LAK15 panel - European Perspectives

Learning Analytics: European Perspectives

LAK15 Panel March 18 2015Learning Analytics Community Exchange (LACE)

#laceproject

Gathering evidence

http://evidence.laceproject.eu/

Propositions


Exploring the evidence


Visualising evidence


You can help

http://evidence.laceproject.eu/contribute/add-evidence/

• Rebecca Ferguson, The Open University, UKIntroduction

• Alejandra Martínez Monés, University of Valladolid, SpainBuilding on past collaborations

• Kairit Tammets, Tallinn University, EstoniaWork in Estonia

• Alan Berg, University of Amsterdam, The NetherlandsWork in The Netherlands

• Anne Boyer, Université de Lorraine, FranceWork in France

• Hendrik Drachsler (OUNL) and Adam Cooper (Cetis), LACEMoving forward together – the LACE project

• Questions and discussion

Learning Analytics: European Perspectives.

Kaleidoscope NoEAlejandra Martínez Monés

18-3-2015

Was there learning analytics before “learning

analytics”?LAK 15 Poughkeepsie, March 11, 2015

Let’s make a trip,

Geographically … … and in time

2004-2007 2009-2011

Learning Analytics

KaleidoscopeNoE

LAK 15 Poughkeepsie, March 11, 2015

Kaleidoscope NoE

• Projects related to Computer-Assisted Interaction Analysis – ICALTS & IA (2004-2005)

Interaction and Collaboration Analysis Supporting Teachers’ and Students’ Self-Regulation

– CAVicola (2006)Computer-based analysis and visualization of Collaborative Learning activities


Who?

• Researchers – From the AIED and CSCL research communities

– Different backgrounds (Psychology, Computer Science …)

• Interest in using data provided by computer logs to understand (collaborative) learning and help teachers and learners improve the learning process


WE HAD A SMALL IMPACT


Small impact

• A small number of researchers, coming from the “CS” in CSCL

• Focus on understanding learning and on providing support on a small scale

• Unstable prototypes with little usability


Small impact (cont)

• We had no “name”, no “label” for what we were doing:

• (Computer-supported) Interaction / Collaboration Analysis

• Collaborative learning modeling

• Management of collaborative interaction

• …


BUT WE HAD WORKED HARD AND ACHIEVED SOME OUTCOMES


Main outcomes

1. Conceptualization of analysis indicators and methods

• A catalogue of indicators

• A model of computer supported interaction analysis process


Main outcomes

2. Focus on interoperability – A common data format to

enable data exchange between learning tools and analysis tools

– Cross-case studies with participation of all the partners


Main outcomes3. Focus on visualization

of the analysis

– Augmentation of Social Networks with:

• measurements and properties

• navigability


Was there learning analytics before “learning analytics”?


Recommended readings• Harrer, A., Martínez Monés, A., Dimitracopoulou, A. Users’ data:

Collaborative and social analysis in Technology-Enhanced Learning: Principles and Products, Springer, Netherlands, 2009.

• Nicolas Balacheff, Kristine Lund. Multidisciplinarity vs. Multivocality, the case of "Learning Analytics”. LAK 2013 - International Conference on Learning Analytics and Knowledge, Apr 2013, Leuven, Belgium. ACM New York, NY, USA, pp.5-13,


Learning Analytics:

European Perspectives

Estonian contextKairit Tammets

Tallinn University

18. March 2015

Learning Analytics in Estonia• Two state level initiatives:

– Educational resources cloud for secondary education

– eDidaktikum for teacher education

• Few research-based software development initiatives:

– Edufeedr.net

– Dippler

• Several EU funded projects with LA element:

– EMMA - European Multiple MOOC Aggregator

– Learning Layers – Scaling Up Technologies for Informal Learning in SME Clusters

– WatchMe

eDidaktikum• … is a learning environment for Estonian teacher education

• … partnership between five teacher education institutions

• … aims to provide knowledge construction and sharing across the borders of educational institutions in pre-service context

• … enhances the development of informal and formal professional communities for teachers

• … supports competency-based learning

Learning Analytics in eDidaktikum (1)• Instant feedback through dashboard to:

– Learners:• Overall progress in the course based on

assignments, accessed materials, … ;• Emerged networks of students and artefacts

based on comments in weblog, replies in forum, accessed materials;

• Competency profile based on evidences in the system

Learning Analytics in eDidaktikum (2)

• Instant feedback through dashboard to: – Course designers:

• Students in fall-out position in formal courses;

• Most used and less used learning resources;

• Overview of task performance;

• Emerged networks of resources and learners;

• Competency profile of course based on evidences in

the system

Learning Analytics in eDidaktikum (3)

• Retrospective analysis in progress:

– What pedagogical patterns emerge in the eDidaktikum:

• Knowledge building – discussions, comments,

collaborative work

• Knowledge testing – mainly performing assignments;

• Knowledge storing and distributing – mainly using

eDidaktikum as repository;

Technical architecture of eD LA

• Drupal-based eDidaktikum;

• Open-source Learning Record Store Learning

Locker;

• xAPI statements between eDidaktikum and

Learning Locker

• Highcharts for visualizations on dashboards

Educational Cloud• … initiated by Estonian Ministry of Education and

Science, will be ready in the end of 2015

• … aims to develop a digital ecosystem and toolsets for

managing and accessing digital open and commercial

resources that are produced and hosted by various

content providers

• … makes use of learning analytics at the level of

secondary education

Educational Cloud• Cloud makes accessible for end-users (teachers, students

and parents) stored resources in the publishers’ servers,

learning resources repositories and different web services

(Youtube, Slideshare, Flickr LearningApps)

• End-users may create collections of (non-)commercial

resources, re-use and share them

• The system tracks interactions with these collections and

related resources and aggregated interaction data will be

collected in a learning record store.

Learning Analytics in Educational Cloud

LA dashboards for:

• Teachers and students:• Recommendations about resources to use in collection

based on subject, history of browsing collections and materials, used resources;

• Overview of collections: nr of accessing, re-using, commenting collection.

Learning Analytics in Educational Cloud• LA dashboards for:

– Representative of the repository (publishers,

existing digital learning resource repositories):• Usage of the resources in different schools: most

and least used resources, number of accessing

and using of the materials;

• Overall overview of usage of resources in

collections created by students and teachers

Dippler

• … pedagogy-driven software development project (2011 -

2013) funded by Estonian Information Technology Foundation

for Education;

• … is a digital learning ecosystem intended for use in higher

education;

• … supports: self-directed learning, competence-based

education, collaborative knowledge building, task-centered

instructional design

Learning Analytics in Dippler

• Adapted activity stream: pedagogic vocabulary added to

actors, objects, verbs

• Linking events and learning resources with tasks and learning

outcomes

• Adding semantics through domain ontology keywords

(taxonomy) and user-defined tags (folksonomy)

• Using native features of Wordpress: categories and tags

EduFeedr.net

• Tool designed for monitoring blog-based

courses

• Web-based aggregator of WordPress and

Blogspot blogposts

Hans Põldoja, 2014

Conclusion• Learning Analytics is new for our educational sector and so far interest

object of small research group and EU funded projects

• Preparing the collaboration between Estonian and Finnish joint

educational cloud;

• Recently funded Era-Chair proposal “Cross-Border Educational

Innovation thru Technology-Enhanced Research”, aims to increase

TLU capacity in research based teacher education especially focusing

on Learning Analytics tools and methodologies;

• Plan to establish Estonian Learning Analytics SIG to involve

researchers of our universities, policy makers and industries

Used materials• Eradze, M., Laanpere M. (2013). Analysing Learning Interactions in

Digital Learning Ecosystems based on Learning Activity Streams.

http://www.slideshare.net/martlaa/ecer13-learning-interactions

• Põldoja, H. (2013). Dippler and EduFeedr: two approaches to blog-

based course. http://www.slideshare.net/hanspoldoja/2013-1004-

dippler-edu-feedr

http://www.slideshare.net/martlaa/ecer13-learning-interactions

http://www.slideshare.net/hanspoldoja/2013-1004-dippler-edu-feedr

THANK YOU!

PhD Kairit Tammets

Centre for Educational Technology

Tallinn University

Estonia

Contact: [email protected]

Learning Analytics

NL

OR oh dear how much time do I have?

Who am I● Board of Directors Apereo Foundation● Community officer Apereo LAI● Co-Chair SIG LA SURF● Program manager Learning Analytics UvA● Innovation Work Group ● I like meeting new people. ● TALK TO ME :)

Special Interest Group Learning Analyticshttps://www.surf.nl/diensten-en-producten/communitys-special-interest-groups-sigs/index.html

https://www.surfspace.nl/sig/18-learning-analytics/

S

U

R

F

https://www.surf.nl

Joining of the dots in the ecosphere

from the NL perspective

SOLARLACE

JISC

Apereo

Foundation

Universities

SURF

SIG LA

Commercial

Companies

ESUP

SchoolsKennisnet

CJKR

Grant bodies

Standards bodies

EU Consortiums

New Faces

The success of the SIG LA can be

measured by SNA.

Picture taken from a slide by Jerone Donkers

Hackathons to share requirements

● How many Universities have built dashboards?

● How many have built them for the wrong requirements

● SURF / UvA / Apereo hackathon

● LAK15 (SOLAR, UvA, Apereo, Unicon, NWU)

o Share experience

o Share infrastructure

o Share requirements

o Share artifacts

o Meet new people

● Ethics and privacy workshops → LACE

(LA is Nicely bubbling)

● Eduworks (EU consortium)

● Apereo LAI

o OAAI, Open DashBoard, LRS

o LTI, PMML xAPI (more standards please).

● Learning Record Store

● xAPI (Unicon) enabling Sakai,uPortal, Apereo OAE

● POC’s - COACH, UvAnalytics

● Hackathon, workshops.

● Focus group LA - Stefan Mol Chair

● UvAInform: Stimulation grant for 7 pilots

UvAInform

● Establish needs across the UvA Community

● Establish priorities, synergies and economy of scale

● Gain Experience with LA Infrastructure

● Generate evidence

By pilots at Facilities ± 1000 students

UvAInform

❏ Clustered Exam Feedback

❏ COACH2 (Group mirroring)

❏ Effective Comparative Feedback

❏ Goal Setting platform

❏ Validating LA in Higher ED

❏ Assignment Criteria Validation

❏ Web Lecture Statistics

❏ Learning Record Store

❏ Open Dashboard ??

Scaling up obstacle for 2016Data centralism and actions generated from the data

motivates the need for a central data

governance and innovation body.

UvA then NL?

Learning Analytics: European Perspectives

Work in FranceAnne Boyer

A short snapshot

• a community under construction– several laboratories working in LA

• some national actions– an on-going survey, with a cartography of research activity– a workgroup about data provision to research teams & ethical

questions– link with practitioners (as Esup Portail consortium)

• some national research projects– PIA 1 e-education Péricles– ANR Hubble

The PIA 1 Péricles project

• topic: quality assessment in education

• supported by "Investment for the Future” (PIA) e-education project

• beginning: November 2012

• End: May 2016

• http://www.e-pericles.org

Administrative description• coordinator: Jacques Dang (HEC) & a company ALTRAN• partners:

– 1 research team• KIWI team – LORIA lab, Université de Lorraine

– 2 digital thematic universities• Université Ouverte des Humanités• AUNEGE

– 4 companies: • e-charlemagne• Altran• Sailendra SAS• DEMOS France

– and many associated partners

Main objectives

• Design and experimentation of an open source tool – dedicated to HE institutions

– to run an quality process based on criteria selected in a public databasis or internally defined

• Personalized recommendations of learning resources or formation program in LLL

Scientific objectives

• Collection and exploitation of digital traces let by learners when interacting with a repository of OERs or with a pedagogical platform

• Design of hybrid recommenders, depending of the available data

The Hubble project

• HUman oBservatory Based on anaLysis of e-LEarning traces

• supported by the French national agency for research (ANR)

• beginning: sept. 2014• http://www.agence-nationale-recherche.fr/projet-

anr/?tx_lwmsuivibilan_pi2%5BCODE%5D=ANR-14-CE24-0015

Administrative description• coordinator: Venda Luengo (Laboratory LIG, Grenoble)• partners:

– 7 laboratories or research teams:• Equipe MeTAH, Laboratory LIG, Université Grenoble Alpes• Laboratoire LINA, Université de Nantes• Equipe Silex, Université Claude Bernard, Lyon 1• Equipe IEIAH, Université du Mans (MAINE)• Equipe EduTICE, Ecole normale supérieure de Lyon• Laboratoire STEF, Ecole normale supérieure de Cachan• Laboratoire LabSTICC, Institut de Mines Télécom, Télécom

Bretagne

– 1 company: Entreprise OpenClassrooms

Main objectives

• creation of an observatory for the construction and the sharing of massive data in e-learning, of their analysis process and their usage context

• creation of a community on Learning Analytics

Scientific objectives

• Proposition of models, languages &methods to support all users (mostly not computer scientists) in the interpretation of massive traces– traces collection and modeling

– tools to analyze traces

– means to describe analysis process for various stakeholders

As a conclusion

• About 10 labs or teams working on Learning Analytics

• An interdisciplinary community under construction

The Why and How of LACE

LAK15 Panel March 18 2015Learning Analytics European Perspectives

#laceprojectAdam Cooper

Cetis

... because it is hard to get to the top alone

Learning Analytics in Europe –some of the issues

Union Does Not Mean Uniformity

Politically

• Lisbon Treaty“supporting, coordinating or complementary actions”

• Harmonisation NOT permitted

Culturally

• Pedagogy

• Organisations

• Authority and freedom

• Privacy

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76

• Research

• Suppliers

• IT

• Policy

77

Silos Do Matter

Size Does Matter• Too small and too big

• Fragmented

– Research

– Ed Tech market

78

So... what are we doing?

79

Vision

Building bridges between research, policy andpractice to realise the potential of learninganalytics in EU.

Getting People Talking• Ethics and privacy

workshops• Bett• EC-TEL, LAK• EUNIS• European Parliament

Capture, write, share, sense-make

LACE website

Evidence Hub Guidance and White Papers

Modularity, Standards, Shared Infrastructure

Contribute to the

Open Learning Analytics Network1. Open Data and Models

2. Open Research

3. Open-Source Software/Platforms

4. Open Strategy and Policy

5. Open Learning Designs

Building a Mutually-supportive Network

84

LACE Network

LACE Consortium

We Work With Associated Partners To...and to:• provide mutual support in out-reach

and dissemination;• co-organise events;• co-author reports and provide peer-

review;• help to join-up communities of

educators, researchers, policy-makers, and suppliers;

• discuss emerging themes and priorities for action;

• avoid duplication of effort and maximise synergy.

run sessions like this

(thanks panel members!)

Join with us!

Credits

Eiger north face CC BY-SA 3.0 Terra3http://en.wikipedia.org/wiki/Eiger#/media/File:North_face.jpg

Map of countries in Europe CC BY-SA 3..0 San Josehttp://commons.wikimedia.org/wiki/File:Europe_countries_map_en.png

Superior Portland Cement Silos - Concrete Washington - in Autumn CC BY-SA 3.0 SkagitRiverQueenhttp://en.wikipedia.org/wiki/Concrete,_Washington#/media/File:Concrete_silos_in_autumn.jpg

A monocultivated potato field CC BY 2.0 NightThreehttp://en.wikipedia.org/wiki/Monoculture#/media/File:Tractors_in_Potato_Field.jpg

Resist Monoculture, reclaim the commons CC BY-ND Sasha Y. Kimelhttps://www.flickr.com/photos/sashakimel/8737861544/

Learning Analytics Diamond CC BY-NC-SA Aaron Zeckoski, Unicon

And with thanks to Hendrik Drachsler, OUNL, from whom I borrowed some slides and Maren Scheffel, OUNL, who took some of the LACE event photographs.

“The Why and How of LACE” by Adam Cooper, Cetis, was presented at the

LAK15 Panel “Learning Analytics European Perspectives” on March 18 2015.

[email protected]

The LACE Project is 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

LAK15 panel - European Perspectives

Education

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