Learning analytics

C’est quoi ?Que voulez-vous ?

DKS – Au Château – Avril 2012

Google Analytics - pages

Analytics ?

Knowledge Continuum

Five Steps of Analytics

Web Analytics Objectives

Collective Applications Model

Processes of Learning Analytics (Elias).

Data Capture Define goalsMeasure

SelectCapture

SelectCapture

Information Report Measure Aggregate AggregateReport

Knowledge Predict Measure Process Predict

Wisdom Act Refine

Use Share Display

UseRefineShare

Comparison of Analytics frameworks and models (Tanya Elias, 2011

Processus

Tanya Elias

Learning Analytics

George Siemens and Phil Long

Les composants du domaine

Drachsler and Greller

Le sepentelet de mer – Le retour des ITS

Bienkowski et. al. 2012

Le modèle du CSCL

Soller, Amy, Alejandra Martinez, Patrick Jermann, and Martin Muehlenbrock (2005). From Mirroring to Guiding: A Review of State of the Art Technology for Supporting Collaborative Learning

Techniques et données

Types de données:• social network analytics — interpersonal relationships define social platforms • discourse analytics — language is a primary tool for knowledge negotiation and construction • content analytics — user-generated content is one of the defining characteristics of Web 2.0 • disposition analytics — intrinsic motivation to learn is a defining feature of online social media, and

lies at the heart of engaged learning, and innovation • context analytics — mobile computing is transforming access to both people and content.

Ferguson and Buckingham Shum (2012)'s Social Learning Analytics

La procédure (roughly)• Creating data for mining (optional) either automatically or manually by the users • Collecting data from many sources, e.g. log files or web contents • Aggregating, clustering, etc. • All sorts of relational analysis • Visualization of results (and raw data aggregations)

Les outils

• Peu !• LMS, workflow systems (LAMS)• Web analytics (Google Analytics etc.)• Outils data mining (difficiles !)• Widgets de type experience sampling et

dashboards• Systèmes CSCL• Bricolages wiki etc.

StatMediaWiki

Conclusion d’un papier EdMedia 12• Systems that structure learning activities and contents in one way or another

usually include some kind of analytics. In addition, structured environments provide per definition more structured information to the participants.

• Asking the user is an easy strategy that can provide good information with respect to learner’s own perceptions of their learning, their contributions and their interactions.

• Student productions are key indicators for learning.• Modern web technology allows inserting widgets into various online

environments. Widgets can “talk” to other services and therefore can be used to create aggregating dashboards, e.g. for the teacher.

• Analytics are meant to be used by both learners and teachers.• Analytics can provide various levels of assistance and insight: From simple

mirroring tools, to metacognitive tools to guiding systems (Soller et al., 2005).

Conclusion d’un papier EdMedia 121) Productions• tomorrow: (1) light-weight productions/portfolio system that also includes in a simple task management

system and a rubrics-based grading tool. (2) A tool like StatMediaWiki that provides visualizations for content evolution.

• in the future: (1) A e-Framework-like service-oriented architecture based on PLEs (2) Web API-based content and collaboration analytics for writing and discussion environments such as wikis, CMS and Forums.

2) Interactions• tomorrow: Collaboration diagrams for wikis that work across individual pages, categories of pages and

groups of participants. Collaboration diagrams for forums, e.g. tools that behave like SNAPP but work across topics.

• in the future: Collaboration diagrams that work across systems. This may require the use of some standardized digital identity like OpenId and will raise privacy issues.

3) Reflections• tomorrow: Portable widgets like EnquiryBuilder with an (optional) server-side component that could be

run by the teacher or his organization.• in the future: Reflection tools and analytics should be integrated in e-portfolio systems and personal

learning environments. Many learning institutions define institutional competence catalogues that could be linked to students’ reflective activities. In addition, the learner should be able to add his own goals.

4) Management and regulation• tomorrow: A monitoring dashboard for the system described in point 1.• in the future: (1) A LAMS-like monitoring tool that works across environments. (2) Q/A help-desk like

forums that provide a state of problems addressed and solved.

Que voulez-vous savoir ?

• Discuss to add text