Post on 27-Sep-2020
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Deep learning in
practice: Use of
evidence to track
student progression,
enhance learning and
create professional
development
The overview and the
activities makes me feel
professional and the
students love it.- Scandinavian teacher
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• Founded in 2001 and 1996
• 100 employees
• Software
• Content
• School development
• We work in:
– Norway (national systems and 90% of the schools)
– Denmark (started 2014)
– Sweden (started 2015)
– Singapore (started 2015)
• Starting in 2016:
– 2 Asian countries
– 2 European countries / North American states
About Conexus and
LearnLab
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Deep learning society
• 2 years
• Deep learning data analytics
• Co-learning between teachers,
school leaders, municipalities,
politicians, researchers and
ed-tech companies
• Over 400 Schools in
Scandinavia
• Both open and paid content
and technology
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Academic feedback from
• Professor Peter Mortimore
• Professor Knut Roald
• Professor Kjell B. Hjertø
• Professor Louise Stoll
• Professor Andy Hargreaves
• Professor Viviane Robinson
• Professor Michael Fullan
• Professor Lorna Earl
• Professor Jan Merok PaulsenYngve Lindvig, Louise Stoll, Michael Fullan, Andy Hargreaves, Jarl Inge Wærness,
Lorna Earl and Anders Fosnæs. Toronto, 2015.
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Atlantic Rim Collaboratory
THOUGHT LEADERS
Vicky Colbert Andy Hargreaves Pak Tee Ng Jeannie Qakes Sir Ken Robinson Pasi Sahlberg
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Using evidence and customized educational technology
systematically for releasing the potential in every learner:
Findings presented at ICSEI Jan 2016
1. Assemble and present data from multiple sources
leads to better professional learning?
2. In-depth processes with a broad evidence perspective
leads to better professional learning?
3. Use of digital reflection tools
leads to better professional learning?
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Empowerment
• Scandinavia
• Canada
• New Zeeland
• Finland
• Singapore
• Scotland
We built on evidence form:
Relational Knowledge map
SelfEmotionsEmpathy
Critical thinking
Learn to learn
Hand-craft
Digital skills
Mathematics
System thinking
Education have to focus on all 3 levels…….
….to prepare for all 3 real life dimensions Society
Work
Family
ME
Deep Learning
Skills and competences
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What is the
future in
learning
analytics?
Learning
analytics two
dimensions,
tree levels
Individual
analysing
Aggregated
analysing
• All relevant information in one system
• API’s
• Data delay
• The user is the analytical engine
• All relevant information in one system
• API’s
• Data delay
• The user is the analytical engine
• Information seen in relation
• Interpretation and process support
systems
• Live data
• Dynamic reporting
• Individual dashboards with learning
recourses
• Information seen in relation
• Interpretation and process support
systems
• Live data
• Dynamic reporting
• School development templates
• Individual profiling measuring depth
and progression
• User generated assessment
components
• Adaptive path to third party generated
content
• Aggregated profiling measuring depth
and progression
• User generated process components
• Adaptive path to school development
templets
• Standardised data exchange
• Predictive analysis of longterm student
outcome
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School adm
inis
tration
syste
m
Learn
ing m
anagem
ent
syste
m
User-
genera
ted
conte
nt
Conte
nt
from
publis
hers
Self-a
ssessm
ent
Learn
ing s
tandard
s (
curr
iculu
m g
oals
)
Individual
Aggregated
Learning Analytics –
the ecosystem
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50% - 10 years
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”
so engage is about individual
data and learning content
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Empowerment
Reinforcing and
modelling
what matters
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Learning Progress
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Empowerment
Reinforcing and
modelling
what matters
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”
For the first time the management was
inquiring into our professional learning
activities, instead of just evaluating our
results.
- European group of teachers
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PURPOSE
based on a sense of the issues
SELECTING DATA
Broad range seeing the problem from
many perspectives
INTER-ROGATINGDATA FOR
DEEP LEARNING
How data is presented, good
questions for insights and to develop
hypotheses
DESIGNINGPROCESSES AND TAKING
ACTION
Testing theories of action, further
professional learning
CHECKING
Knowing there’s enough of a
difference to students’ learning and
improvements in practice
Stoll 2016
Data-enriched
collaborative enquiry and
knowledge-building
cycle
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PROFESSIONAL QUALITY
Student-Teacher Relations
Formative assessment
Student Involvement
Teacher Feedback
Order in Class
Teacher Encouragement of Creativity
Career counselling
Scientifically
tested
surveys
INPUT
Parental Support
Parental Expectations
Parental socioeconomic background
Input grades
OUTPUT
Intrinsic Motivation
Self-efficacy
Satisfaction
Tests and/or grades
School Attainment
DEEP LEARNING
Self-Assessment
Digital skills
Decision-making skills
Critical Thinking and Problem Solving
Creative Thinking
Communication
Collaboration
Learning To Learn
Sustainable Development
Democracy and Citizenship
Life Skills and Health
STUDENT BEHAVIOUR
Mastery-approach goal items -MAP
Mastery-avoidance goal items – MAV
Performance-approach goal items - PAP
Performance-avoidance goal items - PAV
Collectivism
Individualism
Win-lose
Commitment
LEARNING ENVIRONMENT
Social well-being
Bullying
Trust
Safety
CONFLICTS
Conflicts – (Emotional Relationship Conflict)
Conflicts – (Emotional Task Conflict)
Conflicts – CT (Cognitive Task Conflict)
Conflicts - (Cognitive Relationship Conflict)
EMOTIONAL INTELLIGENCE
EQ – SEA (Self Emotion Appraisal)
EQ - OEA (Other Emotion Appraisal)
EQ – UOE (Use of Emotion)
EQ – ROE (Regulation of Emotion)
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Research
data
Register
data
Survey
data
Process
data
Students • Student learning
• Motivation
• Self-efficacy
• Test
• Grades
• Attendance
• Discipline records
• Learning environment
• Teaching appraisal
• Self-assessment
• Online learning
resources
• Adaptive learning
tools
• Student work
Professionals • Professional learning/
capital/ communities
• Educational
leadership
• Social demographic
• Human resource
• School facts
• Learning/ work
environment
• Leadership
evaluations
• Self-assessment
Descriptions of goals,
processes, quality and
actions
Parents • Home-school
collaboration
• Learning environment
• Highest level of
completed education
• Social demographics
• Home-school
collaboration
• Learning environment
Summary of
descriptions of meetings
between school and
parents
We would argue that to stimulate deep learning conversations it is insufficient just to collect
test and attendance data. For deeper learning, we need different types of data.
The model above provides an overview.
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Step-by-step: color analysis
1. Testing of scales
2. Factor-analysis
3. Correlation between data sets
4. Testing of significant
differences
5. Path-analysis
6. Color-settingFinal estimation of fixed effectsFixed Effect Coefficient t -ratio d.f. p -value
For INTRCPT1, β 0
INTRCPT2, γ 00 3,78 169,44 115 <0.001
TRINN_ME, γ 01 0,03 0,65 115 0,52
K_MILJ4, γ 02 0,13 2,53 115 0,01
LAERER17, γ 03 0,33 4,21 115 <0.001
For KJONN slope, β 1
INTRCPT2, γ 10 0,09 2,58 1757 0,01
For KARAKT6 slope, β 2
INTRCPT2, γ 20 0,08 4,33 1757 <0.001
For VEIL3_11 slope, β 3
INTRCPT2, γ 30 0,19 11,97 1757 <0.001
For HJEM3_09 slope, β 4
INTRCPT2, γ 40 0,14 8,59 1757 <0.001
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We have conducted a multilevel analysis (HLM) of 25 variables, investigating 5 dependent variables
- Intrinsic motivation (4 items),
- Grades (one item),
- Satisfaction (four items),
- Self-efficacy (four items),
- Well-being (two items),
All dependent and independent variables, including the
two-item measures, had alphas between above .70 to
above .90. The factor structure is excellent.
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Assessment for learning
Level: Criteria to achieve level:
Level 4
All students know what they have achieved (achieved
competence) and what they should strive for (next skill
level). Students employ high-quality self-assessment
frequently and use feedback from teachers and peers in
ways that promote their learning.
Level 3
Teachers prepare students for what they will learn and
teachers give students feedback on what they have
learned. Students are more engaged in self-assessment.
Level 2
The school has a clear focus on assessment for learning.
The teacher feedback to students is often too general and
the quality of self-assessment among students is highly
variable.
Level 1Teachers' practice of assessment for learning is
unsystematic and they lack a clear collective
understanding of the concept.
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Assessment for learningLevel: Criteria to achieve level:
Level 4
“WE THRIVE AT ASSESSMENT FOR LEARNING". All students know what they have achieved
(achieved competence) and what they should strive for (next skill level). Students employ high-quality
self-assessment frequently and use feedback from teachers and peers in ways that promote their
learning. Teachers make use of assessment information about their students to adapt the teaching to
meet student needs. A high level of coherence in the assessment work from grades 1-10 is now
established. Teachers take collectively responsibility for the principles and goals that they have
developed. Parents receives regular information about their child's learning progression. Parents
provide supportive feedback to their own children. We continually inquire into our practices and
student learning results in light of evidence-based knowledge of excellent assessment practices.
Level 3
We have established a professional language and began building a culture for assessment for learning.
Students are familiar with learning goals and criteria, and get feedback on what they have learned and
how they can improve. Students are engaged in assessing their learning. Teachers work systematically
and share good practice. The good half-year assessment / final assessment / student interview are
defined and implemented. Most parents understand the purpose of assessment for learning. We use
evidence-based knowledge of assessment practices.
Level 2
The school has defined the good lesson. The plan for the project is known throughout the staff.
Sufficient time is set aside to work with assessment for learning. A challenge is that teacher feedback to
students is often too general and the quality of self-assessment among students is highly variable.
Some teachers experiment with new principles and methods. Parents are aware of the schools work
with improving assessment practices. We collect evidence-based knowledge of assessment
practices.
Level 1Teachers' practice of assessment for learning is unsystematic and teachers need collective
understandings of concepts and practices.
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Interpretation is paramount
Data provide tools for thinking
Interpretation is thinking, formulating possibilities, developing convincing arguments, locating logical flaws, establishing a feasible and defensible notion of what data mean
Interpretation requires time, thoughtfulness, reservation of judgements, open challenge and support for ideas
Earl and Katz (2006)
Data to information, to knowledge to wisdom
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Process Design
An approach where educators could themselves select and combine
different types of data.
This would enable educators to select relevant evidence and connect this
to problems of practice and questions for deep reflection.
When participants first began using the process designer, they focused
specifically on designing data-informed meeting requests. We quickly
realized that designing these requests turned out to be difficult, and saw
the need to create prototypes of these requests. Together with
researchers we devised prototypes for common problems of practice.
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Process Design
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Drammen 2,00
Bergen 1,43
Kristiansand 1,40
Fredrikstad 1,11
Trømsø 1,09
Bærum 1,00
Sandnes 0,84
Oslo 0,80
Stavanger 0,50
Trondhjem 0,47
Results?
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Using evidence and customized educational technology
systematically for releasing the potential in every learner:
Findings presented at ICSEI Jan 2016
1. Assemble and present data from multiple sources
leads to better professional learning?
2. In-depth processes with a broad evidence perspective
leads to better professional learning?
3. Use of digital reflection tools
leads to better professional learning?
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Contact info:
Yngve Lindvig
yngve@learnlab.net
yngve@conexus.net
+47 90785069
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Leading digital infrastructure
for education• Integration (APIs)
• Learning content made relevant
• Surveys tools
• Advanced models for learning
analytics
• Tools for professional development
• Prototypes for processes
“ This is probably… No, this is for sure
the most sophisticated and elegant
educational solution I’ve ever seen.
And the thinking behind it is very
much in line with ours.”
North-American
Deputy Education Minister
Conexus products are
an excellent way to
broaden the focus in
education to include
well-being, 21 century
skills and holistic
learning.
- Asian group of
Educational Directors