I was invited to give a guest talk on Scaling up Learning Analytics at the ALT-C conference in Manchester during September 2015.
I talked about how innovation in technology-enhanced learning (TEL) always requires us to take into consideration all aspects of the ‘TEL Complex’. It’s not enough to think about just the teachers, or just the learners, or the researchers, or the technical experts, or the administrators. For an innovation to take root in an educational establisshment, it need to take all those communities into account, and their practices, and the environment in which they are working – including the funding context and the policy context.
That’s a lot of things to think about at the same time, and the Rapid Outcomes Modelling Approach (ROMA) provides a way of doing this. It starts with a vision or, more prosaically, the definition of a set of policy objectives. The next stages are to map the political context, identify key stakeholders, identify desired behaviour changes, develop an engagement strategy, analyse internal capacity to effect change and establish monitoring and learning frameworks. The process is a cycle, only coming to an end when you are clear that you have achieved your vision.
The ROMA Framework was developed by Young and Menizabal, and adapted by Macfadyen and Dawson. More detail in this paper, Setting learning analytics in context: overcoming the barriers to large-scale adoption.