psy
“One of the big problems around LA is the lack of clarity
about what exactly should be measured to get a deeper
understanding of how learning is taken place” (Duval, 2011)
“On a meta-level, LA provided exciting opportunities to
ground research on learning in data and to transform it from
what is currently all too often a collection of opinions and
impossible-to-falsify conceptualisations and theories” (Duval,
2011)
In CSCL/CMC research (Kirschner & Erckens, 2013; Resta
et al., 2009) and ED Psy (Jang, Reeve, & Deci, 2010) a
wealth of evidence-based research is available how learners
interact, learn and perform in online environments.

12. Dynamic interaction of sychronous and
asychronous learning
Giesbers, B., Rienties, B., Tempelaar, D.T., Gijselaers, W. H. (2013). A dynamic analysis of the interplay between asynchronous and synchronous
communication in online learning: The impact of motivation. Journal of Computer Assisted Learning. DOI: 10.1111/jcal.12020. Impact factor: 1.632.

13. Dynamic interaction of sychronous and
asychronous learning
Intrinsic Motivation ↑ initial asynchronous contributions 
↑ in asynchronous and synchronous contributions
Giesbers, B., Rienties, B., Tempelaar, D.T., Gijselaers, W. H. (2013). A dynamic analysis of the interplay between asynchronous and synchronous
communication in online learning: The impact of motivation. Journal of Computer Assisted Learning. DOI: 10.1111/jcal.12020. Impact factor: 1.632.

14. 3. Visualising the invisible
20-50% of learning cross-boundary
knowledge spillovers occurs across
teams (Akkerman & Bakker, 2011;
Hernandez Nanclares et al. 2012;
Rienties & Kinchin, Forthcoming)
30-90% of learning occurs outside
formal learning setting (Hommes et al,
Submitted; Rienties et al. 2013)
BUT measuring informal learning
notoriously difficult

15. 3. Visualising the invisible
Professional Development Programme

16. 3. Visualising the invisible
Professional Development Programme

17. 3. Visualising the invisible
Group 1
Group n
Group 2
Professional Development Programme

18. 3. Visualising the invisible
Knowledge Spillover
Group 1
Group n
Group 2
Professional Development Programme

19. 3. Visualising the invisible
Rienties, B., Kinchin, I. (Accepted with revisions) Understanding (in)formal learning in an academic development programme: A social network perspective.
Teaching and Teacher Education. Impact factor: 1.322.

20. 3. Visualising the invisible
Knowledge Spillover
Group 1
Group n
Group 2
Professional Development Programme

21. Department A
Knowledge Spillover
Department C
Group 1
Group n
Group 2
Professional Development Programme
Department B

22. Rienties, B., Kinchin, I. (Accepted with revisions) Understanding (in)formal learning in an academic development programme: A social network perspective.
Teaching and Teacher Education. Impact factor: 1.322.

25. Moving LA to S(E)LA
“Social”
Learning Analytics

26. Outcomes for HEIs
1. Improved visualisations for intervention and
active behavioural change
2. Improved monitoring of social interactions
3. Richer quality of learning

27. Moving from Learning Analytics to
Social (Emotional) Learning Analytics
Dr Bart Rienties
Department of Higher Education