Live blogging of workshop run by Associate Professor Gregor Kennedy – early work from MM mentioning audit trail. Something that Reeves and Hedberg (2003) criticise as being hard to impossible without the students themselves explaining.
Talked about as early skepticism which disappeared with the arrival of big data.
Comment: But perhaps the skepticism has just been swamped by the fad.
A fair bit of time on workshop activities
How are learning analytics used
In order of prevalence
- Detect at risk students – majority here
- Teaching and learning research and evaluation
- Student feedback for adaptive learning
- Track students’ skills devleopment within curricula
Sensemaking – fundamental issues
Process of analytics: measure, parse, analyse, interpret, report
Note: Sticking to the analytics as simply information, not a foundation for action as suggested in IRAC.
Each of the steps require decisions to be made: metric selection, granularity of analysis, analysis sophistication, meaning making behaviour != cognition, timely representation, provision to multiple audiences
Behaviour != cognition
Basic level analytics data record the behavioural responses of users
Some – free-text responses – can have a cognitive component
Cognitive component is absent
Thus easy to answer what, but not why.
Dashboard views provide aggregated student or class view. Done in a way that is known or not known.
- How many times did they do something
- How much time did they spend.
- Some sort of standardised score – assessment etc.
At what level do you collect and analyse data
- Every click
- Key components of a task – particular aspects specific to a learning task
- Key aspects of your online subject
- Key aspectis of your online course
Top down and bottom up
Computer science – bottom up – data mining for meaningful patterns.
L&T folk – top down – pedagogical models and specific learning designs
Hard to do it only one way. Usually a combination of both required
The IMS white paper on learning measurement for analytics identified as an example of someone starting to do both.
Note: this model might be useful for the 2009 extension paper.
The affordances of the tool also influences the analysis.
Has a iterative model of analysis from macro down to specific.