Four paths for learning analytics: Moving beyond a management fashion

Four paths for learning analytics:Moving beyond a management fashion

David Jones, @djplaner Colin Beer, @beercDamien Clark, @damoclarky

http://bit.ly/4pathsTalk


Basing decisions on data andevidence seems stunningly obvious (Siemens and Long, 2011, p.

31)


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


PIRAC

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)

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

✖

✔

✔

✔

✔


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

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;


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;


Teachers DIY DI

Y

4 choices

3. We can shoot for the mediocre middle;


Do it with teachers DI

W

4 choices

4. Allow and enable for contextual modificationof the learning object


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

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.

"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/

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, 27, 28: "Leading a Class Activity" by David Woo available at http://flickr.com/photos/Wootang01/3549167416

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Four paths for learning analytics: Moving beyond a management fashion

Education

Transcript of Four paths for learning analytics: Moving beyond a management fashion