2023 Introduction to learning analytics.pptx
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Tutorial given at the Learning Analytics Summer Institute on 6 June 2023 in SIngapore, led by Rebecca Ferguson of The Open University in the UK.
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2023 Introduction to learning analytics.pptx
- 1. WHO? WHAT? WHY? WHERE? HOW? INTRODUCTION TO LEARNING ANALYTICS REBECCA FERGUSON THE OPEN UNIVERSITY, UK LASI 2023, SINGAPORE IMPACT!
- 2. WHO? Who is in the LA community? LEARNING ANALYTICS
- 3. LASI events around the world
- 4. Learning Analytics and Knowledge (LAK)
- 5. Society for Learning Analytics Research (SoLAR)
- 6. Journal of Learning Analytics Open peer commentary Fairness, equity and responsibility Game-based learning Networks Primary and secondary schools Collaboration Learning design
- 7. Who are you and what is your connection with learning analytics?
- 8. WHAT? What are learning analytics? LEARNING ANALYTICS
- 9. ACADEMIC ANALYTICS How can we substantially improve learning opportunities and educational results [at national or international levels]? Information for • administrators • funders • marketing • education authorities • governments A political challenge
- 10. EDUCATIONAL DATA MINING How can we extract value from these big sets of learning-related data? an emerging discipline, concerned with developing methods for exploring the unique types of data that come from educational settings, and using those methods to better understand students, and the settings in which they learn. A technical challenge
- 11. ENFORCEMENT How can we make sure our students turn up, engage, and don’t cheat?
- 12. LEARNING ANALYTICS How can we optimise opportunities for [online and blended] learning? Information for • learners • educators An educational challenge
- 13. 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.
- 15. Learning analytics help us to identify and make sense of patterns in the data to improve our teaching, our learning and our learning environments.
- 19. Priority 1: Fostering the development of a high- performing digital education ecosystem Priority 2: Enhancing digital skills and competences for the digital transformation EU PRIORITY AREAS FOR DIGITAL EDUCATION
- 20. The National University of Singapore aspires to be a vital community of academics, researchers, staff, students and alumni working together in a spirit of innovation and enterprise for a better world.
- 22. WHERE? Where does my work fit in? LEARNING ANALYTICS
- 24. H Breakout discussion Which aspects of teaching and learning are you currently trying to optimise? Which would you like to optimise? Where is your work situated in the learning analytics cycle?
- 25. HOW? How do we move forward? LEARNING ANALYTICS
- 26. EP4LA workshops LACE provocations JLA special issue 3:1 2016 Neil Selwyn keynote LAK 2019 JLA special issue 6:3 2019 Ongoing work 2023 DEVELOPING THE SIX CHALLENGES
- 27. Use data and analytics whenever they can contribute to learner success, ensuring that the analytics take into account all that is known about learning and teaching. If you could have any superpowers you wanted, to help you do your job, what would they be? Challenge one: duty to act learning-analytics.info/index.php/JLA/issue/view/463
- 28. Equip learners and educators with data literacy skills, so they are sufficiently informed to give or withhold consent to the use of data and analytics. Challenge two: informed consent [Amazon] is in a position to collect huge amounts of data – through its shopping platform, but also through its Ring cameras, Alexa voice assistants, web services, delivery services, streaming services, and its many other business streams. [Whole Foods, PillPack, Twitch, IMDb, Roomba…] Sara Nelson, Privacy International www.wired.co.uk/article/amazon-history-data
- 29. H What are data literacy skills? What do people need to know to: • read data • work with data • analyse data • argue with data • give informed consent? Breakout discussion
- 30. Take a proactive approach to safeguarding in an increasingly data-driven society, identifying potential risks, and taking action to limit them. Challenge three: safeguarding Data may be: • inaccurate • mislabelled • mistyped • misused • incomplete • poorly chosen • biased sample • out of date • poorly protected • subject to attack • ignored
- 31. Work towards increased equality and justice, expanding awareness of ways in which analytics have the potential to increase or decrease these. Challenge four: equality and justice Facebook screenshot by Lauren F Klein
- 33. Challenge six: integrity of self
- 34. 1. Use data and analytics whenever they can contribute to learner success, ensuring that the analytics take into account all that is known about learning and teaching 2. Equip learners and educators with data literacy skills, so they are sufficiently informed to give or withhold consent to the use of data and analytics. 3. Take a proactive approach to safeguarding in an increasingly data-driven society, identifying potential risks, and taking action to limit them. 4. Work towards increased equality and justice, expanding awareness of ways in which analytics have the potential to increase or decrease these. 5. Increase understanding of the value, ownership, and control of data. 6. Increase the agency of learners and educators in relation to the use and understanding of educational data The six challenges
- 35. Pathways to impact Workshops Conferences Publications Stakeholder engagement Resources Website Social media, including videos Roadshow or other event Open educational resources Strategy for impact
- 36. H What are your current plans for impact? Who needs to know about your work? How are you making sure you reach those people? What will you do next to achieve impact? Breakout discussion
Notas do Editor
- Title slide Introduction to learning analytics Rebecca Ferguson, The Open University, UK
- Divider slide, introducing the question ‘Who?’ and asking ‘Who is in the learning analytics community?’
- Picture taken at LASI 2019, held at the University of British Columbia. Used to introduce the Learning Analytics Summer Institutes and also LASI locals that take place around the world
- International Women’s Day: Learning Analytics and Knowledge 2019 (LAK19) in Arizona brought together the women in the community who were attending the conference. Picture of the online Human-centred learning analytics (HCLA) workshop at LAK23 from this URL https://twitter.com/RobertoResearch/status/1635380182034046981/photo/1 Image of audience at LAK 2023 in Austin, Texas, and of hybridSoLAR AGM from Bart Rienties
- A set of pictures of 12 members of the current executive of the Society for Learning Analytics Research (SoLAR) with the current President, Bart Rienties, at the top left.
- The cover of the most recent Journal of Learning Analytics Research (10:1) with a list of recent special sections of the journal
- Participants in the last LASI before 2023 to be held in a physical location, which took place in Vancouver in 2019. Workshop participants are asked to introduce themselves and to say how they feel about LASI
- A divider slide introducing the question ‘What?’ and asking, ‘What are learning analytics?’
- Introducing academic analytics. These provide information for administrators, funders, marketing departments, education authoritieis and governments. They address the political challenge, ‘How can we substantially improve learning opportunities and educational results [at national or international levels]? ‘
- Introducing educational data mining, which describes itself as ‘an emerging discipline, concerned with developing methods for exploring the unique types of data that come from educational settings, and using those methods to better understand students, and the settings in which they learn.’ It addresses a technical challenge: How can we extract value from these big sets of learning-related data?
- Enforcement (such as proctoring and TurnItIn) also makes use of data in an educational setting and the criticisms of enforcement are often extended to learning analytics. It deals with the question ‘How can we make sure our students turn up, engage, and don’t cheat?’. The two images relate to ways in which learners are forced to become data, rather than the data they generate during their activities being used to support them. The slide includes a Tweet from Mark Tenholtz posted on 17 May 2023 that says: ‘A professor failed their entire class because they used ChatGPT to write their essays. (or so he thought) What he *actually* did was paste each essay into ChatGPT (or as he called it, ChatGTP) and ask it if it wrote the essay. The pendulum swing we all anticipated.’ The other image is of a Tweeet by quantified (br)other @hypervisible that refers to a Black woman having to shine a bright light on her face during an entire two-day exam so the remote monitoring technology did not flag her as a cheater.
- Learning analytics produces information for educators and learners. It addresses an educational challenge: How can we optimise opportunities for [online and blended] learning?
- The SoLAR definition of 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.’
- Divider introducing the question ‘why?’ and asking, ‘Why learning analytics?’
- A rephrasing of the definition of learning analytics: ‘Learning analytics help us to identify and make sense of patterns in the data to improve our teaching, our learning and our learning environments.’
- A definition of education taken from Twitter, where it was shared by Dr Kevin Smith. It quotes Chris Hedges as saying: ‘the true purpose of education is to make minds, not careers’.
- Another definition of education, provided by Ofsted, the UK’s Office for Standards in Education, Children's Services and Skills, and shared on Twitter by Paul Hopkins. It states that ‘The aim of education is to deliver a high-quality curriculum so that pupils know more and remember more.’. Paul draws attention to gaps in this definition, such as love of learning and application of learning.
- A third definition of education from Twittter, this time from Dylan William. He identifies four broad puroses for education: personal empowerment, transmission of culture, preparation for democratic citizenship, and preparation for work.
- European Union’s current priority area for digital education, taken from https://education.ec.europa.eu/focus-topics/digital-education/action-plan Priority 1: Fostering the development of a high-performing digital education ecosystem Priority 2: Enhancing digital skills and competences for the digital transformation
- The National University of Singapore’s vision, as stated at https://nus.edu.sg/about The National University of Singapore aspires to be a vital community of academics, researchers, staff, students and alumni working together in a spirit of innovation and enterprise for a better world. The image shows the university’s logo: a lion in a shield with a book and three interlinked rings above it
- Part of the educational vision of the University of British Columbia, taken from its website. It refers to the university’s values, which include: excellence, integrity, and respect. The UBC values statement can be accessed here https://www.ubc.ca/about/vision-values.html
- Divider slide introducing the question ‘Where?’ and asking, ‘Where does my work fit in?’
- The Learning Analytics Cycle, introduced by Doug Clow in a paper at LAK12. The cycle links learners, data, metrics and interventions. A URL gives a link to the paper. http://doi.acm.org/10.1145/2330601.2330636
- Instructions for the breakout discussion. Which aspects of teaching and learning are you currently trying to optimise? Which aspects of teaching and learning would you like to optimise?
- Divider slide introducing the question ‘How” and asking, ‘How do we move forward?’
- An explanation of how the six challenges on the following slides were developed. Ideas were gathered from a series of workshops on Ethics and Privacy in Learning Analytics (EP4LA), which were held in many countries from 2014 onwards. Other ideas came from a piece of research carried out by the Learning Analytics Community Exchange (LACE) which used a set of ten provocations to present participants with views of how learning analytics might develop in the coming decade and asked for thoughts on the feasibility and desirability of these various outcomes. These ideas were brought together in an issue of the Journal of Learning Analytics in 2016, which identified a set of challenges for the field that related to ethical issues. A keynote by Neil Selwyn at LAK 2019 introduced new ideas, which were incorporated within a revised set of challenges published in the Journal of Learning Analytics in 2019. When these slides were produced in May 2023, the paper had been cited 53 times, according to Google Scholar.
- Challenge on is the duty to act. ‘Use data and analytics whenever they can contribute to learner success, ensuring that the analytics take into account all that is known about learning and teaching.’. This is associated with user-centred design, and with an approach to this that was published in the Journal of Learning Analytics. Researchers asked educators ‘If you could have any superpowers you wanted, to help you do your job, what would they be?. A URL is provided for the paper learning-analytics.info/index.php/JLA/issue/view/463
- Challenge 2 is informed consent. Equip learners and educators with data literacy skills, so they are sufficiently informed to give or withhold consent to the use of data and analytics. A link is made to a recent quote from Sara Nelson, published in Wired magazine: ‘[Amazon] is in a position to collect huge amounts of data – through its shopping platform, but also through its Ring cameras, Alexa voice assistants, web services, delivery services, streaming services, and its many other business streams.’ A link is provided to the article. www.wired.co.uk/article/amazon-history-data Rebecca has added some of the other companies owned by Amazon: Whole Food, PillPack, Twitch, IMDb and Roomba.
- Instructions for a breakout discussion. What are data literacy skills? What do people need to know to read data, work with data, analyse data, argue with data, and give informed consent?
- Challenge three: safeguarding. Take a proactive approach to safeguarding in an increasingly data-driven society, identifying potential risks, and taking action to limit them. Links are made here to two aspects of safeguarding. One is a news story from 2020 in which the University of Maastricht states it paid a large ransom to hackers. [More information about ransomware attacks on Higher Education is available at https://www.csoonline.com/article/3690413/universities-and-colleges-cope-silently-with-ransomware-attacks.html ]The other is a tweet by Karen Triquet which refers to biased algorithms, biased data, and the human bias that underpins these. A list of potential problems with data notes it may be inaccurate, mislabelled, mistyped, misused, incomplete, poorly chosen biased sample, out of date, poorly protected, subject to attack, or ignored.
- Challenge four: equality and justice, Work towards increased equality and justice, expanding awareness of ways in which analytics have the potential to increase or decrease these. The image here is from a screenshot of FaceBook taken by Lauren F Klein. It shows a series of options for the category ‘gender’ including Gender Fluid, Gender Variant, Genderqueet, Gender Questioning, Gender Nonconforming, Agender, Bigender, Cisgender, Cisgender Female, and Cisgender Male.
- Challenge five: data ownership. Increase understanding of the value, ownership, and control of data. The image is taken from a comic-book representation of Apples’ terms and conditions for iTunes. There is a link to the book https://www.rsikoryak.com/masterpiece-comics-1 The 2787-word UK English version of Apple’s terms and conditions, which includes the quoted text, is available here https://www.apple.com/uk/legal/internet-services/itunes/volume/uk/terms.html
- Challenge six: integrity of self. Increase the agency of learners and educators in relation to the use and understanding of educational data. This is related to a CBS news story shared on Twitter by John Wilander, referring to a lawsuit that alleges Google secretly monitors millions of school children. There are also five images of Rebecca, representing different parts of her digital identity, including avatars, and a cartoon-like mii character.
- All six challenges are given in full. Use data and analytics whenever they can contribute to learner success, ensuring that the analytics take into account all that is known about learning and teaching Equip learners and educators with data literacy skills, so they are sufficiently informed to give or withhold consent to the use of data and analytics. Take a proactive approach to safeguarding in an increasingly data-driven society, identifying potential risks, and taking action to limit them. Work towards increased equality and justice, expanding awareness of ways in which analytics have the potential to increase or decrease these. Increase understanding of the value, ownership, and control of data. Increase the agency of learners and educators in relation to the use and understanding of educational data
- Pathways to impact. Some were mentioned on the previous slide: workshops, conferences, publications, stakeholder engagement, and resources that can be shared and used. Other options include a website, social media (videos, pictures and text), roadshows or other events, open educational resources. Most important – have a strategy for impact.
- Questions for a breakout discussion What are your current plans for impact? Who needs to know about your work? How are you making sure you reach those people? What will you do next to achieve impact?
- Contact details for Rebecca Ferguson, including Slideshare, Twitter and her blog, plus a photograph and an illustration of her. The three URLs are: slideshare.net/R3beccaF r3beccaf.wordpress.com/ twitter.com/R3beccaF