Learning analytics involve the measurement, collection, analysis and reporting of data about learners and their contexts, in order to understand and optimise learning and the environments in which it occurs. Since emerging as a distinct field in 2011, learning analytics has grown rapidly, and early adopters around the world are already developing and deploying these new tools. However, it is not enough for us to develop analytics for our educational systems as they are now – we need to take into account how teaching and learning will take place in the future. The current fast pace of change means that if, in April 2006, we had begun developing learning analytics for 2016, we might not have planned specifically for learning with and through social networks (Twitter was launched in July 2006), with smartphones (the first iPhone was released in 2007), or learning at scale (the term MOOC was coined in 2008). By thinking ahead and by consulting with experts, though, we might have come pretty close by taking into account existing work on networked learning, mobile learning and connectivism. In this talk, Rebecca will introduce a range of different scenarios that explore different ways in which learning analytics could develop in the future. She will share the results of an international Policy Delphi study, which was designed for the systematic solicitation and collation of informed judgments on visions of learning analytics in 2025. The study explored underlying assumptions and information leading to differing judgments on learning analytics, and brought together informed judgments about the field. The findings of the Policy Delphi, together with other studies, are now being used to develop action plans that will help us to develop analytics to support learners and educators in the future.
While at the conference, I also took part in a panel discussion entitled, ‘Next step of ‘e-Learning for Smart, Connected World’