1 introduction
DESCRIPTION
The introduction to the workshop followed by discussion of Context and Task. Part of the slides for a workshop titled "Four questions for understanding Learning Analytics" by @beerc and @djplanerTRANSCRIPT
![Page 1: 1 introduction](https://reader033.vdocuments.mx/reader033/viewer/2022061217/54b52e824a79597e5b8b463a/html5/thumbnails/1.jpg)
Dr David JonesUniversity of Southern QueenslandToowoomba QLD
Colin BeerCQUniversity Rockhampton QLD
Four questions for understanding Learning Analytics
4
![Page 2: 1 introduction](https://reader033.vdocuments.mx/reader033/viewer/2022061217/54b52e824a79597e5b8b463a/html5/thumbnails/2.jpg)
Facilitators• Dr David Jones– Faculty of Education @ University of Southern
Queensland– Foundation member of the Indicators project.
• Colin Beer– Learning and Teaching Services @ CQUniversity– Foundation member of the Indicators project.
http://indicatorsproject.wordpress.com
![Page 3: 1 introduction](https://reader033.vdocuments.mx/reader033/viewer/2022061217/54b52e824a79597e5b8b463a/html5/thumbnails/3.jpg)
This workshop will use a research-based framework of four questions to help you:
• Increase your awareness of what learning analytics is and what is currently being done (and not done) with it
• Understand how insights from a range of knowledge bases can better inform learning analytics projects
• Develop insights into how you can use learning analytics to complete your own task
![Page 4: 1 introduction](https://reader033.vdocuments.mx/reader033/viewer/2022061217/54b52e824a79597e5b8b463a/html5/thumbnails/4.jpg)
How it will work
• Context– Yours, ours and what we’d like to get out of this
• Task– Some examples of Learning Analytics
• Information?• Representation?• Affordances?• Change?
![Page 5: 1 introduction](https://reader033.vdocuments.mx/reader033/viewer/2022061217/54b52e824a79597e5b8b463a/html5/thumbnails/5.jpg)
How it will work
• Context– Yours, ours and what we’d like to get out of this
• Task– Some examples of Learning Analytics
• Information?• Representation?• Affordances?• Change?
Theory and discussion
Some hands on
![Page 6: 1 introduction](https://reader033.vdocuments.mx/reader033/viewer/2022061217/54b52e824a79597e5b8b463a/html5/thumbnails/6.jpg)
Assumptions
• Value of learning analytics is whenIntegrated into “tools & processes of teaching &
learning” (Elias, 2011, p. 5)
“provide workers with the help they need to perform certain job tasks, at the time they need
that help, and in a form that will be most helpful” (Reiser, 2001, p.63)
![Page 7: 1 introduction](https://reader033.vdocuments.mx/reader033/viewer/2022061217/54b52e824a79597e5b8b463a/html5/thumbnails/7.jpg)
Context
http://farm3.staticflickr.com/2734/4152919570_3acdefc13e_z.jpg
![Page 8: 1 introduction](https://reader033.vdocuments.mx/reader033/viewer/2022061217/54b52e824a79597e5b8b463a/html5/thumbnails/8.jpg)
Who we are
• Colin Beer from CQUniversity (Rockhampton)• Lecturer (Educational Technology) within the
Learning and Teaching Services Area• Why am I interested in Learning Analytics?• Learning Analytics activities at CQUniversity• Systems and technologies?• What I would like from this session?
![Page 9: 1 introduction](https://reader033.vdocuments.mx/reader033/viewer/2022061217/54b52e824a79597e5b8b463a/html5/thumbnails/9.jpg)
Who we are
• David Jones from USQ (Toowoomba)• Senior Lecturer within the Faculty of
Education• Why am I interested in Learning Analytics?• Learning Analytics activities at CQUniversity• Systems and technologies?• What I would like from this session?
![Page 10: 1 introduction](https://reader033.vdocuments.mx/reader033/viewer/2022061217/54b52e824a79597e5b8b463a/html5/thumbnails/10.jpg)
Where it all started
• The Indicators project• LMS support• Curiosity about LMS behaviour and student
results• Interesting Correlations
![Page 11: 1 introduction](https://reader033.vdocuments.mx/reader033/viewer/2022061217/54b52e824a79597e5b8b463a/html5/thumbnails/11.jpg)
![Page 12: 1 introduction](https://reader033.vdocuments.mx/reader033/viewer/2022061217/54b52e824a79597e5b8b463a/html5/thumbnails/12.jpg)
![Page 13: 1 introduction](https://reader033.vdocuments.mx/reader033/viewer/2022061217/54b52e824a79597e5b8b463a/html5/thumbnails/13.jpg)
![Page 14: 1 introduction](https://reader033.vdocuments.mx/reader033/viewer/2022061217/54b52e824a79597e5b8b463a/html5/thumbnails/14.jpg)
![Page 15: 1 introduction](https://reader033.vdocuments.mx/reader033/viewer/2022061217/54b52e824a79597e5b8b463a/html5/thumbnails/15.jpg)
![Page 16: 1 introduction](https://reader033.vdocuments.mx/reader033/viewer/2022061217/54b52e824a79597e5b8b463a/html5/thumbnails/16.jpg)
Blackboard, term 1, 2006
Learner-Content
69%
Learner-Learner
19%
Learner-Teacher11%
Teacher-Teacher0%
![Page 17: 1 introduction](https://reader033.vdocuments.mx/reader033/viewer/2022061217/54b52e824a79597e5b8b463a/html5/thumbnails/17.jpg)
Moodle, term 1, 2011
Learner-Content
78%
Learner-Learner
11%
Learner-Teacher10%
Teacher-Teacher1%
![Page 18: 1 introduction](https://reader033.vdocuments.mx/reader033/viewer/2022061217/54b52e824a79597e5b8b463a/html5/thumbnails/18.jpg)
F P C D HD0
0.2
0.4
0.6
0.8
1
1.2
1.4
1.6
1.8
2
Number of question marks (n=273814)
Number of question marks Linear (Number of question marks)
![Page 19: 1 introduction](https://reader033.vdocuments.mx/reader033/viewer/2022061217/54b52e824a79597e5b8b463a/html5/thumbnails/19.jpg)
Your Context
• Who you are and where you are from?• What is your interest in Learning Analytics?• What Learning Analytics activities are planned
or underway at your institution?• What systems/technologies are potential
sources of information in your institution?• What do you want from this session?
Please tell us:
![Page 20: 1 introduction](https://reader033.vdocuments.mx/reader033/viewer/2022061217/54b52e824a79597e5b8b463a/html5/thumbnails/20.jpg)
Learning analytics definitions
A key concern in learning analytics is the need to use the insights gathered from the data to make interventions, to improve learning and to generate ‘actionable intelligence’ which informs appropriate interventions
(Campbell, DeBlois & Oblinger 2007)
![Page 21: 1 introduction](https://reader033.vdocuments.mx/reader033/viewer/2022061217/54b52e824a79597e5b8b463a/html5/thumbnails/21.jpg)
Learning analytics definitions
“the measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs”
(Long and Siemens 2012)
![Page 22: 1 introduction](https://reader033.vdocuments.mx/reader033/viewer/2022061217/54b52e824a79597e5b8b463a/html5/thumbnails/22.jpg)
Learning analytics definitions
“Learning analytics is the application of … Big Data techniques to improve learning”
(Clow, 2013)
![Page 23: 1 introduction](https://reader033.vdocuments.mx/reader033/viewer/2022061217/54b52e824a79597e5b8b463a/html5/thumbnails/23.jpg)
Learning analytics definitions
“Learning analytics is the application of … Big Data techniques to improve learning”
(Clow, 2013)
![Page 24: 1 introduction](https://reader033.vdocuments.mx/reader033/viewer/2022061217/54b52e824a79597e5b8b463a/html5/thumbnails/24.jpg)
![Page 25: 1 introduction](https://reader033.vdocuments.mx/reader033/viewer/2022061217/54b52e824a79597e5b8b463a/html5/thumbnails/25.jpg)
Some simple patterns
F P C D HD0.00
0.50
1.00
1.50
2.00
2.50
3.00
3.50
4.00
4.50
Forum Posts Forum Replies
Student Grades
Ave
rage
num
ber o
f pos
ts a
nd re
plie
s
![Page 26: 1 introduction](https://reader033.vdocuments.mx/reader033/viewer/2022061217/54b52e824a79597e5b8b463a/html5/thumbnails/26.jpg)
The mythical mean
0
2
4
6
8
10
12
14
16
18
20
Moodle courses across a single year
Ave
rage
num
ber o
f con
trib
ution
s pe
r stu
dent
![Page 27: 1 introduction](https://reader033.vdocuments.mx/reader033/viewer/2022061217/54b52e824a79597e5b8b463a/html5/thumbnails/27.jpg)
Single HD student
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 180
5
10
15
20
25
30
35
Individual courses
Num
ber o
f for
um c
ontr
ibuti
ons
![Page 28: 1 introduction](https://reader033.vdocuments.mx/reader033/viewer/2022061217/54b52e824a79597e5b8b463a/html5/thumbnails/28.jpg)
Task
![Page 29: 1 introduction](https://reader033.vdocuments.mx/reader033/viewer/2022061217/54b52e824a79597e5b8b463a/html5/thumbnails/29.jpg)
![Page 30: 1 introduction](https://reader033.vdocuments.mx/reader033/viewer/2022061217/54b52e824a79597e5b8b463a/html5/thumbnails/30.jpg)
![Page 31: 1 introduction](https://reader033.vdocuments.mx/reader033/viewer/2022061217/54b52e824a79597e5b8b463a/html5/thumbnails/31.jpg)
![Page 32: 1 introduction](https://reader033.vdocuments.mx/reader033/viewer/2022061217/54b52e824a79597e5b8b463a/html5/thumbnails/32.jpg)
First day of access
F P C D HD
-4-3-2-1012345
First Day of Access (n=35623) Distance Students
Student Grades
Firs
t day
of a
cces
s
![Page 33: 1 introduction](https://reader033.vdocuments.mx/reader033/viewer/2022061217/54b52e824a79597e5b8b463a/html5/thumbnails/33.jpg)
![Page 34: 1 introduction](https://reader033.vdocuments.mx/reader033/viewer/2022061217/54b52e824a79597e5b8b463a/html5/thumbnails/34.jpg)
![Page 35: 1 introduction](https://reader033.vdocuments.mx/reader033/viewer/2022061217/54b52e824a79597e5b8b463a/html5/thumbnails/35.jpg)
![Page 36: 1 introduction](https://reader033.vdocuments.mx/reader033/viewer/2022061217/54b52e824a79597e5b8b463a/html5/thumbnails/36.jpg)
![Page 37: 1 introduction](https://reader033.vdocuments.mx/reader033/viewer/2022061217/54b52e824a79597e5b8b463a/html5/thumbnails/37.jpg)
![Page 38: 1 introduction](https://reader033.vdocuments.mx/reader033/viewer/2022061217/54b52e824a79597e5b8b463a/html5/thumbnails/38.jpg)
SNAPP
![Page 39: 1 introduction](https://reader033.vdocuments.mx/reader033/viewer/2022061217/54b52e824a79597e5b8b463a/html5/thumbnails/39.jpg)
Gephi
![Page 40: 1 introduction](https://reader033.vdocuments.mx/reader033/viewer/2022061217/54b52e824a79597e5b8b463a/html5/thumbnails/40.jpg)
![Page 41: 1 introduction](https://reader033.vdocuments.mx/reader033/viewer/2022061217/54b52e824a79597e5b8b463a/html5/thumbnails/41.jpg)
BIM
![Page 42: 1 introduction](https://reader033.vdocuments.mx/reader033/viewer/2022061217/54b52e824a79597e5b8b463a/html5/thumbnails/42.jpg)
ga1ga2
ga3ga4
ga5ga6
ga7ga8
0
0.2
0.4
0.6
0.8
1
1.2
1.4
1.6
1.8
2
Assessment Graduate Attribute Average Levels
Learning Outcome Graduate Attribute Average Levels
Average Graduate Attribute Levels by Assessment & Learning Outcomes - CQUni (2011)
Assessment Graduate Attribute Average Levels Learning Outcome Graduate Attribute Average Levels
CQUni Graduate Attributes
Aver
age
Grad
uate
Att
ribut
e Le
vel
![Page 43: 1 introduction](https://reader033.vdocuments.mx/reader033/viewer/2022061217/54b52e824a79597e5b8b463a/html5/thumbnails/43.jpg)
![Page 44: 1 introduction](https://reader033.vdocuments.mx/reader033/viewer/2022061217/54b52e824a79597e5b8b463a/html5/thumbnails/44.jpg)
![Page 45: 1 introduction](https://reader033.vdocuments.mx/reader033/viewer/2022061217/54b52e824a79597e5b8b463a/html5/thumbnails/45.jpg)
![Page 46: 1 introduction](https://reader033.vdocuments.mx/reader033/viewer/2022061217/54b52e824a79597e5b8b463a/html5/thumbnails/46.jpg)
![Page 47: 1 introduction](https://reader033.vdocuments.mx/reader033/viewer/2022061217/54b52e824a79597e5b8b463a/html5/thumbnails/47.jpg)
![Page 48: 1 introduction](https://reader033.vdocuments.mx/reader033/viewer/2022061217/54b52e824a79597e5b8b463a/html5/thumbnails/48.jpg)
www.knewton.com
![Page 49: 1 introduction](https://reader033.vdocuments.mx/reader033/viewer/2022061217/54b52e824a79597e5b8b463a/html5/thumbnails/49.jpg)
Individual/specific – Institutional/vague
http://farm6.staticflickr.com/5002/5226383821_378b5a136e_z.jpg
![Page 50: 1 introduction](https://reader033.vdocuments.mx/reader033/viewer/2022061217/54b52e824a79597e5b8b463a/html5/thumbnails/50.jpg)
Layers of Learning AnalyticsMicro- Meso- Macro-
Process-level Institutional Cross-institutional
Learner and teacher
Department, University
Region, state, international
Social network analysis, NLP, assessing engagement
Risk-detection, intervention and support services
Optimisation, external comparison, regulatory reporting