Visions of the Futureof learning analytics

Dr Doug ClowInstitute of Educational Technology, The Open University, UK@dougclowdougclow.orgdoug.clow@open.ac.uk

#laepanalytics

visions of the future

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5Photo CC BY-NC-ND J Sibiga Photography https://flic.kr/p/8jkiNi

6Photo CC BY-NC-ND J Sibiga Photography https://flic.kr/p/8jkiNi

Policy Delphi

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Process

• Iterative development of Visions

• Online survey (N=133)– individually-invited experts– open call

• Live events feedback– SoLAR Flare, Milton Keynes, UK– Institutional Readiness Day,

Amsterdam, NL– Dé Onderwijsdagen,

Rotterdam, NL– Bett, London, UK

• Analysis

Photo CC BY Wietse van Bruggen for LACE

the visions

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1: Monitored by the physical environment

Photo CC BY-ND SMI Eye Tracking https://flic.kr/p/droxkC

• Tools fitted with sensors• Cameras (face, movement)• Alerts for boredom,

confusion, off-task• Social monitoring

2: Personal data tracking supports learning

• Sensors for posture, attention, rest, stress, blood sugar, metabolic rate, …

• Swimming, driving, and passing examinations

• Optimise for ages and courses

• Self-monitoring

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3: Analytics are rarely used

Photo CC BY-SA Andrew3000 https://flic.kr/p/Sc5VK

• Automated = inferior• Gaming the system• Leaks and misuse of data• Permission from learner

and inspectorates• Move away from analytics

4. Learners control their own data

Photo CC BY-ND Stuart Conner https://flic.kr/p/7jR8xf

• Learners control data sharing

• Can limit access• No permission =

no data• Awareness

campaigns about risks and benefits

5. Open systems widely adopted

Photo CC BY connectors distribution box https://flic.kr/p/ddkbR3

• Open Learning Analytics

• Joined-up approach• Agreed set of

standards• Interoperability• Work with many

providers

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6: Analytics are essential tools

• Lots of data about learner behaviour • Good predictions of study success • Recommendations• Live, reliable, personalised• Rapid funding changes

Photo CC BY-SA Beau Considine https://flic.kr/p/m6Vqih

Photo (CC)-BY-SA Lauren Macdonald https://www.flickr.com/photos/42386632@N00/8528725328

7: Analytics help learners make the right choice

• Enormous datasets• Reliable evidence-based

recommendations about most successful routes

• Better than the best humans

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8: Teaching delegated to computers

Photo CC BY-SA Iriss Photo Collection https://flic.kr/p/a4Qv3e

• No curricula• Learners decide learning goals • Group collaboration, mentors• Individualised formative assessment• Engaged, autonomous

themes in responses

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Some themes in responses

• Pedagogy – appropriate analytics, how teaching & learning needs to change

• Power – who needs to change, who has control• Privacy and Ethics• Complexity – and subtlety• Validity – generalisability, meaningful, worthwhile• Alienation – need to keep humans involved• Regulations – guidelines, policy, laws• Standards – interoperability

headline findings

20Photo CC BY-NC Martin LaBar https://flic.kr/p/tPmZo

Great potential

Will it be reached?

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Policies and infrastructure

Oosterscheldekering surge barrier CC BY Vladimír Šiman https://en.wikipedia.org/wiki/File:Oosterscheldekering-pohled.jpg

• Data use• Privacy and ethics• Standards

22Photo CC BY Michael 1952 https://flic.kr/p/88bgji

PEDAGOGY

23Prinses Amaliawindpark, photo by Ad Meskens, CC BY-SA 3.0, https://commons.wikimedia.org/w/index.php?curid=15727511

• Ownership• Power• Ethics

24Photo CC BY-NC-ND Antonio Bustamente https://flic.kr/p/6FDa3Q

Sector differences exist ...

... but are small.

25Photo (C) Lee Jin-man/AP

Technological capability: large & growing

Thanks to:People:• All the experts who’ve engaged with this work• LACE collaborators on this work: Dai Griffiths, Andrew

Brasher, Rebecca Ferguson, Li Yuan• LACE at the OU: Bart Rientes, Simon Cross, Linda

Norwood, Michelle Bailey, Rebecca Wilson, Evaghn De Souza, Natalie Eggleston, Oliver Millard, Gary Elliot-Citigottis.

• LACE project partners: CETIS (Bolton), OUNL, Skolverket, HIOA, Kennisnet, ITS, ATiT

Funders:• LACE: European Commission 619424-FP7-ICT-2013-11

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“Visions of the Future of Learning Analyics” by Doug Clow, Institute of Educational Technology, The Open University, was presented at “Implications and opportunities for learning analytics for European educational policy (LAEP/LACE)”, Amsterdam, on 15 March 2016.@dougclowdougclow.orgdoug.clow@open.ac.uk

This work was undertaken as part of the LACE Project, supported by the European Commission Seventh Framework Programme, grant 619424.

These slides are provided under the Creative Commons Attribution Licence: http://creativecommons.org/licenses/by/4.0/. Some images used may have different licence terms.

www.laceproject.eu@laceproject

cc licensed ( BY ) flickr photo by David Goehring: http://flickr.com/photos/carbonnyc/33413040/