Learning analytics:the state of the art and the future

Rebecca Ferguson, The Open University, UK

The Open University (OU)

• The Open University: largest in UK

• Distance university

• Making use of big data for 45 years

• Informal learning: iTunes, YouTube…

• MOOCs on FutureLearn,

OpenLearn and elsewhere

• Learning analytics research and events

• LACE and LAEP projects

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open.ac.uk * www.laceproject.eu * laepanalytics.wordpress.com

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Defining learning analytics

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.

Learning analytics make

use of the trace data we

leave behind as we teach

and learn

They help us to

identify and make sense

of patterns in the data

to improve our teaching,

our learning and

our learning environments

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Course Signals

Traffic-light

symbols

used as

prompts for

action

Developed at Purdue University, USA

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Why learners use analytics

• Monitor their own activities and interactions

• Monitor the learning process

• Compare their activity with that of others

• Increase awareness, reflect and self reflect

• Improve discussion participation

• Improve learning behaviour

• Improve performance

• Become better learners

• Learn!

Dyckhoff, A.L., Lukarov, V., Muslim, A., Chatti, M.A. & Schroeder, U. (2013). Supporting Action Research with

Learning Analytics. Proceedings of LAK13, Leuven, Belgium

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Why educators use analytics

• Monitor the learning process

• Explore student data

• Identify problems

• Discover patterns

• Find early indicators for success

• Find early indicators for poor marks or drop-out

• Assess usefulness of learning materials

• Increase awareness, reflect and self reflect

• Increase understanding of learning environments

• Intervene, advise and assist

• Improve teaching, resources and the environment

Dyckhoff, A.L., Lukarov, V., Muslim, A., Chatti, M.A. & Schroeder, U. (2013). Supporting Action Research with

Learning Analytics. Proceedings of LAK13, Leuven, Belgium

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Starting points

Don’t start with the data – start with the pedagogy

What problems can learning analytics help us to solve?

How can analytics help our students to succeed?

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We need to go beyond summary statistics

What does success look like?

Student perspectives

● Overall, I am satisfied with the quality of this module

● Overall, I am satisfied with my study experience

● I would recommend this module to other students

● I was satisfied with the support provided by my tutor on this module

● I enjoyed studying this module

● This module met my expectations

Academic perspectives

● The students were well prepared

● The students met specified learning outcomes

● The students defined and achieved their own learning goals

University perspectives

● The module enhanced the university’s reputation

● The module aligned well with others

● The module generated income

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Learning analytics help to identify appropriate interventions

What does success look like?

● Students demonstrate the skills necessary to network, collaborate, browse and

reflect

● Students show progress towards defined learning outcomes

● Students communicate well… when asked to collaborate

● Students access and share links… when encouraged to browse

● Students return to materials... when encouraged to reflect

● Students engage with course content

● Students seek out new challenges

● Students persist when the work is challenging

● Students persist in the face of failure

● Students ask for help… when they are stuck

after several attempts

● Students compare their learning strategies with those of experts

● Students adapt their learning strategies to resemble those of experts

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Starting points in Europe

● Open and innovative education and training,

fully embracing the digital era.

● Strong support for teachers, trainers, school

leaders and other educational staff

● Relevant and high-quality knowledge, skills

and competences developed throughout

lifelong learning

● Focus on learning outcomes for

employability, innovation, active citizenship

and well-being and inclusive education,

equality, equity, non-discrimination and the

promotion of civic competences.

Euopean priority areas for education and training

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SNAPP: Social networks adapting pedagogical practice

Supporting collaborative learning

Bakharia, A. & Dawson, S. (2011). SNAPP: A Bird’s-Eye View of Temporal Participant Interaction.

Proceedings of LAK11: Banff, Canada

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Analytics on iSpot

Analytics for informal learners

Clow, D. & Makriyannis, E. (2011). iSpot Analysed: Participatory Learning and Reputation Proceedings of

LAK11, Banff, Canada

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Open Essayist

Helping students to reflect

50 identical sentences

Stanford University prize essay

OU essay –

low mark

OU essay –

high mark

Van Labeke, N., Whitelock, D., Field, D., Pulman, S. & Richardson, J.T.E. (2013). OpenEssayist: extractive

summarisation and formative assessment of free-text essays.

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CLARA: Centre for Connected Intelligence, UTS, Australia

Analytics for lifelong learning

Deakin Crick, R., S. Huang, A. Ahmed-Shafi and C. Goldspink (2015). Developing Resilient Agency in

Learning: The Internal Structure of Learning Power. British Journal of Educational Studies 63(2): 121- 160.

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Testifying before US Senate panel

Narrowing the attainment gap

Claims:

• Reduction of the

average time it takes

students to gain a

degree

• 1,700 more students

graduating annually

than did so five years

ago

• Elimination of

achievement gaps

based on race,

ethnicity and

economics

https://www.youtube.com/watch?v=uu9ii38TcFI

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Learning analytics for European educational policy

LAEP project

• What is the current state of the art?

• What are the prospects for the

implementation of learning

analytics?

• What is the potential for European

policy to be used to guide and

support the take-up and adaptation

of learning analytics to enhance

education in Europe?

http://bit.ly/1Xu9v6E

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Work in progress

Action for analytics

●Strategy

●Research and development

●Infrastructure

●Context

●Standards

●Skills

●Outreach

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Strategy

Example of a framework for lerning analytics: Siemens, G., Gašević, D., Haythornthwaite, C., Dawson, S.,

Buckingham Shum, S., Ferguson, R., Duval, E., Verbert, K. & Baker, R.S.J.d. (2011). Open Learning

Analytics: An Integrated and Modularized Platform (Concept Paper). Download from solaresearch.org

• Align work on learning analytics with

strategic objectives and priority areas for

education and training

• Assign responsibility for development of

learning analytics

• Develop a framework for learning analytics

• Identify and build on work in

related areas and other countries

• Build on learning analytics

work to develop new priorities

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Research and development

• Develop pedagogy that makes

good use of analytics

• Develop analytics that address

strategic objectives and priorities

• Develop technology that enables

deployment of analytics

• Develop frameworks that enable

development of analytics

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http://evidence.laceproject.eu

Infrastructure

● Increase data handling

capability

●Create organisational

structures to support use

of learning analytics

●Use Evidence Hub to

identify areas for

development

●Develop methods of

sharing experience

and good practice

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Context

●Align learning analytics

work with different

sectors of education

●Develop practices that

are appropriate to

different contexts

● Identify successful

financial models

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Standards

●Develop and employ

interoperability standards

●Develop and employ ethical

standards, including data

protection

●Develop open approaches

to learning analytics

●Align analytics with

assessment practices

●Develop a robust quality

assurance process

http://www.laceproject.eu/deliverables/d7-1-interoperability-studies/

http://www.open.ac.uk/students/charter/essential-documents/ethical-use-student-data-learning-analytics-policy

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Skills

● Identify the skills required in

different areas

●Train and support researchers and

developers to work in this field

●Develop and support educational

leaders to implement these

changes

●Train and support educators to

use analytics to support

achievement

●Educate learners to use analytics

to support their own achievement

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Outreach

●Engage stakeholders

throughout the learning

analytics process

●Support collaboration

with commercial

organisations

●Promote awareness of

learning analytics

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solaresearch.org • LAK conferences

Stay connected

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Slides online at www.slideshare.net/R3beccaF

Rebecca Ferguson @R3beccaF

http://r3beccaf.wordpress.com/