I organised a panel at Learning Analytics and Knowledge 2014 (LAK14) in Indianapolis on ‘Setting learning analytics in context: overcoming the barriers to large-scale adoption’.
Thanks to Shirley Alexander, Shane Dawson, Leah Macfadyen and Doug Clow for making it a great event, and commiserations to Alfred Essa who couldn’t make it at the last minute due to a cancelled flight.
Once learning analytics have been successfully developed and tested, the next step is to implement them at a larger scale – across a faculty, an institution or an educational system. This introduces a new set of challenges, because education is a stable system, resistant to change. Implementing learning analytics at scale involves working with the entire technological complex that exists around technology-enhanced learning (TEL). This includes the different groups of people involved – learners, educators, administrators and support staff – the practices of those groups, their understandings of how teaching and learning take place, the technologies they use and the specific environments within which they operate. Each element of the TEL Complex requires explicit and careful consideration during the process of implementation, in order to avoid failure and maximise the chances of success. In order for learning analytics to be implemented successfully at scale, it is crucial to provide not only the analytics and their associated tools but also appropriate forms of support, training and community building.
The Slideshare below includes my sections of the panel presentation, and not the excellent presentations from the other speakers.