Slides from the Lightning Presentations at the LACE SoLAR Flare, held at The Open University, Milton Keynes, UK, on Friday 24 October 2014.

2. Presenters
Geoffray Bonin, University of Lorraine
Patricia Charlton, Institute of Education
Doug Clow, The Open University
Adam Cooper, Cetis
Marcus Elliott, Nottingham Trent University
Rebecca Ferguson, The Open University
Ed Foster, University of Lincoln
Mariluz Guenaga, University of Duesto
Yishay Mor, BJET special issue editor
Jean Mutton, University of Derby
Bart Rienties, The Open University
Sharon Slade, The Open University
Niall Sclater, JISC
Mark Stubbs, Manchester Metropolitan University
Thomas Ullmann, The Open University

5. DR. Patricia Charlton, p.charlton@ioe.ac.uk
DR. Manolis Mavrikis, m.mavrikis@ioe.ac.uk
London Knowledge Lab, Institute of Education,
University of London
C-book
platform
Learning Analytics
enhanced c-books

7. Doug Clow
users data users data users data
Photo CC (BY-NC) Alan English CPA: https://www.flickr.com/photos/alanenglish/4198114139

8. Adam Cooper, Cetis
@adam_r_cooper
http://bit.ly/Q-LA-validity
www.laceproject.eu
@laceproject
The LACE Project is supported by the European Commission
Seventh Framework Programme, grant 619424.
8
The Question of
Validity in LA
or
“What should it
say on the tin?”

12. • DeustoTech Learning –research group at the Engineering Faculty
• Main interest: support the assessment of competencies using LA
• Coordinators of SNOLA - Spanish Network of Learning Analytics
• Research areas:
Work in progress in LA:
• Go-Lab (FP7-ICT)
• MakeWorld (Erasmus+)
• LA at the Univ. Deusto
• Serious Game – Teamwork
• Code repositories
• Promote Computational thinking
Mariluz Guenaga
mlguenaga@deusto.es
http://dtlearning.deusto.es
http://www.deusto.es
http://snola.deusto.es
Learning
Analytics
ASSESSMENT
Remote
experiments
Game-based
learning

15. Data-informed Design
Inquiry of Learning
BJET Special Issue (2015)
Emin-Martínez, V.; Hansen, C.; Rodríguez-Triana, M. J.; Wasson, B.; Mor, Y.;
Dascalu, M.; Ferguson, R. & Pernin, J.-P. (2014), 'Towards teacher-led design
inquiry of learning', eLearning Papers (36). http://goo.gl/tHVd8c

16. Using Data for Purpose and Value
Jean Mutton, University of Derby

18. OU policy for the ethical use of learning analytics
Sharon Slade, Open University
Extensive consultation
8 overarching principles:
LA as a moral practice
OU’s responsibility to use data for student benefit
Students are not wholly defined by their data
Purpose and boundaries should be well defined and visible
Facility for students to update their own data
Students as active agents
Modelling approaches and interventions should be free from bias
Adoption of LA requires broad acceptance of the values and benefits the
development of appropriate skills.
Policy approved and live
Communication strategy underway
Consideration of opt out over next 9 months

20. Surveys
Leader Tutor Marker
Programme
Courses & Units
Mandatory
Sessions Questions
Resources Assignments
Level &
Subject Grad
Enrolment Attendance Usage Submission Marks
Board
Outcome
Department
Faculty
Dean Head
Left, Failed, Withdrew
Resit Work
Timetable
Curriculum
Hierarchy
Learning
Resources
Provider
Type
Assessment
Staff
Entry
Targets
Admission
Entry
Quals.
Application
Enquiry
Bio-demographics
Student
R&A
Course Entry
Employment or
Study (elsewhere)
Satisfaction
Type
Progression Accommodation
Data Warehouse Lines of Enquiry
Student
R&A Course Entry
Engagement
Curriculum Hierarchy
Staff
Partial coverage
Opening 2015
Opening 2015
Terminating at Course
Delays expected
Timetable
Surveys
Learning Resources
Assessment
Opening 2015
Partial coverage
Opening 2015
Good coverage
Further Study
This work is licensed under a Attribution-NonCommercial-ShareAlike 4.0 International licence | Mark Stubbs (@thestubbs)
University
Laying foundations for Learning Analytics at MMU