Post on 06-Aug-2015
Four paths for learning analytics:Moving beyond a management fashion
David Jones, @djplaner Colin Beer, @beercDamien Clark, @damoclarky
http://bit.ly/4pathsTalk
http://bit.ly/4pathsTalk
http://bit.ly/4pathsTalk
Basing decisions on data andevidence seems stunningly obvious (Siemens and Long, 2011, p.
31)
http://bit.ly/4pathsTalk
What - PIRAC
How – 4Paths
(Jones, Beer & Clark, 2013)
(Beer, Jones & Tickner, 2014)
http://bit.ly/lasights
What is LA?
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.(SoLAR, 2011)
What is LA?
1. The development of new processes and tools
aimed at improving learning and teaching for individual students & instructors
2. The integration of these tools and processesinto the practice of teaching and learning(Elias, 2011, p.
5)
Dashboards suck
PIRAC
Purpose
Information
Representation
Affordances
Change
(Jones, Beer & Clark, 2013)
PIRAC
Purpose
Information
Representation
Affordances
Change
(Jones, Beer & Clark, 2013)
provide workers with the help they needto perform certain job tasks, at the timethey need that help, and in a form thatwill be most helpful
(Reiser, 2001, p. 63)
Purpose
Information
Representation
Affordances
Change
Purpose
Information
Representation
Affordances
Change
a more widespread problem in
the field of learning analytics: that it is being led by data and not pedagogy
(Ellis, 2013, p. 663)
Purpose
Information
Representation
Affordances
Change
✔
✔
✔
Purpose
Information
Representation
Affordances
Change
✖
✔
✔provide workers with the help they needto perform certain job tasks, at the timethey need that help, and in a form thatwill be most helpful
(Reiser, 2001, p. 63)
MAV(Jones & Clark,
2014)
Purpose
Information
Representation
Affordances
Change
✖
✔
✔provide workers with the help they needto perform certain job tasks, at the timethey need that help, and in a form thatwill be most helpful
(Reiser, 2001, p. 63)
…no surprise that those things thatthe affordances make easy are aptto get done, those things that theaffordances make difficult are notapt to get done
(Norman, 1993, p. 106)
Purpose
Information
Representation
Affordances
Change
✖
✔
✔
✔
Purpose
Information
Representation
Affordances
Change
✔
✔
✔
✔
(Carroll, Kellog & Rosson, 1991, p. 80)
(Carroll, Kellog & Rosson, 1991, p. 80)
https://twitter.com/phillipdawson/status/273906845301764096
The risk is that research and development focuses on
the data which is simplest to log computationally, perpetuating the dominant pedagogies and learning outcomes from an industrial era
(Buckingham-Shum, 2012, p. 8)
(Siemens, 2013, p. 13)
Purpose
Information
Representation
Affordances
Change
(Siemens, 2013, p. 13)
Purpose
Information
Representation
Affordances
Change
✖
✔
✔
✔
✔
http://bit.ly/4pathsTalk
What - PIRAC
How – 4Paths
(Trigwell, 2001)
(Mor & Mogilevsky, 2013, p. 1)
Arguably, teachers are the primarychange agents in any educational system
Teachers are often essential actors at learn time,since they may intervene with respect to thereal-time coordination of classroom events
(Dimitriadis & Goodyear, 2013, n.p)
The lack of face-to-face contact with the students in many ways puts the online instructor at a disadvantage compared to the traditional classroom-based instructor.
(Dietrichson, 2013, p. 333)
4 Paths
Do it to teachers
Do it for teachers
Do it with teachers
Teachers DIYDI
T
DIF
DIW
DIY
4 Paths
Do it to teachers
Do it for teachers
Do it with teachers
Teachers DIYDI
T
DIF
DIW
DIY
4 Paths
Do it to teachers
Do it for teachers
Do it with teachers
Teachers DIYDI
T
DIF
DIW
DIY
Quality teaching requires developing a nuanced understanding of the complex relationships between technology, content, and pedagogy and using this …
to develop appropriate, context-specific strategies
and representation (Mishra & Koehler, 2006, p. 1029)
Reusability paradox
The more context a learning object
has, the better it is for learning
The less context, the
better for reuse
http://bit.ly/choices4
4 choices
1. Create highly decontextualised resources thatcan be reused broadly but teach very little;
http://bit.ly/choices4
Do it to teachers
Do it for teachers
DIT
DIF
4 choices
2. Build highly contextualised resources that teacheffectively in a single setting but are very difficult to reuse elsewhere;
http://bit.ly/choices4
Teachers DIY DI
Y
4 choices
3. We can shoot for the mediocre middle;
http://bit.ly/choices4
Do it with teachers DI
W
4 choices
4. Allow and enable for contextual modificationof the learning object
http://bit.ly/choices4
an organisation is mindlessin innovating with IT whenits actions betray a lack ofattention to organisationalspecifics
(Swanson & Ramiller, 2004, p. 563)
Since mindlessness entails aninattention to the firm’s own circumstances, assimilation islikely to be regarded asunproblematic…
(Swanson & Ramiller, 2004, p. 563)
Purposeful adaptation of the innovation based on users’experience will not beentertained; rather, users will
be left to devise work-arounds as needed
http://bit.ly/4pathsTalk
What - PIRAC
How – 4Paths
Buckingham Shum, S. (2012). Learning Analytics. Moscow. Retrieved from http://iite.unesco.org/pics/publications/en/files/3214711.pdf
Carroll, J. M., Kellog, W. A., & Rosson, M. B. (1991). The Task-Artifact Cycle. In J. M. Carroll (Ed.), Designing Interaction: Psychology at the Human-Computer Interface (pp. 74–102). Cambridge, UK: Cambridge University Press. Retrieved from http://books.google.com/books?id=coY6AAAAIAAJ&pgis=1
Dietrichson, A. (2013). Beyond Clickometry: Analytics for Constructivist Pedagogies. International Journal on E-Learning, 12(4), 333–351. Retrieved from http://www.editlib.org/p/38478/
Dimitriadis, Y., & Goodyear, P. (2013). Forward-oriented design for learning : illustrating the approach. Research in Learning Technology, 21, 1–13. Retrieved from http://www.researchinlearningtechnology.net/index.php/rlt/article/view/20290
Elias, T. (2011). Learning Analytics: Definitions, Processes and Potential. Learning. Retrieved from http://learninganalytics.net/LearningAnalyticsDefinitionsProcessesPotential.pdf
Ellis, C. (2013). Broadening the scope and increasing the usefulness of learning analytics: The case for assessment analytics. British Journal of Educational Technology, 44(4), 662–664. doi:10.1111/bjet.12028
Hiltzik, M. (2009). Dealers of Lightning. Harper Collins.
Jones, D., Beer, C., & Clark, D. (2013). The IRAC framwork: Locating the performance zone for learning analytics. In H. Carter, M. Gosper, & J. Hedberg (Eds.), Electric Dreams. Proceedings ascilite 2013 (pp. 446–450). Sydney, Australia.
Jones, D., & Clark, D. (2014). Breaking BAD to bridge the reality/rhetoric chasm. In B. Hegarty, J. McDonald, & S. Loke (Eds.), Rhetoric and Reality: Critical perspectives on educational technology. Proceedings ascilite Dunedin 2014 (pp. 262–272). Dunedin. Retrieved from http://ascilite2014.otago.ac.nz/files/fullpapers/221-Jones.pdf
Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.
Mor, Y., & Mogilevsky, O. (2013). The learning design studio: collaborative design inquiry as teachers’ professional development. Research in Learning Technology, 21. Retrieved from http://www.researchinlearningtechnology.net/index.php/rlt/article/view/22054
Norman, D. A. (1993). Things that make us smart: defending human attributes in the age of the machine. Cambridge, Mass: Perseus. Reading, MA: Addison Wesley.
Reiser, R. (2001). A History of Instructional Design and Technology: Part 1: A History of Instructional Media. Educational Technology Research and Development, 49(1), 1042–1629.
Siemens, G. (2013). Learning Analytics: The Emergence of a Discipline. American Behavioral Scientist, 57(10), 1371–1379. doi:10.1177/0002764213498851
Siemens, G., & Long, P. (2011). Penetrating the Fog: Analytics in Learning and Education. EDUCAUSE Review, 46(5). Retrieved from http://moourl.com/j6a5d
SoLAR. (2011). Open Learning Analytics : an integrated & modularized platform. White Paper. Retrieved from http://solaresearch.org/OpenLearningAnalytics.pdf
Swanson, E. B., & Ramiller, N. C. (2004). Innovating mindfully with information technology. MIS Quarterly, 28(4), 553–583.
Trigwell, K. (2001). Judging university teaching. The International Journal for Academic Development, 6(1), 65–73.
Slide 1: "Gold Rush Days" by Michelle available at http://flickr.com/photos/theotherway/235652252 under Attribution License https://creativecommons.org/licenses/by/2.0/
Slide 2, 42: "fad" by Max Boschini available at http://flickr.com/photos/boskizzi/3241710 under Attribution-NonCommercial License https://creativecommons.org/licenses/by-nc/2.0/
Slide 3: "Thank you Captain Obvious" by John Haydon available at http://flickr.com/photos/johnscotthaydon/5042881685 under Attribution-NonCommercial-ShareAlike License https://creativecommons.org/licenses/by-nc-sa/2.0/
Slide 4, 24: "Faster than Light" by Miroslav Petrasko available at http://flickr.com/photos/MiroslavPetrasko(hdrshooter.com)/5496004269 under Attribution-NonCommercial-NoDerivs License https://creativecommons.org/licenses/by-nc-nd/2.0/
Slide 5, 6: "Book on Table" by Alex Brown available at http://flickr.com/photos/alexbrn/4631428861 under Attribution License https://creativecommons.org/licenses/by/2.0/
Slide 7, 9, 10, 11, 12, 14, 16: "Van dashboard" by Paul Jerry available at http://flickr.com/photos/PaulJerry/4210992025 under
Attribution License https://creativecommons.org/licenses/by/2.0/
Slide 8: "π Day Pie #1 2015" by Dennis Wilkinson available at http://flickr.com/photos/djwtwo/16816717851 under Attribution-NonCommercial-ShareAlike License https://creativecommons.org/licenses/by-nc-sa/2.0/
Slide 15: "Don Norman" by happy.apple available at http://flickr.com/photos/happy.apple/6117336152 under Attribution License https://creativecommons.org/licenses/by/2.0/
Slide 17, 23: "1977 meets 2009" by Simon Collison available at http://flickr.com/photos/SimonCollison/3145232705 under Attribution-NonCommercial-NoDerivs License https://creativecommons.org/licenses/by-nc-nd/2.0/
Slide 20: "Scroll and Click" by SamahR available at http://flickr.com/photos/SamahR/3285292500 under Attribution License https://creativecommons.org/licenses/by/2.0/
Slide 25, 27, 28: "Leading a Class Activity" by David Woo available at http://flickr.com/photos/Wootang01/3549167416
under Attribution-NoDerivs License https://creativecommons.org/licenses/by-nd/2.0/
Slide 29, 30, 31: "navigation (cc)" by Martin Fisch available at http://flickr.com/photos/marfis75/5374308475 under Attribution-ShareAlike License https://creativecommons.org/licenses/by-sa/2.0/
Slide 30, 31: "Bad" by eLKayPics available at http://flickr.com/photos/eLKayPics/12154560676 under Attribution-NonCommercial-NoDerivs License https://creativecommons.org/licenses/by-nc-nd/2.0/
Slide 31: "Calcutta bus, 1978" by Nick available at http://flickr.com/photos/nicksarebi/3430341126 under Attribution License https://creativecommons.org/licenses/by/2.0/
Slide 32: "Context is King" by Rebecca Jackson available at http://flickr.com/photos/_rebeccajackson/17939020696 under Attribution-NonCommercial-NoDerivs License https://creativecommons.org/licenses/by-nc-nd/2.0/
Slide 33: "finite 2" by Newtown grafitti available at http://flickr.com/photos/Newtowngrafitti/5508463205 under Attribution License https://creativecommons.org/licenses/by/2.0/
Slide 40, 41: "MINDLESS" by aka Tman available at http://flickr.com/photos/TreforlutionsTreVizionz/3661161335 under Attribution License https://creativecommons.org/licenses/by/2.0/
Slide 43: "IMG_2368 1" by Jason Tester Guerrilla Futures available at http://flickr.com/photos/{GuerrillaFutures|JasonTester}/17842381242 under Attribution-NoDerivs License https://creativecommons.org/licenses/by-nd/2.0/
Slide 44: "Question Everything (Nullius in verba) Take nobody's word for it" by Duncan Hull available at http://flickr.com/photos/dullhunk/202872717 under Attribution License https://creativecommons.org/licenses/by/2.0/
Slide 45, 46, 47, 48: "The Leeds Library" by Michael D Beckwith available at http://flickr.com/photos/michael_d_beckwith/16438065636 under Attribution License https://creativecommons.org/licenses/by/2.0/