Archive for category Analytics
Just back from a couple of trips to Luxembourg, where I was one of the team carrying out final reviews for the Lea’s Box and Eco projects. This was my third year reviewing Lea’s Box, but I only joined the Eco team for their final review.
Lea’s Box was ‘a 3-year research and development project (running from March 2014 to [January] 2016) funded by the European Commission. The project focussed on (a) making educational assessment and appraisal more goal-oriented, proactive, and beneficial for students, and (b) on enabling formative support of teachers and other educational stakeholders on a solid basis of a wide range of information about learners.’
Eco was ‘a European project based on Open Educational Resources (OER) that gives free access to a list of MOOC (Massive Open Online Courses) in 6 languages […] The main goal of this project is to broaden access to education and to improve the quality and cost-effectiveness of teaching and learning in Europe.’
After talking about learning analytics at the BETT show, I was invited to write about them for the Public Service Executive magazine. The hard copy of PSE goes out to 9,000 subscribers, while the online version goes out to a database of 50,000.
This article provides a short introduction to learning analytics for people considering introducing analytics at their institution. It introduces six areas for action, and briefly outlines what needs to be done in each of these:
Areas for action
- Leadership and governance
- Collaboration and networking
- Teaching and learning
- Quality assurance
- Capacity building
On 25 January, I presented at the BETT trade show on An action plan for learning analytics. If you would like to introduce learning analytics at your institution, where should you start? Drawing on recent studies that consulted experts worldwide, I outlined an action plan for analytics and identified the key points to keep in mind.
My talk formed part of the HE Leaders Summit, a section of the event that was designed to address some of the most significant challenges currently facing senior leaders across Higher Education.
Research Evidence on the Use of Learning Analytics: Implications for Education Policy brings together the findings of a literature review; case studies; an inventory of tools, policies and practices; and an expert workshop.
The report also provides an Action List for policymakers, practitioners, researchers and industry members to guide work in Europe.
Learning Analytics: Action List
Policy leadership and governance practices
- Develop common visions of learning analytics that address strategic objectives and priorities
- Develop a roadmap for learning analytics within Europe
- Align learning analytics work with different sectors of education
- Develop frameworks that enable the development of analytics
- Assign responsibility for the development of learning analytics within Europe
- Continuously work on reaching common understanding and developing new priorities
Institutional leadership and governance practices
- Create organisational structures to support the use of learning analytics and help educational leaders to implement these changes
- Develop practices that are appropriate to different contexts
- Develop and employ ethical standards, including data protection
Collaboration and networking
- Identify and build on work in related areas and other countries
- Engage stakeholders throughout the process to create learning analytics that have useful features
- Support collaboration with commercial organisations
Teaching and learning practices
- Develop learning analytics that makes good use of pedagogy
- Align analytics with assessment practices
Quality assessment and assurance practices
- Develop a robust quality assurance process to ensure the validity and reliability of tools
- Develop evaluation checklists for learning analytics tools
- Identify the skills required in different areas
- Train and support researchers and developers to work in this field
- Train and support educators to use analytics to support achievement
- Develop technologies that enable development of analytics
- Adapt and employ interoperability standards
Other resources related to the LAEP project – including the LAEP Inventory of learning analytics tools, policies and practices – are available on Cloudworks.
Twitter identifies my top tweet, my top mention and my top media tweet. My followers appear to be most interested in globalised online learning.
Great to see this year’s Innovating Pedagogy 2016 report out. This report, which I co-author with others at The Open University, highlights ten trends that will impact education over the next decade. These include Design Thinking, Productive Failure, Formative Analytics and Translanguaging. The report also presents evidence to inform decisions about which pedagogies to adopt. The pedagogies range from ones already being tested in classrooms, such as learning through video games, to ideas for the future, like adapting blockchain technology for trading educational reputation.
This year, the report has been written in collaboration with the Learning Sciences Lab, National Institute of Education, Singapore.
The ten trends covered this year are:
- Learning through social media: Using social media to offer long-term learning opportunities
- Productive failure: Drawing on experience to gain deeper understanding
- Teachback: Learning by explaining what we have been taught
- Design thinking: Applying design methods in order to solve problems
- Learning from the crowd: Using the public as a source of knowledge and opinion
- Learning through video games: Making learning fun, interactive and stimulating
- Formative analytics: Developing analytics that help learners to reflect and improve
- Learning for the future: Preparing students for work and life in an unpredictable future
- Translanguaging: Enriching learning through the use of multiple languages
- Blockchain for learning: Storing, validating and trading educational reputation
The PELARS project (Practice-based Experiential Learning Analytics Research And Support) invited me to Brussels for their Policies for using Big Data event on 9 November. The aim of the workshop was to raise awareness about the potential of analysis of data produced by learning technologies to catalyze the effective design of adaptive teaching, learning and assessment at scale. The aim was to bring together people interested in exploring the state-of-the-art of learning analytics, as well as to be informed about opportunities and barriers for adoption.
I chaired the panel discussion at the event, and was also able to talk to participants about the LACE project, following a presentation on LACE by Hendrik Drachsler.