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Learning Analytics Community Exchange www.laceproject.eu Report on WP4 Events Public Deliverable – D4.2 Deliverable Coordinators: Peter Karlberg, Wietse van Bruggen, and Jan Hylén Coordinating Institution: Skolverket Data due: 31 May 2016 Keywords: schools, learning analytics, state of the art Abstract: This deliverable summarises the state of art regarding learning analytics in the school sector in Europe. It also summarises the events delivered and attended by LACE work package 4 (WP4) since 2015.
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LearningAnalyticsCommunityExchangewww.laceproject.eu
ReportonWP4EventsPublicDeliverable–D4.2
DeliverableCoordinators:PeterKarlberg,WietsevanBruggen,andJanHylén
CoordinatingInstitution:Skolverket
Datadue:31May2016
Keywords:schools,learninganalytics,stateoftheart
Abstract: Thisdeliverablesummarisesthestateofartregarding learninganalytics intheschoolsector inEurope. ItalsosummarisestheeventsdeliveredandattendedbyLACEworkpackage4(WP4)since2015.
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Contents
Introduction...........................................................................................................................................1
Successcriteria......................................................................................................................................2
EventsorganisedbyLACEWP4.............................................................................................................3
SeminaratBETT2015........................................................................................................................3
SpringBriefingandPolicyEvent,15April2015,Brussels..................................................................3
SeminaratBETT2016........................................................................................................................4
WP4participationinexternalevents....................................................................................................6
Onderwijsfestival...............................................................................................................................6
SeminarinAlmedalen,Visby.............................................................................................................6
EPALElaunch.....................................................................................................................................7
12thEdReNEseminar,Copenhagen...................................................................................................7
HigherandVocationalEducationResearchDay,Helsinki.................................................................8
Onderwijsdagen.................................................................................................................................8
SwedishParliamenttrainingsession,Stockholm..............................................................................8
PolicyandInnovationcommittee(PIC).............................................................................................8
FrenchMinistryofEducationworkshop,Paris..................................................................................8
LearningAnalyticsExpertWorkshop,Amsterdam............................................................................9
Stateoftheartinlearninganalyticsfortheschoolsector..................................................................10
Generaloverview.............................................................................................................................10
Stateoftheartofimplementationoflearninganalyticsfortheschoolsector...............................12
Conclusion.......................................................................................................................................15
Opportunitiesandissues.....................................................................................................................16
Evidence...........................................................................................................................................16
StrengthsandweaknessesofLAinschools.....................................................................................16
Strategicconsiderationsforschools................................................................................................17
Datasharing.....................................................................................................................................18
Supportingtheworkofteachersandorganisationmodels............................................................19
TheEUGeneralDataProtectionRegulation....................................................................................20
Conclusion...........................................................................................................................................22
About...................................................................................................................................................23
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IntroductionWP4focusesonlearninganalyticsintheschoolsector.Duringthelatestpartoftheproject-reportingperiod-continuingworkhasbeendoneonraisingawarenessinthesectoronwhatlearninganalyticsisabout,howitcancontributetoimproveteachingandlearningbutalsotheproblemsthatgoesalongwithanincreaseduseofdatamostlyconcerningpersonalintegrityforpupils/students.
ThemembersofWP4havebothbeenorganisingandparticipatinginseveraleventswhichinmostcaseshavebeendocumentedattheLACEwebsite.WehavealsocontributedtotheEvidenceHubandbeenabletoinviteanumberofguestwriterstotheblogaspartofourcommunitybuildingandtoincreaseawarenessofwhatgoesoninanumberofEuropeancountriesconcerninglearninganalytics.
WP4alsoconductedasmallstudyonthestateoftheartthroughaquestionnairedistributedthroughEuropeanSchoolnet(EUN)whichshowsthatitisonlyafewcountriessofarthathaveraisedquestionsonlearninganalyticsatthepolicylevel.
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SuccesscriteriaTheLACEdescriptionofwork(DOW)identifieseightstakeholdergroupstargetedbyLACE:
1. Policymakers2. Headsandmanagersofinformationsystems3. HeadsofeLearningandTELdevelopmentteams4. Suppliersoftechnology-enhancedlearning(TEL)software5. Softwaredevelopers6. Earlyadopterpractitioners7. Learninganalytics(LA)andeducationaldatamining(EDM)researchers8. Standardsandinteroperabilityexpertsandbodies
Acrossalltheworkpackages,andacrossthelifeoftheproject,successisdefinedas
• 600directcontactsinvolvingmoststakeholdergroups.AdirectcontactisdefinedasattendanceatoneofoureventsoratasessionswhereaLACEprojectmemberpresents.
• 50%ofeventsinvolveatleastthreestakeholdergroupsoratleasttwosectors• Attendeesblogortweetabouttheevent
ThisdocumentestimatesdirectcontactsforalleventsLACEWP6hasrun.Insomecasesthesearenecessarilyvague–thenumberofeventattendees.Inothercases,morespecificnumbersofregistrationsandengagedparticipantsarerecorded.StakeholderengagementisnotedforeventsrunbyWP6andengagementwithsocialmediaisalsonotedforeventsorganisedortargetedbytheworkpackage.
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EventsorganisedbyLACEWP4InthissectioneventsrelatedtolearninganalyticsintheschoolsectorwhichWP4membershaveattendedwiththepurposetoshareknowledgeaboutlearninganalytics,shareLACEprojectactivitiesandresultsandcapturetrendsinthefield.Duringthereportingperiodweplanned,organisedanddeliveredthreeeventsonLAintheschoolsector.
SeminaratBETT2015
StartinginJanuary2015inLondon,aseminarwasarrangedasapartoftheinternationalBETTshow.MembersoftheLACEteamgaveanintroductiontolearninganalyticsinschoolsandgavesomepracticalexamplesofhowanalyticsisimplementedinlearningresourcesandusedbyteachersonlocallevel.Some125peopleattendedtheseminar.
ProgresstowardsLACEobjectives:
Directcontacts:125peopleattendedtheevent.
Stakeholderengagement:Headsandmanagersofinformationsystems,Suppliersoftechnology-enhancedlearning(TEL)software,Softwaredevelopers,Earlyadopterpractitioners
LACEblogposthttp://www.laceproject.eu/blog/learning-analytics-making-learning-better-dutch-perspective/
SpringBriefingandPolicyEvent,15April2015,Brussels
Figure2:RobertMadelin,Director-GeneralofDGConnect,speakingtoapackedaudienceattheLACESpringBriefing
ThisbriefingwasorganisedbytheLACEprojectconsortiumincollaborationwiththePELARS,Lea’sBoxandWatchMeprojectconsortiaandwiththesupportofEuropeanSchoolnet.Ittookplaceon
Figure1:MichaelvanWeteringfromKennisnetrepresentingLACEsharesinsightsfromtheNetherlands.
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Wednesday,15April2015from09.30until16.30intheThonHotelEU,RuedelaLoi/Wetstraat75inBrussels.
Thisone-daybriefingeventwasaimedateducationalpolicy-makers,influencersandstakeholdersaswellaspoliticalrepresentativesinterestedingettingtogripswiththecurrentstate-of-theartinlearninganalyticsandeducationaldatamining.Thosetakingpartwereintroducedtothelatestdevelopmentsinthisfieldandtheexplosionofinterestintoolsthatcanbeusedtomeasurelearningimpact.Theywerealsoinvitedtotakepartindiscussionsonhowbesttodeveloppoliciesrelatedtothefairandethicaluseofsuchdatainschools,universitiesandtheworkplace.
TheeventresultedinthepublicationofaLACEReview:‘Policyrecommendationsforlearninganalyticsfromthreestakeholderworkshops’.ThispublicationreviewedtheissuesthatwereconsideredtobeprioritiesbyEuropeaneducationaladministrators,professionalsandacademicsinconsideringanalyticsanditsrelationshiptopolicyandpractice.TheReviewincludesaseriesofinterviewswithSpringBriefingparticipants.
ProgresstowardsLACEobjectives:
Directcontacts:67peopleattendedtheevent.Stakeholderengagement:MEPsandrepresentativesfromtheEuropeanParliament,EuropeanCommissionprojectofficersandadvisors(DGCONNECTandDGEAC),representativesfromkeylobbyingandstakeholderorganisationsincludingEuropeanSchoolnet,theEuropeanTradeUnionCommitteeforEducation,DIGITALEUROPE,EuropeanPublishersAssociationandorganisationswithamoregeneralinterestindatamanagementinEuropeincludingEuropeanDataProtectionsupervisorsandtheBigValueDataAssociation.
LACEReview:Policyrecommendationsfromtheworkshop:http://www.laceproject.eu/learning-analytics-review/policy-recommendations-lace-workshops/Eventwebsitehttp://www.laceproject.eu/spring-briefing/
LACEblogposthttp://www.laceproject.eu/blog/springtime-is-learning-analytics-time-in-brussels/
SeminaratBETT2016InJanuary2016weorganisedanddeliveredanotherseminarattheBETTshowwithmembersoftheworkpackagepresentingandsharingsomeofourinsightswithimplementingLAinaschools,onlocallevelandnationallevel:Whathavewelearnedthatisimportantwhendoingimplementations?Wetackledissuesliketoolselection,privacyandprivacyagreements,andamodel/proceduretosupporttheusageofdatafordecisionmakinginaschool.
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Figure3:StartingpageforthepresentationgivenattheseminarattheBETTshow2016
AllmembersofWP4participatedinthenetworkingeventthattookplaceduringtheLACEAnnualmeeting,whichattractedavarietyofpeoplefromschools,researchersandvendorsandrepresentativesfromothersectors.
Figure4:LACEAnnualMeetingatBETT2016
ProgresstowardsLACEobjectives:
Directcontacts:250peopleattendedLACEsessionsandnetworkingeventintotalStakeholderengagement:Headsandmanagersofinformationsystems,Suppliersoftechnology-enhancedlearning(TEL)software,Softwaredevelopers,Earlyadopterpractitioners LACEblogposthttp://www.laceproject.eu/blog/sharing-insights-on-implementing-la-in-schools-at-bett-2016/
Slideshttp://www.slideshare.net/wietsevanbruggen/bett-2016-implementing-learning-analytics-in-your-school
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WP4participationinexternaleventsWorkshopatOECDGoverningComplexEducationSystemsConference,Tallinn
InFebruary2015LACEparticipatedinaneventinTallinn,EstoniaarrangedbytheOECDandtheEstonianMinistryofEducationontheissueofgoverningcomplexeducationalsystems.TheworkshopsessionsthatfocusedonlearninganalyticswasledbyLACEandtherewasabout40attendingintotal.
Eventdocumentationhttp://www.oecd.org/edu/ceri/Summary%20of%20GCES%20Tallinn%20Conference.pdf
SXSWeduconference
InMarch2015membersofLACEpresentedattheSXSWeduconferenceinAustin,USAonprivacyissuesconcerninglearninganalytics,andpossiblefuturesolutionstothisproblem.Some100educators,policymakers,technologistsfromEurope,theAmerica’sandOceaniaattendedthissession.
Figure5:ErwinBomasrepresentingLACEatSXSWedu2015
Eventdocumentationhttp://www.laceproject.eu/blog/international-interest-for-privacy-solution-in-education/
OnderwijsfestivalInMay2015theLACEteamdidapresentationonscientificevidenceconcerninglearninganalyticsattheOnderwijsfestivaleventintheNetherlands.Usingtheknowledgethathasbeengatheredintheproject’sEvidenceHubLACEpresentedanoverviewofwhatweknowsofar,highlightingafewexamples.Teachers,schoolmanagersandproductdevelopersattendedthissession.
Eventwebsitehttp://www.liketoshare.education/onderwijsfestival/
Eventdocumentation:http://www.slideshare.net/wietsevanbruggen/presentatie-learning-analytics-wat-weten-we-dat-werkt
SeminarinAlmedalen,VisbyInJuly2015membersoftheLACEteamparticipatedinaseminarinVisby,Swedenonthe“hiddendataofschools”.Thetitlewasatwistofthemorewell-knowndiscussiononopendata.Butthistime
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thepaneldiscussedallthedatathatschoolsalreadyhave,butseldomuseorthedatatheycouldgatherandanalyseinordertoimprovethelearningoftheirstudents.
Figure6:JanHylenrepresentingLACEtheseminarinAlmedalen
LACEblogpost:http://www.laceproject.eu/blog/the-hidden-data-of-schools-discussed-in-almedalen-sweden/
EPALElaunchInSeptember2015theEuropeanplatformforAdultLearning,EPALE,waslaunchedinGermanybytheGermanNationalCoordinationPointEuropeanAgendaforAdultLearning.LACEwasaskedtogiveapresentationatthelaunchingconferenceinBerlin.Some100schoolmanagersanddecisionmakersonlocalandregionallevelattendedtheconference.
Eventdocumentation:https://ec.europa.eu/epale/en/blog/learning-analytics-can-shape-future-adult-learning
12thEdReNEseminar,CopenhagenInOctober2015LACEwasaskedtogiveapresentationonLearningAnalyticsandLearningResourcesatthe12thseminarwiththeEducationRepositoriesNetwork,EdReNe,hostedbytheDanishMinistryofEducationinCopenhagen.Some50peoplefromapproximately15differentEuropeancountriesparticipatedintheseminar.
Eventdocumentation:https://files.itslearning.com/data/826/open/co6/1354.pdf
Figure7:JanHylénpresentingattheEdReNeseminarinCopenhagen
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HigherandVocationalEducationResearchDay,HelsinkiInNovember2015theFinnishEducationEvaluationCentre(FINEEC)organisedtheHigherandVocationalEducationResearchDaysinHelsinki,Finland,attendedbysome150teachers,schoolmanagers,researchersanddecisionmakers.LACEwasinvitedtogiveapresentationandalsotoparticipateinanewsprogrammeproducedbyaSwedishspeakingTVchannel.
OnderwijsdagenAlsoinNovemberLACEpartnersco-organised,attendedandpresentedattheOnderwijsdagen(educationdays)intheNetherlands,athreedayconferenceorganisedbyKennisnetincollaborationwithSurfnet.Thepre-conferencedaywascompletelydevotedtothetopicoflearninganalytics.AschoolsspecificpresentationwaspresentedbyKennisnettoanaudienceofabout40people,givingtheminsightsintotoolsavailableandwhattospecificallylookoutforwhenselectingtools.Duringtheconference’sdayspecificallyaimedattheschoolssectorLACEdidworkshopsanddeliveredtheclosingkeynoteoftheconferencetoanaudienceofabout300people.
Figure8:LACErepresentativespresentingattheOnderwijsdagen
Eventdocumentation:http://www.laceproject.eu/blog/lace-keynote-at-onderwijsdagen-2015/
http://www.laceproject.eu/blog/keynote-on-introduction-to-learning-analytics-still-highly-needed/
SwedishParliamenttrainingsession,StockholmOnDecember8,2015LACEparticipatedinatrainingsession,calledCyberAcademy,onissuesregardingdigitisationofdifferentsectorsofsociety,fornewmembersofparliamentintheSwedishParliament.8-10MPsparticipatedinthetrainingsession.
PolicyandInnovationcommittee(PIC)LACEwasrepresentedatthePolicyandInnovationcommittee(withintheEUN)meetingsinMayandNovemberreportingontheprojectandleadingtheon-goingdiscussionwithinthecommitteeonlearninganalytics.
FrenchMinistryofEducationworkshop,ParisOnFebruary11,2016WP4participatedinaworkshoparrangedbytheFrenchMinistryofEducationtogetherwithMicrosoft.ThescopeoftheworkshopwastoinitiateacooperationbetweenFranceandMicrosoftintheareaoflearninganalyticsandtodiscussthefeasibilityofanumberofpilot
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projectswithintheschoolsector.LACEgaveanoverviewofthestateofartoflearninganalyticsinEuropeanschoolsandLAissuesdiscussedinotherEuropeancountries.
Figure9:DiscussionattheworkshopintheFrenchMinistryofEducation
LearningAnalyticsExpertWorkshop,AmsterdamOnMarch15–16,2016WP4participatedinaworkshoporganisedbytheprojectLAEPtogetherwithLACE.TheworkshopfocusedonthecurrentstateoftheartoflearninganalyticsinEuropeandonprospectsfordevelopmentoverthenext10-15years.Itwaspartofastudythatisconsideringtheimpact,potentialandlimitsoflearninganalyticsinordertoproviderecommendationsforEuropeaneducationpolicythatwillguideandsupportthetake-upandadaptationofthistechnologytoenhanceeducationinEurope.
Eventreport:https://dougclow.org/2016/03/16/laep2016-weds-pm/
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Stateoftheartinlearninganalyticsfortheschoolsector
GeneraloverviewIntheschoolsectortherequirements,whichareexpressedforlearninganalyticsarestronglylinkedtodemandsfromregulatorybodiesforgreateraccountabilityfromschools,and,sometimes,fromparentswantingtofollowtheprogressofthechild,sothattheycancommunicatemoreefficientlywiththeschools.SchoolsinEuropedogenerallynothavethecapacitytodeveloptheirownecosystemofdatacollectionandanalysesandmuchofthisagendaisdrivenfromthecentrebyministriesofeducation,whichdealswithmuchofthedecision-makingonprogramsandoninfrastructure(especiallyinfrastructurewhichisbeyondtheconfinesofanindividualschool).Schoolsdonothavethecapacitytodeveloptheirownecosystemofapplicationstomeettheseneeds,ortheinteroperabilitystrategythatwouldneedtoaccompanythis,andsotheyeithermakeuseofstate-provisionedsoftware,ortheyturntovendors.
DuringthetimeoftheLACEprojectwehavefoundverylittlepublishedevidenceofthecollectionorcollationofstakeholderneedsintheschoolssector.InordertoconfirmifthiswasanaccuratepictureoftheEuropeanschoolsectorweconsultedwithEuropeanministriesofeducation.Ourquestionsrelatedtoinitiativesdrivenbyministriesofeducation.Thesurveywasdeliveredduringautumn2015incollaborationwithEuropeanSchoolnet,anetworkof31ministriesofeducation.Thepeopletargetedbythequestionnaireweretypicallydecision-shapersorseniorcivilservantsworkingwithissuesrelatedtoICTinschools.25nationalrepresentativeswerecontacted,butonlyfiveresponseswerereceived,oneofwhichcontainednoinformation.InformationwasobtainedfromSwitzerland,Denmark,NorwayandTurkey,andthiswassupplementedbyinformationfromLACEparticipantsfortheNetherlandsandSweden.
TheresultsshowthatlittleishappeningyetregardinglearninganalyticsintheEuropeanschoolsector,directlyorindirectlyinvolvingtheformulationofneedsorrequirements,andthatthereislittlereadinessatnationalleveltoengageasstakeholdersintheLAinteroperabilityprocess.
Insomecountrieslearninganalyticsisjustbecominganissue.Forexample,inSwitzerlandtheEDK(representingthecantons)iscarryingouttheassessmentonthebasicskillsofSwisspupilswithweb-basedtests,andthey(includingeduca.ch)noticenowthatSwitzerlandwillgetdatathattheycouldusefurtherinthehorizonoflearninganalytics.TheteamatEduca.chrepliesinthesurveythatthey“donotknowaboutanyconcretelearninganalyticsprojectinSwitzerland”.
Thisapproachseemstobetypicalofmanycountries.Nevertheless,someanswersrevealthatcountriesarestartingtodiscussLA,inparticularDenmark,NorwayandtheNetherlands.
IntheirresponsetothesurveyDenmarkdescribesanumberofinitiativesrelatedtolearninganalytics.Denmarkisinaninitialclarificationphasewheresuppliersoflearningplatformsandproducersoflearningresourcesaremakingsystemsthatcancreatedataandhandledata-supportededucation.4-5platformvendorsareprovidingprogressiondataagainstlearningobjectives.Atthesametimemoreandmoredigitallearningresourcesfromproprietaryvendorsincludesystemsfordatacollectionthatcanbeusedforlearninganalytics.AccordingtotheDanishanswer,DenmarkhasinitiatedaroundtendifferentprojectsintheirnationalITservicesinorderto
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createanintegrationplatformaspartoftheUserPortalinitiative.1Theseincludeanationalrepositoryoflearningresourcesandaccesstoalargevirtuallibrary,nationalonlinetestsandnationalmeasurementsofwell-beinginprimaryandlowersecondaryschools,adigitalapplicationprocessforenrolmenttosecondaryandhighereducationandadatawarehouseandbusinessintelligenceenvironmentthatgathersdataontheentireeducationsector.TheDanishrepresentativesinoursurveysaidthatDenmarkwasworkingtomovefrommanagementinformationtodataforteachingandlearning.Forexample,thenationalonlinetestsarealsoforusebyteachersintheirdailyteaching.Thedataaretobeusedformorethansummativemanagementinformation.ThusitappearsthatDenmarkisbuildingthefoundationforlearninganalyticsandimprovedinteroperabilityofdata,onthebasisthatthiswillprovideopportunitiesforvaluableservicestobeprovided.
ThesituationintheNetherlandsseemstobesimilartoDenmark,withaparticularfocusonprivacy.Kennisnetiscarryingoutworktosafeguardtheprivacyofstudentsatthesametimeasmakingsurethatpartiesintheeducationsupplychainreceiveallthedatatheyneed.Thisinvolvesthecreationofanumericalidentificationsystem2thathelpsprotectpersonaldataandagreementbetweenschoolsandvendorsonhowtheyhandlepersonaldata.Thisaddressestheinteroperabilityneedofmakingdatatransfercompatiblewiththelegalframeworkandwitheducationalpolicy,achallengewhichisalsofeltinothercountries.
Norwayisworkingonaninfrastructureforidentitymanagement(incl.SSO),andwearenowextendingthisinfrastructuretoincludeaservicethatletstheeducationsectorconnectdatasourcesandend-userapplications.3Sweden,ontheotherhand,isworkingonasolutionforsinglesignon.4AnotherareawheretheNordiccountriesareestablishingaverybasicinfrastructureforcominglearninganalyticapplicationsismakingcurriculumdocumentsdigitallyavailableformachinereading
1NationalITservicesintheintegrationplatform:‒KnowledgePortal(e.g.EMU,Materialeplatformen,SkoDa-Portalswhereyoufindinspirationforlearning)‒EMUportal-Overviewoftheknowledge,methodsandtoolswithdocumentedevidenceofeffect‒Materialeplatformen-nationalrepositoryoflearningresources‒SkoDa-accesstoagiantvirtuallibrary‒CommonObjectives(CommonObjectivesdescribesnationalattainmenttargetsatdifferentstepsineachsubject)‒Well-beingobjectives(Nationalmeasurementsofwell-beinginprimaryandlowersecondaryschools(indicatorsofpupils’learningenvironment,well-being,peaceandorder))‒Nationalonlinetests(Toolsforcontinuousmonitoringinprimaryandlowersecondaryschool,whichcancontributetofutureorganisationoflearning)‒Thefinalexams‒Accession(Digitisingtheapplicationprocessforenrollmenttosecondaryandhighereducation)‒GuidetoEducationandTraining/e-Guide(Digitalguideprovidinginformationabouteducation,jobs,businessandlabor,aswellasofferingguidanceontrainingandjobviaemail,chat,SMSorphone)‒Datawarehouse(Acentraldatawarehouseandbusinessintelligenceenvironmentthatgathersdataontheentireeducationsector,e.g.analyticalresultsfromtheMoE’sanalysesofnationaltestsandexaminations)2Inthestateoftheartofimplementationsectionofthisreportamoredetaileddescriptionofthissystemcanbefound.
3www.dataporten.no4https://www.skolfederation.se/
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orasinNorwayhavingaservicethatallowsuserstoconnectdigitalobjectstolearningobjectivesdefinedinthenationalcurricula.
Somecountrieshavereportedoccasionalexamplesofprojectsthathavesomerelationtointeroperabilityandlearninganalytics.TheseincludeTurkeywhoiscreatingtheconditionsforrelatingstudentresultstodifferenttargetsinthecurriculum.Teacherswillsoonhavethepossibilitytodigitallyrelatetheirownplanningoftheirteachingtothecurriculumtargets.
StateoftheartofimplementationoflearninganalyticsfortheschoolsectorLearninganalyticsisseenasatechnologyofinteresttosupportwaysofimprovingthecontextsinwhichlearningoccursinalotofcountries.Anincreasingamountoftoolsareavailableandschoolsareincreasinglylookingathowitcansupporttheirvisiononpersonalisedlearning.TheNMCHorizonStrategicBriefonpersonalisedlearningfrom2015statesthatthoughthereisanincreasingnumberofexperimentalanddemonstrationseffortsitcannotbesaidthatlearninganalyticsisatapointofmainstreamadoption.Thereare,however,forerunnerinitiativeswhichcanbeseenasprovidinginsightintowhatisneededforwideradoption.Therearealsointerestingcasesinwhichweseethatschoolsanddevelopersareundertakingstepstoimplementorsupporttheimplementationlearninganalyticsininterestingways.
AsalreadyreportedDenmarkhasinitiatedaroundtendifferentprojectsintheirnationalITservicesinordertocreateanintegrationplatformaspartoftheUserPortalinitiative.5
AveryinterestingexampleoflearninganalyticsinschoolswasfoundinEngland.IanDewes,whoisheadteacheratDunchurchInfantSchoolandNursery,isusinglearninganalyticsinearlyyearseducation.Theyuseddigitalmeanstorecordobservationsandvisualizethem.Thishelpedmakingtheprocessofrecordingobservationsmoreefficientandthevisualizationsgavethemquickandeffectivewayofmonitoringprogress,seeingwhichpartsofthecurriculumwerecovered,whichchildrenshowednewlearningandwhichwereatrisk.Thisexampleshowsthatlearninganalyticscanhaveanimpactevenwithlearnersataveryearlystage.6
AnotherexampleofaschoolusinglearninganalyticstohelppersonalizelearningistheColegioMontserratinBarcelona7.Everylearnerinthefourthyearofschoolhastheirowndevicetoworkon.TheyuseanLMSsystembuiltonthebaseofMoodletohelpprovideguidancetolearnersonchoosingtheirlearningpathandprovidesteacherswithinformationtohelpguidethemthroughthisprocess.Italsohelpsprovideparentswithinformationonhowtheyaredoingatschool.
InFrancetheFrenchMinistryofEducationisplanningtostartanuberofpilotprojectsregardinglearninganalytics.Thescopeandset-upofthesepilotprojectswerediscussedataworkshopinParisinFebruary.8
OutsideofEuropeinAustraliaweseeaninterestingcasewhereadeveloperhasalignedtheiranalyticssolutionwiththeAustralianCurriculumandtheNSW(NewSouthWales)syllabus9.It
5Comparefootnote16http://www.laceproject.eu/blog/using-learning-analytics-in-an-english-school-setting/7http://openeducationeuropa.eu/en/news/colegio-montserrat-pedagogical-innovation-never-ending-process8Seeeventreportaboutthemeetingonpage10
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providespersonalizedfeedbacktothelearnersandinsightintotheresultsanddevelopmenttotheteachers.Developersthataligntheirtoolswithacurriculumwillmakeiteasierforteacherstoworkwiththemandintegrateitintotheirteachingpractice.Ifaschoolusesseveraltoolsthecurriculumcanserveasabasetoworkwithandthealignmentoftoolstothemcanhelpschoolsuseseveraltoolsatonceandkeeptrackonwheretheyare.
AsdescribedbyvanBruggenontheLACEEvidenceHub10,KennisnetisbeginningtosetupanumericalidentificationsystemthatgeneratesauniqueidentifierfromthenationalidentificationnumberusedintheNetherlands(BSN).Thesystemensuresthatidentificationnumbersofnofurtherpersonalsignificancecanbeexchangedwithintheeducationsupplychainwithoutpupils’personaldetailsbeingsharedwithandbetweenprovidersofeducationalresources.Thenumberisapseudonym;inotherwords,institutionsandcommercialsupplierscannottracethenumberbacktoanypersonalinformation.Amongotherthings,thissystemmakesitpossibletorestrictthepartiesthattrackpupilprogresstothoseauthorisedtodoso(usuallytheschool),withthepupils’privacybeingwellprotected(vanBruggen2015).Designandcreationofthesystemhasalreadybeencompletedin2016,butevenwiththepseudonymisationofdata,theMinistryofEducationwillneedsometimein2016andpossibly2017toadoptthelegalexemptionthatisneededforthesystemtobeimplemented.
Theneedfromalegalexemptioncomesfromusingthenationalidentificationnumberasabasistogenerateapseudonymandtheneedtoexchangethispseudonym.Thisrequiresanexemptionincurrentlaws.IncurrentpracticethenationalidentificationnumberisconvertedintoasocalledPSGwhichstandsfor“PersoonsgebondenNummer”(personalnumber).Everystudentenrolledinschoolhasthisnumber.ThisPGNisthenstoredintotheadministrativeinformationsystemusedbyaschool.Schoolsarethenpermittedtousethisnumberwhenexchanginginformationwiththegovernment,butnotwithprivatepartieslikepublishersandotherdigitallearningtoolscreatorsbecausetherewasnolegalbasisforthis.Thealternativetothiswastochangealotofpersonalinformationwithforexamplepublishersandotherschoolstobeabletoidentifystudents.Thiswasdeemedundesirableinlightofprivacyandpronetoproduceerrors.
ThesolutiontheserviceprovidesisthattheadministrativeinformationsystemnowsendsamessagetothenumericalidentificationservicewhichthenencryptsthePGN.Theservicethenencryptsthatencryptednumberanextratimeandcreatesapseudonyminthatway.Thispseudonymisthensentbacktotheadministrativeinformationsystem.Followingasetofagreementsthenumbercanthenbeusedtocommunicateaboutastudent.Itcanbeusedforthingslikepassingonlicensesandexchanginglearningandtestingdata.Otherpersonaldatawillonlybeexchangedifitstrictlynecessary.Whilethelegalframeworkisbeingputinplace,Kennisnetwillbetestingthesystemincooperationwithpractitionersandsuppliers.
WorkisbeingundertakenintheNetherlandstofacilitatetheexchangeoflearninginformationthroughthedevelopmentoftheUWLRstandard11,whichtranslatedtoexchangeoflearning9https://www.kennisnet.nl/fileadmin/kennisnet/publicatie/Personaliseren_in_het_Leren_een_Internationale_Schets.pdf,page21.10http://evidence.laceproject.eu/project/numerical-identification-system-pseudonymise-pupil-data/11https://www.edustandaard.nl/standaarden/afspraken/afspraak/uwlr/2.1/
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information.Thisstandardaimstoprovideastandardfortheexchangeoflearningresultsbetweeneducationalapplicationsandlearninginformationsystems.ThestandardisdevelopedincollaborationwithsuppliersofsystemsactiveintheDutcheducationmarket.
Adecisionwasmadetobasethestandardondevelopmentalreadyundertakenbythemarketitselfandtobuilduponthat.AstandardlikeIMSLISiscomplexandcomprehensive12.Largeportionsofthestandardsarenotofinterestfortheschoolssector.Thedevelopmentgroupfeltthattherewasnointerestfromtheschoolsandvocationaleducationsectorstodevelopacomplexandcomprehensivestandard.Theworkalreadysetinmotionseemedsufficientforboththeneedsofdevelopersandlearninginstitutions.ThereisanagreementtoresearchwhetherandifyeshowthisbasestandardwhileberelatedtoaninternationalstandardlikeIMSLISorotherstandardsdevelopinginthefield.
Atthemomentofwritingofthisdocumentthisexchangeoflearningresultsfocusesonsummativeassessmentsbetweenthesesystemsandimplementationiswellunderwayintheprimaryeducationsector.Implementationinthesecondaryeducationsectorisinanearlierphase,focusedondoingexperimentalimplementationstoworkoutanytechnical,interoperabilityandpracticalusabilityissuesforschoolsandstaff.
DevelopmentoffurtherstandardsfortheexchangeoflearningresultswillbefedbytheneedsofinnovativeschoolsintheNetherlands.Someofthisdevelopmentwillbefedbytheso-called“DoorbraakpjectOnderwijsenICT”.The“DoorbraakprojectOnderwijsenICT”(breakthroughprojecteducationandICT)supportsschools,schoolboards,schoolleadersandteachersintheirstepstowardspersonalisededucationsupportedbyICT.TheDoorbraakprojectworksontakingawaybarriers,andoncreatingatransferrable,integralandaffordableapproachforschoolsinprimaryandsecondaryeducation.Itisaninitiativeofthenationalcouncilsforprimaryandsecondaryeducation,theMinistryofEducationandtheMinistryofEconomicAffairs.
Schoolandschoolboardscansubmitsocalled“versnellingsvragen”(accelerationquestions)tothisprojectinwhichtheystateachallengetheyhavewithimplementingandusingtechnologyineducation.Ifthequestionisdeemedtoberelevantforthesectorasawhole,theprojectwillworktoprovideasolutionforthis.Oneoftheneedsstatedbyseveralforerunningschoolsacrosssectorsactiveinthisprojectistheneedforadashboardthatprovidesanoverviewofstudentresultsandlearning,coveringalloftheirsubjectsandskills.Itisseenasavitalinstrumenttosupporttheirvisionandimplementationofpersonalisedlearning,andtheyseelearninganalyticsasanimportantdevelopmenttosupportdecision-makingprocesses.13
Bygatheringandcomparingthefunctionalrequirementsschoolsattributetothisdashboard,anoverarchingpicturecouldbemadethatillustratestheirneeds.Itwasvisualisedinaninfographicthatcanbeusedforschoolswhentheydiscusstheirneedswiththemarket.14Thiscomparisonalso
12https://www.imsglobal.org/activity/onerosterlis13https://www.poraad.nl/themas/ict-in-het-onderwijs/ondersteuning-bij-ict/versnellingsvragen/intervenieren-op-basis-vanhttps://www.poraad.nl/nieuws-en-achtergronden/nieuwe-film-help-7-systemen-om-mijn-leerlingen-te-monitoren-kan-dat14http://doorbraakonderwijsenict.nl/images/uploads/Infographic_Voortgangsinformatie_en_Dashboards.pdf
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showedthatthereisbothaneedforacentraldashboardgatheringinsightsandresultsfromseveralsources,andmoredetailedandspecialiseddashboardsthatfocusonforexamplejustonesubject.Acentraliseddashboardhelpsinprovidinginsightintostudentprogressoverall,andaspecialiseddashboardhelpsinprovidingdeepinsightintotheprogressonaparticularsubjectorskill.Someoftheseschoolsuseseveralsystemswithlearninganalyticscomponents,butfacepracticalproblemsofbringingallofthisinformationtogethertostreamlinedecision-makingprocesses.
Bydoingexperimentswithschools,educationaldatasuppliersanddashboardmakersonexchanginginformation,analysinginformationandvisualisinginformationabetterunderstandingwillbedevelopedoftherequirementsforsupportinginfrastructure.Forexample,questionsregardingthelevelofgranularityoftheinformationrequiredtosupportteachersandtheinterpretationandvisualisationofdatafromdifferenteducationalapplicationswillinformfurtherdevelopment.
ConclusionThereareforerunnerexamplesliketheNetherlands,DenmarkandtosomeextentNorwaythatareworkingtowardsprovidingsystems,standardsandotherresourcesinorderforschoolstomakemoreeffectiveuseoflearninganalytics.ButlearninganalyticsseemsstillnottobeanissueontheagendainmostEuropeanMinistriesofEducation.Theforerunnerexamplescouldserveasaninspirationtothoseothercountries.BytellingandspreadingtheirstorythroughnetworkslikeLACEandthroughworkshopsandpresentationsateventslikeBETTinLondon,decisionmakersinanumberofcountrieshavebeenmadeawareofthepotentialofandtheissuestobetakenintoconsiderationregardinglearninganalytics.
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Opportunitiesandissues
EvidenceTheLACEevidencehubshowsagrowingamountofresearchonlearninganalyticsinschools.Schoolshaveahighinterestinlearninganalyticssolutionsthathaveproventhemselvesinpractice,anditwillhelpguidetheminmakinginformeddecisionsonhowtoimplementlearninganalytics.Convertingevidenceintopracticalrecommendationswillhelpguidethemevenmore.
StrengthsandweaknessesofLAinschoolsLearninganalyticsprovidesbigopportunitiesforschools,butalsohasitsweaknessesandchallengestoovercome.BasedonexperienceintheNetherlandsaSWOTanalysishasbeencreatedtoinformschoolsintheirdecision-making,aspartofthebi-yearlytrendreportKennisnetmakes.Thetrendreportdescribestechnologicalinnovationsworldwideandconsiderstheirusefulnessinaddressingchallengesinthefieldofeducation.AlthoughformulatedbasedontheDutchcontext,wefeelthatthisanalysisappliestotheschoolsectorasawholeconsideringlearninganalytics:
StrengthsAsschoolsincreasinglyusemoredigitallearningtools,learninganalyticscanfacilitatedetailedandhighfrequencyregistrationoflearningactivitydata.Ifthisdataiscollectedautomaticallyandpresentedtoteachersinmeaningfulwaysitcanlightentheadministrativeburdenplacedonthem.
Whenvisualisedandanalysedinmeaningfulways,theamountofdatathatcanbegatheredinlargequantitiesandtheanalysisofthisdatacanprovidearichsourceofinformationforthemtoworkwith.Thiscanhelptoinformdecision-making.
Learninganalyticscansupporteducationprofessionalsinprovidingpersonalisedinterventionstoindividualandgroupsofpupils.Thetechnologycanhelpmakethecomplexlearningprocessmorecomprehensible.
WeaknessesNoteveryaspectoflearningisaseasilyquantifiable.Learninganalyticscanprovideaninsightintoapartofthelearningprocess,buttherewillalwaysbeaneedtoputtheoutputintocontext.Teachersandtutorsplayapivotalroleinprovidingthiscontext.
Datacanalsobespreadoutoverdifferentlocationsandisdisparateinnatureinmanytimes.Bringingtogetherinformationfromdifferentsourcestoprovideinsightintothelearningprocessesisthereforenotaneasyprocess.Itisbothatechnologicalandsemanticchallengetobringinsightstogether.
OpportunitiesSupportedbyinsightintotheirlearning,pupilscometounderstandtheirownactivities,interactionsandlearningprocess,encouragingself-reflectionandthedevelopmentofstudyskills.
Theteachercanmonitorthelearningprocesscontinuouslyfortheentireclassandspendslesstimewritingandupdatingprogressreports.Heorshehasmoretimetoguideandsuperviseandhasbettertoolsforearlyproblemidentification.
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Theschoolheadand/orschoolboardaresupportedintheireffortstostreamlinetheorganisation.Learninganalyticsmakesitpossibletoidentifythreatsatanearlystagesothatproactivestepscanbetaken(forexampletopreventpupilsfromdroppingout).Itisalsoeasiertobenchmarktheschool’sorboard’sperformance.
Fordevelopersofdigitallearningmaterialsitprovidesopportunitiestohaveabetterunderstandingofhowtheirlearningmaterialsarebeingusedandhowthequalityoftheirproductscanbeimproved.
ThreatsCollecting,sharingandusingsomuchdataaboutapupilincreasestheriskofprivacyinfringementsfromtheeducationorganisationsandthird-partyuseofthatdata.Schoolsanddevelopersbothplaypivotalrolesinensuringdatasharingisdonecorrectly.
Asyet,teachersdonothavesufficientaccesstodigitallearningmaterialsthatofferlearning-analyticsfunctionality.Teachertrainingandworkexperiencedonotincludetheanalysis,interpretationandapplicationofeducationaldata.Teachersprovidemorepersonalisedfeedbackandlearningpaths,butittakestrainingandexperiencetoreallyingrainthisintotheteachingprocess.
Schooland/orschoolboardsalsofacedifficultchoicesinanimmaturemarketwithtechnicallycomplexproducts.Thereisaneedforobjectiveexperientialdatatosupportgooddecision-making;atthemoment,thetechnologyisbeinghyped.Dashboardsareseenasanimportanttoolforsupportingteaching,andespeciallytheonesthatprovideinsightacrosssubjectsstillneedalotofdevelopmentactivities.
StrategicconsiderationsforschoolsTakingthisSWOTanalysisintoconsideration,andtodirectlearninganalyticscapabilitiesinsuchawaythattheysupportwhatschoolsneed,weidentifythefollowingstrategicconsiderationsschoolsshouldtakeintoaccountwhenimplementinganddevelopingtheirlearninganalyticsstrategies:
DecideonwhichdatawilltohelptoimplementpolicyandstrategyInordertoregister,collectandsavetherightdata,thereneedstobetransparencyonwhichaspectsofthelearningprocessinformationandthegeneraloperatingoftheschoolorganisationisneeded.Thereneedstobeclarityontheindicatorsthatwillsupporttheimplementationofpolicyandtherealisationofachosenstrategy.Isitrelevanttogatherinformationonhowlongapupilisworkingonexercises?Isitimportanttohaveinsightintoresultsofothersubjects?Dowewanttohaveinsightsintolearningprogressacrossdifferentsubjects?Whichdatacanweusetoimprovethelearningprocessofpupils,theperformanceofteachersandthegeneralrunningofaschool?Schoolsneedtobeabletomakedecisionsonthistothenseewhetherthereareproductsavailableonthemarketthatsupportthis,ortobeabletogointoaconstructivedialoguewithdeveloperstomakethisareality.
WorkonprovidingintegratedinsightinrelevantdataoneverylevelwithinaschoolorganisationThetargetfortheschoolshouldbetoprovideintegratedinsightgatheredfromdisparateinformationsources.Adashboardthatprovidesclearinsightinhowthingsaregoingforthepupil,teacher,schoolheadandschoolboardtosupportwellinformeddecision-making.
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Thechallengeistobringallthisinformationfromdifferentplatformsandonvaryingaspectsinacomprehensivemanner.Thereisaneedforinteroperabilitybetweensystemsandstandardisedconnections.Whatthesestandardsandinteroperabilityneedsareandshouldentailhasbedrivenbywhatschoolsneed.Whatschoolsneedshouldbetheleadingfactorintheselectionandimplementationofneworsubstitutedigitallearningtoolsandplatforms.
DecideonwhichdatatocollectLearninganalyticsandbigdatademandconsciouslymadechoicesonwhatdatatocollectandstorethatis(potentially)availableasaby-productfromworkingdigitally.Whatinformationshouldideallybeavailabletocontinuouslyimproveeducation?Schoolsshouldmakeaninventoryonwhatdataisavailableinallownedsystemsandwhatisavailableindigitallearningmaterialsandsystemsfrom(cloud)vendors.Schoolsshouldthenmakeachoiceonwhatdatashouldbeactivelycollectedandstoredtodecidewhichindicatorstheyshouldusetoseewhethersetgoalsaremetornot.Bygettingaclearideaondataneedsschoolswillbeinabetterinformedpositionwhentalkingwithvendorsofdigitallearningmaterials,platformsandinformationsystems.
ChooseinformationsystemsthatarecomplementaryandcanbeeasilyconnectedtoeachotherTolowertoburdenonadministrativetaskswiththeuseofICTandtobeabletoprovideacomprehensiveandintegratedinsightintolearningprocesses,thereshouldbeaclearinsightintowhatdatashouldbestoredinwhichinformationsystemsandforwhatreason.Theseinformationsystemsshouldideallybeconnectedtoeachotherinsuchamannerthateachbitofinformationisstoredinjustoneinformationsystems.Thisshouldbedonetoensurethatdataisavailableinitsoriginalcontextandforthepersonsthatneedsthem.Havingthesamedataregisteredinmultiplesystemsincreasestheamountofworkandthechanceforerrors.Relevantdatainsystemsforvendorsshouldbestandardisedautomaticallyimportedintoschoolsystems.Thismightnotbethecaseatthemomentforallsystems,butschoolsshouldbeaskingforthis.
Guaranteeaccessandcontrolontheavailabilityof(online)educationaldataDataonlearningexperiencesofpupils,howtheybehaveinlearningplatformsbutalsothebusinessadministrationofaschool:allofthisstoredonlineincloudplatformsfromvendors.Vendorsareveryawareofthehuge(commercial)valuethesedatarepresent.Schoolsshouldthereforedemandfortheavailabilityandportabilityofdata.Thisisaprerequisiteforschoolstopersonaliseanddifferentiateineducationwiththesupportofinsightintothelearningprocess.Schoolsshouldthereforetakeupownershiponthisissueandmakethisanimportantdiscussionpointwithvendorsforthecomingyears.
AprivacycovenanttoprotectpersonaldataandprovidesafeguardsforproperusageofpersonaldataineducationhasbeenmadeintheNetherlands.Itcontainsasetofagreementsonhowpersonaldatashouldbehandledwhenusingdigitallearningtools/materialsanddigitaltesting.Theprivacycovenanthasbeenundersignedanddevelopedincollaborationbetweenschoolrepresentativesandthemajorsuppliersofdigitallearningtools/materials,studentinformationsystems,distributorsoflearningmaterialsandICTsupportsuppliers.Itcouldserveasanexampleforothercountriesonhowtotacklethisissue.
DatasharingDatasharingisapreconditionforrealisingthepotentialoflearninganalytics.IthasbeenthefocusofWP7intheLACEproject,whichhaspublishedanumberofreportsonthetopic,wheretheissuesare
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analysedfromatechnical,semantic,organisational,andlegalperspective.Datasharingaimstosupportlearninganalyticsondifferentlevels,fromcontributingtonewknowledgeandresearchthroughbringingmoredataforresearchanddevelopment;improvingorganisationalanalysisthroughaggregationsofeducationaldatatoimproveretentionstrategiesandlearningdesign;toactivelearningsupportthroughsynchronousadaptationofthelearningcontextandcontent.
Butthereareanumberofissuesthatneedtobeaddressedinordertorealisethepotentialofdatasharingintheschoolsector.WP7identifiesimportantissuesbothwithinthetechnical,semantic,organisational,andlegalarea.Fromtheperspectiveoftheschoolsectorissuesrelatedtoprivacyandethicstogetherwithlackofdataandanalyticsknowledgeamongdecision-makerswithintheorganisationaldomainareamongthemostimportant.
Whenitcomestothepossiblewaysofaddressingtheissues,WP7findsavarietyofsolutions.Insomecasesthereappeartobetechnicalsolutionstoproblems-bothintermsofICTandstatistics-butsometimesitismoreaboutspreadingknowledgeandchangingattitudes,forexampletoembracerisk-basedapproaches.Attheheartofthemorechallengingtechnicalactionsshowsthatparticipativeanditerativeapproachesarenecessary.Approachestoprivacymustinvolvethedatasubjects.Activitiesintendedtomodellearninganalyticsinformationmusthavefoundationsinpracticeiftheinformationistobesharedwithmeaning.
SupportingtheworkofteachersandorganisationmodelsLearninganalyticscanbeseenasawaytoaugmentthe“traditional”schoolexperienceorsupportdifferentwaysoforganisingeducation.However,manytoolsthathavealearninganalyticscomponentarestructuredinsuchawaythattheycansupportthetraditionalmodelverywell,butaremoredifficulttousethefurtheritmovesawayfromthismodel.Itisthereforeimportantforschooltotakeintoconsiderationwhetheratoolsupportsthevisionoftheschoolonpersonalisedlearning.Notaligningthetoolstothevisionmeanstoolscanbeveryhardtoworkwithornotbeingabletoworkwithitatall.
AtBETT2016wepresentedsomeinsightintoresearchKennisnethasdoneregardingthis.AwidevarietyofdigitallearningtoolsthatallhavesomeformoflearninganalyticsfunctionalityintheNetherlandswerelookedattounderstandwhatkindsofvisiononpersonalisedlearningthesetoolssupported15.Mostsignificantlyisthatthesevisionsonlearningchangesthewaythelearningprocessisorganised.
Thesethreegeneralisedversionsoflearningwereused:
1. Teacherdrivenlearning• Teacherdirectsthelearningprocessofthegroup.• Learningmaterialsarematchedtothelevelofthegroup.• Learnersareorganisedingroupsdependingontheirageandlevel.
2. Autonomouslearning• Learningmaterialsareaimedattheneedsoftheindividuallearner(pace,level,order).• Learningisorganisedtoworktowardsapre-setgoal.• Teacherdirectsthelearningprocessoftheindividual.
15http://www.slideshare.net/wietsevanbruggen/bett-2016-implementing-learning-analytics-in-your-school
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3. Self-Organisedlearning• Learnerthemselvesdirectsthelearningprocess(withassistanceandcoaching)• Learnerisresponsiblefortheirownlearningprocess.• Learnerlearnsontheirownlevel,theirownpace,intheirownstyle,fromtheirinterests.
Thestudyfoundthatmostoftheanalysedtoolsfitverywellintotheteacher-drivenvision.Sometoolsfitintotheautonomouslearningmodelorwouldnotrequireextensivemodificationtobeabletosupportit.Self-organisedlearningistheleastsupportedmodel.
Whichvisionofpersonalisedlearningissupportedcanbeseenmostclearlyfromthewaytheyorganiseanddisplayinformation.Toolsthatsupporttheclassicalmodeloforganisationpresenttheirinformationmainlyintheformofgroups.Toolsthatareaimedmoreatgaininginsightsforanindividuallearner,regardlessofanygrouptheymaybepartof,presentinformationinadifferentmanner.Youcanalsoseethevisionreflectedintheplanningfeaturesofthetoolswhichareaimedatgroups(orsubsetsofgroupswithinalargergroup)oraimedattheindividual.
AnexampleofaschoolintheNetherlandswhichexperiencedthisinpracticeisoneinwhichlearnersallhavetheirownindividualprogramandschedule,andwhicharenotpartofapre-definedgroupbasedonageorlevel.Regardingtoolselectiontheytellusthefollowing:
“Wehavetolookcarefullyatdigitallearningtoolsandwhethertheysupportourviewsonlearning.Creatorsofdigitallearningtoolsoftensaythattheirtoolsupportspersonalisedlearning,butinthedesignoftheirtooltheyoftenworkwiththeideaofgroupsoflearnersorclasses,andnottheindividual.Alotofproductsthereforearenotusefulforusorcanbehardtoworkwithbecausetheydon’tfullysupportourwayorworking.”
Itisimportantvendorsandschoolsworktogethertoprovidetoolsthatsupportawidevarietyoflearningorganisationmodels.Schoolshavetobeabletostatewhattheirrequirementsare,andvendorshavetotaketheserequirementsintoconsiderationwhendevelopingtheirproducts.
TheEUGeneralDataProtectionRegulationInApril2016theEuropeanParliamentvotedinfavourofadoptingtheGeneralDataProtectionRegulation(GPDR).16ThoughthenewregulationcomesintoeffectinMay2016,itwillnotbeenforceduntilMay2018.Theregulationwill‘override’nationalpolicyregardingofallEUmemberstates.Itrequiresschoolstotakeonfurtherstepsregardingdataprotectionandprivacy,andwillthusimpactschoolpolicyconcerninglearninganalytics.Itwillrequireschoolsandvendorstobecometransparentontheiruseofdataandtominimisedatausagetoonlywhatisstrictlyrequiredtoperformthetaskathand.
Schoolswillhavetodealwithstricterregulationontheusageofpersonaldata.Theywillbecomerequiredtobettersupportwhypersonaldataoflearnersiscollectedandprocessedandforhowlongthisdatawillbekept.Dataminimalisationwillbeastartingpointforthis:schoolswillnotbeallowedaskandcollectmoredatathanisstrictlynecessary.The‘righttobeforgotten’regulation
16http://ec.europa.eu/justice/data-protection/index_en.htm
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appliestothisaswell;ifthedatanolongerservesapurposeparentsforexamplewillbeabletomoreeasilyaskschoolstodeletedata.
Permissiontouselearnerdatawillberequiredfromlearnersandparents.Learnersandparentshavetobeinformedaboutthereasonforaskingcertaindataandtheremustbeevidenceofclearandconfirmativeconsentfromthem.Ifaschoolwantstouseacertainproductthatrequireslearnerdatatofunction,theyarerequiredtobeabletoshowthatthereisconsent.Thisrequestforproofofconsentcanalsocomefromthevendoroftheproduct.
TheGPDRstimulatestheusageofriskanalyses.Schoolswillberequiredtoperformriskanalysesfortheproductsthatthey(wantto)usethatinvolvepersonaldata.Theywillhavetobringintofocuswhatthepotentialbigrisksareforacertainproductanddescribemeasurestobetakentominimisethoserisks.
Publicsectorinstitutionslikeschoolswillmostlikelyhavetoappointanofficerfordataprotection.Thisofficerwillhavethetasktoperforminternalsupervisionandoversightonthecollectionandprocessingofpersonaldatawithintheinstitution.Thistaskwillbecomeprotectedbylaw.
TheGPDRalsocallsfordesigningproductsthatuseaslittlepersonaldataaspossible.Privacybydesignhastobecomeanimportantpartoftheconceptionanddesignofproductsandthereforealsoimpactsonthedevelopmentoflearninganalyticsproducts.Privacybydesignhastobecomeanessentialprincipleandhastobecomeoftheconceptionanddesignoftheproduct,insteadofsomethingthathasbeenaddedasanafterthought.
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ConclusionItisstillveryearlydayswhenitcomestotheuseoflearninganalyticsintheschoolsectorinEurope.Mostcountriesarestillnotactivelyimplementing,norevenpursuingpreparationstoimplement,learninganalyticelementsintheschoolsectoratnationallevel.TheschoolsectorinEuropeisnotperceivedasonebutratherclosednationallywhichmeansthattherearefeweventsattractingparticipantsfromthemajorityofcountries.OnelessonWP4learntisthatitisdifficulttoapproachtheschoolsectorasawholesincethereisonlyoneortwoconferencesinEuropethatattractpeoplefrommorethanonecountry.
Thereare,however,countrieslikeDenmark,theNetherlandsandtosomeextentNorwayfromwhichtheschoolssectorcanlearnanddrawinspirationfrom.ThroughnationalworkshopsandseminarsaswellaspresentationsinlargereventssuchasBETTinLondon,andconferencestogetherwithkeyorganisationslikeEuropeanSchoolnet,decisionmakersinanumberofcountrieshavebeenmadeawareofthepotentialofandtheissuestobetakenintoconsiderationregardinglearninganalytics.ItisthebeliefofWP4thatinthecomingyears,learninganalyticswillbecomeanimportantissueformostMinistriesofEducationinEurope.Andwhenthisinterestgrows,theworkoftheLACEprojectwillbeconsideredasafirmfoundationtosteponintheirfurtherexplorationofthepotentialoflearninganalyticsintheEuropeanschools.
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About
VersionHistoryDate Notes Person2016-05-20 Firstdraft WietsevanBruggen,JanHylén
2016-05-29 Revisions,basedonreviewbyToreHoelandMarcoPaini
WietsevanBruggen,JanHylén
2016-05-31 FinalDraft PeterKarlberg,WietsevanBruggen,JanHylén
2ß16-05-31 ClearedforsubmissiontotheEC HendrikDrachsler,MarenScheffel
AboutthisdocumentLicensedforuseunderthetermsoftheCreativeCommonsAttributionv4.0licence.Attributionshouldbe“byPeterKarlberg,WietsevanBruggen,JanHylénfortheLACEProject(http://www.laceproject.eu)”.
Formoreinformation,seetheLACEPublicationPolicyhttp://www.laceproject.eu/publication-policy/.
AboutLACETheLACEprojectbringstogetherexistingkeyEuropeanplayersinthefieldsoflearninganalytics&educationaldataminingwhoarecommittedtobuildingcommunitiesofpracticeandsharingemergingbestpracticeinordertomakeprogresstowardsfourobjectives.
Objective1–PromoteknowledgecreationandexchangeObjective2–IncreasetheevidencebaseObjective3–ContributetothedefinitionoffuturedirectionsObjective4–Buildconsensusoninteroperabilityanddatasharing
http://www.laceproject.eu @laceproject
ThisdocumentwasproducedwithfundingfromtheEuropeanCommissionSeventhFrameworkProgrammeaspartoftheLACEProject,grantnumber619424.
