On 24 October 2014, the Learning Analytics and Community Exchange (LACE) project invited everyone interested in the research and use of learning analytics to a one-day networking gathering event in October at the Open University in Milton Keynes (UK).
This Solar Flare event – co-chaired by Doug Clow, Simon Cross and I – formed part of an international series coordinated by the Society for Learning Analytics Research (SoLAR). SoLAR Flares provide opportunities to learn what’s going on in learning analytics research and practice, to share resources and experience, and to forge valuable new connections within the education sector and beyond.
Around 50 people attended in person, with another 356 from around the world tuning in via the livestream.
There were two keynotes: one from Alan Berg, talking about the Apereo learning analytics initiative, and another from Chris Lowis, talking about learning analytics on the FutureLearn MOOC platform. In addition, there were 13 lightning presentations from people working with learning analytics in multiple countries and contexts including the UK, France and Spain. My lightning presentation focused on patterns of engagement identified in FutureLearn MOOCs from a variety of different universities. In the afternoon, participants split into four sub-groups that discussed evidence about learning analytics that can be added to the LACE Learning Analytics Evidence Hub.
Recordings of all the LACE SoLAR Flare presentations are available online.
Mike Sharples and I presented at EC-TEL 2014 in Graz on Innovative Pedagogy at Massive Scale: Teaching and Learning in MOOCs.
We examined the implications for pedagogy of education at a massive scale. Educational approaches designed or adapted to be effective for large numbers of learners include direct instruction, networked learning, connectivism, supported open learning, and conversational learning at scale.
We used a grounded approach to analyse data from 18 MOOCs run on the UK-based FutureLearn platform. This enabled us to identify benefits and challenges for learners, for educators and for society as a whole of learning at massive scale. These need to be addressed in two ways, through learning design and through platform design.
After our presentation, Yishay Mor interviewed us about it for the Open Learning Europa website.
Educators in massive open online courses (MOOCs) face the challenge of interacting with tens of thousands of students, many of whom are new to online learning. This study investigates the different ways in which lead educators position themselves within MOOCs, and the various roles that they adopt in their messages to learners. Email messages from educators were collected from six courses on FutureLearn, a UK-based MOOC platform that had 26 university partners at the time. Educator stance in these emails was coded thematically, sentence by sentence. The resulting typology draws attention to the different ways in which educators align themselves in these settings, including outlining the trajectory of the course, acting as both host and instructor, sometimes as fellow learner, and often as an emotionally engaged enthusiast. This typology can be used to explore relationships between educator stance and variables such as learner engagement, learner test results and learner retention.
On 10 September, I was at the University of Southampton, talking about the evaluation of MOOCs to the FutureLearn Academic Network (FLAN). This group is open to members of FutureLearn partner institutions who have an interest in researching MOOCs. If you fall into that category, and you’d be interested in joining, search for the group on Facebook. It’s a closed group, but straightforward to join, if you send a message introducing yourself.
The video shows the second half of the morning – start around 40 minutes in if you are interested in viewing my talk. There’s also an account of it on Sheila Webber’s blog.
On 16-17 September, I was in Graz with the Learning Analytics Community Exchange (LACE) . Before our consortium meeting, we held the 1st Learning Analytics Data Sharing Workshop. This brought people together from across Europe to discuss possibilities for data sharing.
The workshop was designed to act as a bridge between research and practical action. It also dealt with the technical, operational, business, policy and governance challenges involved with data sharing – with a particular focus on privacy issues.
The workshop was followed by a consortium meeting, and plans for developing this Europe-wide learning analytics community further.
Together with Bart Rienties, I hosted visits from Shaun Boyd (NMIT, Australia, Victorian Higher Education and Skills Group Fellow), Shreeharsh Kelkar (MIT), and Adam Cooper (CETIS, Bolton) on 8 July 2014.
We organised a Learning Analytics Summer Institute (LASI@MK) event in association with these visits. This formed part of the worldwide series of LASIs organised in conjunction with the Society for Learning Analytics Research (SoLAR). The event was also associated with the European-funded Learning Analytics Community Exchange (LACE) project.
LASI@MK included short presentations from:
- Linda Price on the long history of learning analytics at The Open University
- Avinash Boroowa on the development of an ethical framework for learning analytics
- Doug Clow on the systemic implementation of learning analytics
- Vicky Marsh on links with quality enhancement and quality assurance
- Shailey Minocha on the use of learning analytics in virtual environments
- Zdenek Zdrahal on predictive modelling
- Adam Cooper on the LACE project
It also included more extensive presentations by
- Denise Whitelock on the SAFeSEA project
- Shaun Boyd on the implementation of analytics at his institution
- Shreeharsh Kelkar on MOOCs, software and the study of learning.
At the beginning of July, working with one of our pro-vice chancellors, I presented to our vice chancellor’s executive (VCE) about understanding student mindsets.
We made the links between mindsets and learner persistence. Keeping students on board is a two-way process, universities retain and learners persist.
No matter how excellent a university course, students are likely to be distracted while studying it by significant life events. This is particularly true for part-time students, whose studies continue for longer. When the going gets tough for our students, it’s not good course design that gets them through, or good teacher support alone (though that certainly helps). Our students also need the resilience to carry on, and to cope with the extra challenges that life throws at them
This is where mindsets come into the picture. How can we help our students to develop persistence and resilience; how can we help them to understand that ability is not innate but is the outcome of focused work, and how can we help them to develop a deep approach to study? Research shows that it is possible to change mindsets, but to do so across a university requires systemic change.
At the end of June, I was invited up to Scotland, to talk about learning analytics at the Society of College, National and University Librarians (SCONUL) summer conference. I focused on some of the frequently-asked questions about learning analytics, with the emphasis on the role and perspective of libraries in this area. What are learning analytics? Why are they used? How can they be used to help produce desired learning outcomes? What different types are there? What are the ethical issues? How can they be used in libraries?