Rebecca Ferguson, The Open University, UKe-learning Korea, September 2016

Learning analytics: visions of the future

The Open University (OU)

• The Open University: largest in UK• Distance university• Making use of big data for 45 years• Informal learning: iTunes, YouTube…• MOOCs on FutureLearn,

OpenLearn and elsewhere• Learning analytics research and events• LACE and LAEP projects

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open.ac.uk * www.laceproject.eu * laepanalytics.wordpress.com

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Defining learning analytics

The measurement, collection, analysis and

reporting of data about learners and their

contexts, for purposes of understanding and

optimizing learning and the environments in

which it occurs.

Learning analytics help us to identify and make sense of patterns in the data

to improve our teaching, our learning and our learning environments

In order to make sensible decisions,

we need to look ahead and plan

for the future

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http://careers2030.cst.org/jobs/

Preparing for the future

2016 Ministry of Education policy plans

Priority areas for education and training

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Open and innovative education and training, fully embracing the digital era.

Strong support for teachers, trainers, school leaders and other educational staff

Relevant and high-quality knowledge, skills and competences developed throughout lifelong learning

Focus on learning outcomes for employability, innovation, active citizenship and well-being and inclusive education, equality, equity, non-discrimination and the promotion of civic competences.

Priority areas for education and training

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• Bringing together different sectors: higher education, schools & workplace learning• Building networks that will outlive the project’s funding period• Helping to develop learning analytics capability• Creating and sharing resources• Developing visions of the future and agreeing how to work towards them

Visions of the future

Full report

bit.ly/28X5tq7

Provocation 1: Learners are monitored by their learning environments

Provocation 2:Learners’ personal data are tracked

Provocation 3:Analytics are rarely used

Provocation 4:Learners control their own data

Provocation 5:Open systems are widely adopted

Provocation 6:Learning analytics are essential tools

Provocation 7:Analytics help learners make the right choices

Provocation 8:Analytics have largely

replaced teachers

cloudworks.ac.uk/cloudscape/view/2959

LAEP: learning analytics for European educational policy

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• What is the current state of the art?• What are the prospects for the implementation of learning analytics?

• What is the potential for European policy to be used to guide and support the take-up and adaptation of learning analytics to enhance education in Europe?

Action for analytics

StrategyResearch and developmentInfrastructureContextStandardsSkillsOutreach

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Strategy

Example of a framework for learning analytics: Siemens, G., Gašević, D., Haythornthwaite, C., Dawson, S., Buckingham Shum, S., Ferguson, R., Duval, E., Verbert, K. & Baker, R.S.J.d. (2011). Open Learning Analytics: An Integrated and Modularized Platform (Concept Paper). Download from solaresearch.org

• Align work on learning analytics with strategic objectives and priority areas for education and training

• Develop a roadmap for learning analytics• Assign responsibility for development of

learning analytics• Identify and build on work in

related areas and other countries• Build on learning analytics

work to develop new priorities

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Research and development

• Develop pedagogy that makes good use of analytics

• Develop analytics that address strategic objectives and priorities

• Develop technology that enables deployment of analytics

• Develop frameworks that enable development of analytics

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http://evidence.laceproject.eu

Infrastructure

●Increase data-handling capability

●Create organisational structures to support use of learning analytics

●Use Evidence Hub to identify areas for development

●Develop methods of sharing experience and good practice

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Context

●Align learning analytics work with different sectors of education

●Develop practices that are appropriate to different contexts

●Identify successful financial models

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Standards

●Adapt and employ interoperability standards

●Develop and employ ethical standards, including data protection

●Align analytics with assessment practices

●Develop a robust quality assurance process

●Develop evaluation frameworks

http://www.laceproject.eu/deliverables/d7-1-interoperability-studies/

http://www.open.ac.uk/students/charter/essential-documents/ethical-use-student-data-learning-analytics-policy

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Skills

●Identify the skills required in different areas

●Train and support educators to use analytics to support achievement

●Train and support researchers and developers to work in this field

●Develop and support educational leaders to implement these changes

●Educate learners to use analytics to support their own achievement

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Outreach

●Engage stakeholders throughout the learning analytics process

●Support collaboration with commercial organisations

●Promote awareness of learning analytics

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solaresearch.org • LAK conferences • LASI events • LACE

Stay connected

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Slides online at www.slideshare.net/R3beccaF

Rebecca Ferguson @R3beccaFhttp://r3beccaf.wordpress.com/