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Research Evidence on the Use of Learning Analytics: Implications for Education Policy

Report coverThe final report on our study of learning analytics for European educational policy (LAEP) is now out.

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

Capacity building

  • 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

Infrastructure

  • 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.

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Developing a strategic approach to MOOCs

german-refOur introductory article for the JIME special issue on MOOCs focused on the research work carried out in the area by UK universities who are FutureLearn partners.

‘Developing a strategic approach to MOOCs’ uses the work carried out at these universities to identify nine priority areas for MOOC research and how these can be developed in the future:

  1. Develop a strategic approach to MOOCs.
  2. Expand the benefits of teaching and learning in MOOCs.
  3. Offer well-designed assessment and accreditation.
  4. Widen participation and extend access.
  5. Develop and make effective use of appropriate pedagogies.
  6. Support the development of educators.
  7. Make effective use of learning design.
  8. Develop methods of quality assurance.
  9. Address issues related to privacy and ethics.

Ferguson, Rebecca; Scanlon, Eileen and Harris, Lisa (2016). Developing a strategic approach to MOOCs. Journal of Interactive Media in Education, 2016(1), article no. 21.

Abstract

During the last eight years, interest in massive open online courses (MOOCs) has grown fast and continuously worldwide. Universities that had never engaged with open or online learning have begun to run courses in these new environments. Millions of learners have joined these courses, many of them new to learning at this level. Amid all this learning and teaching activity, researchers have been busy investigating different aspects of this new phenomenon. In this contribution we look at one substantial body of work, publications on MOOCs that were produced at the 29 UK universities connected to the FutureLearn MOOC platform. Bringing these papers together, and considering them as a body of related work, reveals a set of nine priority areas for MOOC research and development. We suggest that these priority areas could be used to develop a strategic approach to learning at scale. We also show how the papers in this special issue align with these priority areas, forming a basis for future work.

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Researching MOOCs: JIME special issue

I was one of the editors of a special issue of the Journal of Interactive Media in Education (JIME) on Researching MOOCs. The special issue draws on the work of the FutureLearn Academic Network (FLAN), which is made up of academics st universities that are FutureLearn partners.

Other editors were Eileen Scanlon (The Open University) and Lisa Harris (University of Southampton).

The special issue contains five papers.

Contents page

 

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Innovating Pedagogy 2016

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.
final-poster-landscape

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:

  1. Learning through social media: Using social media to offer long-term learning opportunities
  2. Productive failure: Drawing on experience to gain deeper understanding
  3. Teachback: Learning by explaining what we have been taught
  4. Design thinking: Applying design methods in order to solve problems
  5. Learning from the crowd: Using the public as a source of knowledge and opinion
  6. Learning through video games: Making learning fun, interactive and stimulating
  7. Formative analytics: Developing analytics that help learners to reflect and improve
  8. Learning for the future: Preparing students for work and life in an unpredictable future
  9. Translanguaging: Enriching learning through the use of multiple languages
  10. Blockchain for learning: Storing, validating and trading educational reputation

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Possibilities and challenges of augmented learning

Teenager's avatar speaking at online conferenceI was invited to write a paper for Distance Education in China, a journal which reaches out to Western academics and is willing to take on the task of translating papers from English. My paper was based on work published in Augmented Education, written by me, Kieron Sheehy and Gill Clough, which was published by Palgrave in 2014.

Abstract

Digital technologies are becoming cheaper, more powerful and more widely used in daily life. At the same time, opportunities are increasing for making use of them to augment learning by extending learners’ interactions with and perceptions of their environment. Augmented learning can make use of augmented reality and virtual reality, as well as a range of technologies that extend human awareness. This paper introduces some of the possibilities opened up by augmented learning and examines one area in which they are currently being employed: the use of virtual realities and tools to augment formal learning. It considers the elements of social presence that are employed when augmenting learning in this way, and discusses different approaches to augmentation.

数字化技术的价格越来越便宜,功能越来越强大,在日常生活中用途越来越广泛。与此同时,利用数字化技术进一步促进学习者与他们所处环境的互动以及对环境的 感知以增强学习的机会也越来越多。增强学习可以利用增强现实和虚拟现实以及许多能提高人类意识的技术。本文介绍增强学习的一些可能性并讨论目前正在应用增 强学习的一个领域:运用虚拟现实和工具增强正式学习。文章分析了基于虚拟现实和工具的增强学习所需的社交临场成分,并讨论不同的增强方法。

Ferguson, Rebecca (2016). 增强学习的可能性与挑战 [Possibilities and challenges of augmented learning]. Distance Education in China, 6 pp. 5–13.

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LAK16: Practitioner Proceedings

PractitionerTogether with Mike Sharkey (Blackboard) and Negin Mirriahi (University of New South Wales), I chaired the Practitioner Track of the LAK16 conference in Edinburgh and edited the Practitioner Track proceedings.

Practitioners spearhead a significant portion of learning analytics, relying on implementation and experimentation rather than on traditional academic research. The primary goal of the LAK practitioner track is to share thoughts and findings that stem from learning analytics project implementations. The proceedings of the practitioner track from LAK’16 contains 12 short papers that share reports on the piloting and deployment of new and emerging learning analytics tools and initiatives.

Papers accepted in 2016 fell into two categories.

  • Practitioner Presentations Presentation sessions are designed to focus on deployment of a single learning analytics tool or initiative.
  • Technology Showcase The Technology Showcase event enables practitioners to demonstrate new and emerging learning analytics technologies that they are piloting or deploying.

Both types of paper are included in the proceedings.

 

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Ethics and privacy in learning analytics: special issue

JLA coverAlong with other members of the LACE project (Tore Hoel, Maren Scheffel and Hendrik Drachsler), I co-edited a special section of Journal of Learning Analytics Vol 3, No 1, which focused on ethics and privacy in learning analytics.

The section contained eight papers:

The volume also included our guest editorial:

Abstract

The European Learning Analytics Community Exchange (LACE) project is responsible for an ongoing series of workshops on ethics and privacy in learning analytics (EP4LA), which have been responsible for driving and transforming activity in these areas. Some of this activity has been brought together with other work in the papers that make up this special issue. These papers cover the creation and development of ethical frameworks, as well as tools and approaches that can be used to address issues of ethics and privacy. This editorial suggests that it is worth taking time to consider the often intertangled issues of ethics, data protection and privacy separately. The challenges mentioned within the special issue are summarised in a table of 22 challenges that are used to identify the values that underpin work in this area. Nine ethical goals are suggested as the editors’ interpretation of the unstated values that lie behind the challenges raised in this paper.

Ferguson, Rebecca, Hoel, Tore, Scheffel, Maren, & Drachsler, Hendrik. (2016). Guest editorial: ethics and privacy in learning analytics. Journal of Learning Analytics, 3(1) 5-15.

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