Creating Data-Informed

Learning Environments

Synergies for Learning Analytics & Learning Design

Alyssa WiseEd | Tech | Learn | Design

Simon Fraser University

Image Credit: Billie Grace Ward’s Trammell's LED matrix cube via Flickr (CC BY 2.0), adapted

LEARNING ANALYTICS

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Sub UniquePostsRead()

For k = 1 To MaxUser Step 1RowCount = Range("A1").CurrentRegion.Rows.CountFor w = 1 to MaxWeek Step 1

StartTime = Sheets("Week").Cells(w + 1, 2)EndTime = Sheets("Week").Cells(w + 1, 3) PostNum = 0PostsIndex = 0

Do While Cells(i, datestamp) <= EndTime And i <= RowCountIf Cells(i, Source) = “Read" Then

If Cells(i, Message_Author) <> Val(ActiveSheet.Name) And Cells(i, Scan) <> "X" Then

flag = 0For j = 1 To PostsIndex Step 1

If Posts(j) = Cells(i, Message_Id) Then flag = 1 j = PostsIndexEnd If

Next jIf flag = 0 Then PostsIndex = PostsIndex + 1

Posts(PostsIndex) = Cells(i, Message_Id)End If

End IfEnd If

Sheets(“Stats").Cells(Line, 22) = PostsIndexNext w

Next k

End Sub

PercentPostsRead =SUniquePostsRead TotalPostNumber

Image Credit: Joshua Rothass via Flickr (CC BY 2.0), adapted

Image Credit: US Department of Education via Flickr (CC BY 2.0), adapted

Image Credit: MoDOT Photos via Flickr (CC BY 2.0)

THE COLLECTION AND ANALYS IS OF DATA TRACES RELATED TO LEARNING IN ORDER TO INFORM AND IMPROVE THE PROCESS AND/OR ITS OUTCOMES( S I E M E N S E T A L . , 2 0 1 1 )

LEARNING ANALYTICS

“ [LEARNING] ANALYT ICS EX I ST AS PART OF A SOCI O-TECHNICAL SYSTEM WHERE HUMAN DECIS ION-MAKING AND CONSEQUENT ACTIONS ARE AS MUCH A PART OF ANY SUCCESSFUL ANALYT ICS SOLUTION AS THE TECHNICAL COMPONENTS”

V A N H A R M E L E N & W O R K M A N ( 2 0 1 2 )

LEARNING ANALYTICS

Image Credit: Christopher Sessums via Flickr (CC BY 2.0), adapted

Image Credit: Christopher Sessums via Flickr (CC BY 2.0), adapted

I T ’ S A L S O N O T J U S T A B O U T I F L E A R N I N G A N A LY T I C S A R E U S E D B U T H O W T H E Y A R E U S E D T H AT M AT T E R S . . .

W H AT O P P O R T U N

I T Y D O Y O U S E E ?

W H AT P R O B L E M A R E Y O U T R Y I N G T O S O LV E ?

L E A R N I N G A N A L Y T I C S & L E A R N I N G D E S I G N

S Y N E R G Y # 1

C O L L E C T S M A R T E R

D ATA

DATA MINING

Image Credit: Scott Clark via Flickr (CC BY 2.0), adapted

DATA GEOLOGY

Image Credit: APS Museum via Flickr (CC BY 2.0), adapted

( S H A F F E R , 2 0 1 3 )

DATA ARCHEOLOGY

Image Credit: Pedro Szekely via Flickr (CC BY 2.0), adapted

( W I S E , 2 0 1 4 )

L E A R N I N G A N A L Y T I C S & L E A R N I N G D E S I G N

S Y N E R G Y # 2

I D E N T I F Y C R I T I C A L PAT T E R N S

Content-Related Discussion Posts

Non-Content-Related Discussion Posts

Content-Related Discussion Posts

Non-Content-Related Discussion Posts

E.g. “can” “does” “why” “how” “which “and”

“of” “than” “is”

E.g. “answer” “exam” “course” “lecture”

“thank” “good” “I” “my”

Adding a linguistic filter to the discussion forums would let students and instructors focus on only content-related

discussion when they wanted to.

This could reduce the number of threads to look at by HALF and increase the hit rate from ~40% to 80%.

L E A R N I N G A N A L Y T I C S & L E A R N I N G D E S I G N

S Y N E R G Y # 3

C H E C K A S S U M P T I O N S

E X P E C T E D I N T E R A C T I V E D I S C U S S I O N P A T T E R N

( B A S E O N B L E N D E D C L A S S )

A C T U A L D I S C U S S I O N P A T T E R N F O R F U L L Y

O N L I N E C O U R S E

F R O M B R O O K S , G R E E R & G U T W I N ( 2 0 1 4 ) T H E D A T A - A S S I S T E D A P P R O A C H T O B U I L D I N G I N T E L L I G E N T T E C H N O L O G Y E N H A N C E D L E A R N I N G E N V I R O N M E N T S .

Image Credit: Pedro Figueiredo via Flickr (CC BY 2.0), adapted

O N E S I Z E

D O E S N ’T

F I T A L L

MORE IS

BETTER?

Image Credit: Torley via Flickr (CC BY 2.0)

L E A R N I N G A N A L Y T I C S & L E A R N I N G D E S I G N

S Y N E R G Y # 4

G U I D E I N S T R U C TO R

I N Q U I R Y

Image Credit: Nicolas Raymond’s Grunge Warning Sign via Flickr (CC BY 2.0), adapted

FROM ANALYTICS-DRIVEN INTERVENTION

TO ANALYTICS-INFORMED IMPROVEMENTS

FROM ANALYTICS-DRIVEN INTERVENTIONA

A’A A’’

P O I N T- I N -T I M E I N T E R R U P T I O N S

TO A D D R E S S P R O B L E M S

P R O D U C T I V E O N G O I N G

A D J U S T M E N T S T O T E A C H I N G &

L E A R N I N G TO ANALYTICS-INFORMED IMPROVEMENTS

Starburst A Graphical Discussion Forum with Embedded Analytics

What are your goals for this activity?

What data would help you know if they are being achieved?

L E A R N I N G A N A L Y T I C S & L E A R N I N G D E S I G N

S Y N E R G Y # 5

S U P P O R T S T U D E N T S E L F -

R E G U L AT I O N

Starburst A Graphical Discussion Forum with Embedded Analytics

Starburst A Graphical Discussion Forum with Embedded & Extracted Analytics

Metric Your Data

(Week X)

Class Average (Week X)

% of posts read

72% 87%

% of real reads

41% 66%

Av. length of real reads

2.37m 4.12m

#of reviews of own posts

22 13

#of reviews of others’ posts

8 112

Learning Analytics&

Learning Activities

Grounding

Goal Setting

Reflection

INTEGRATING STUDENT USE OF ANALYTICS AS

PART OF LEARNING PRACTICES IN A PRINCIPLED

WAY OFFERS EXCITING OPPORTUNITIES TO HELP

STUDENTS BECOME PURPOSEFUL ABOUT

THEIR LEARNING BASED ON DATA-INFORMED

DECISIONS

S U M M A R Y O F ( J U S T S O M E ) S Y N E R G I E S B E T W E E N

L E A R N I N G A N A L Y T I C S & L E A R N I N G D E S I G N

- C O L L E C T S M A R T E R D A T A - C H E C K A S S U M P T I O N S - I D E N T I F Y C R I T I C A L P A T T E R N S - G U I D E I N S T R U C T O R I N Q U I R Y - S T U D E N T S E L F -R E G U L A T I O N

S O M E T H I N G S T O K E E P I N M I N D

C H A L L E N G E S O F B O T H I N T E R P R E T A T I O N &

A C T I O N

P R I N C I P L E S O F C O O R D I N A T I O N ,

C O M P A R I S O N & C U S T O M I Z A T I O N

F O R F U R T H E R R E A D I N G

Wise, A. F. & & Vysatek, J. M. (in review). Learning analytics implementation design. Handbook of learning analytics and educational data mining.

Brooks, C., Greer, J. & Gutwin, C. (2014). The data-assisted approach to building intelligent technology enhanced learning environments. In J. Larusson & B. White Eds. Learning analytics: From research to practice (pp123-156). NY: Springer.

Marbouti, F., & Wise, A. F. (2016). Starburst: a new graphical interface to support purposeful attention to others’ posts in online discussions. Educational Technology Research and Development, 64(1), 87-113.

Winne, P. H., & Hadwin, A. F. (2013). nStudy: Tracing and supporting self-regulated learning in the Internet. In The international handbook of metacognition and learning technologies (pp. 293-308). Springer New York.

Wise, A. F., Cui, Y. & Vysatek, J. M. (in press). Bringing order to chaos in MOOC discussion forums with content-related thread identification. To appear in the Proceeding of the International Conference on Learning Analytics and Knowledge.

E V E N F U R T H E R R E A D I N G

Lockyer, L., Heathcote, E., & Dawson, S. (2013). Informing pedagogical action: Aligning learning analytics with learning design. American Behavioral Scientist, 57(10), 1439-1459.

Persico, D., & Pozzi, F. (2015). Informing learning design with learning analytics to improve teacher inquiry. British Journal of Educational Technology, 46(2), 230-248.

van Leeuwen, A. (2015). Learning analytics to support teachers during synchronous CSCL: balancing between overview and overload. Journal of Learning Analytics, 2(2), 138-162.

Wise, A. F. Vysatek, J. M., Hausknecht, S. N. & Zhao, Y. (in press). Developing learning analytics design knowledge in the “middle space”: The student tuning model and align design framework for learning analytics use. To appear in Online Learning.

Wise, A. F., Zhao, Y. & Hausknecht, S. N. (2014). Learning analytics for online discussions: Embedded and extracted approaches. Journal of Learning Analytics, 1(2), 48-71.

Creating Data-Informed

Learning Environments

Synergies for Learning Analytics & Learning Design

Alyssa WiseEd | Tech | Learn | Design

Simon Fraser University

Image Credit: Billie Grace Ward’s Trammell's LED matrix cube via Flickr (CC BY 2.0), adapted

A F W 3

@ S F U . C A A L Y W I S E