The Impact of Learning Analytics on the Dutch Education System

The Impact of Learning Analytics on the Dutch Education System

Hendrik Drachsler, Slavi Stoyanov, Marcus Specht

8. April 2023

Hendrik Drachsler 2 2 / 31

Onderwerp via >Beeld >Koptekst en voettekstPagina 3

27 March 2014@HDrachsler 3 / 31

• Structured approach to objectively identify the common understanding of a group of experts about a particular issue

• Involves participants in 3 simple activities (1. brainstorming, 2. sorting and 3. rating of ideas)

• Applies a robust analysis (Multi Dimensional Scaling (MDS) and Hierarchical Clustering Analysis (HCA)).

• GCM presents the results from the analysis as conceptual maps and other graphical representations (pattern matches and go-zones)

27 March 2014@HDrachsler

What is Group Concept Mapping?

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• innovations in way network is delivered• (investigate) corporate/structural alignment• assist in the development of non-traditional partnerships (Rehab with the

Medicine Community)• expand investigation and knowledge of PSN'S/PSO's• continue STHCS sponsored forums on public health issues (medicine

managed care forum)• inventory assets of all participating agencies (providers, Venn Diagrams)• access additional funds for telemedicine expansion • better utilization of current technological bridge• continued support by STHCS to member facilities• expand and encourage utilization of interface programs to strengthen the

viability and to improve the health care delivery system (ie teleconference)• discussion with CCHN

...organize the issues...

Work quickly and effectively

under pressure

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Organize the work when

directions are not specific.

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Decide how to manage

multiple tasks.20 Manage resources effectively.

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2. Sort

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3Scan a multitu

de of inform

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and decide what is im

portant.

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1Manage tim

e effectively

2Manage resources effectively.

3Scan a multitu

de of

information and decide what is

important.

4Decide how to manage multip

le tasks.

5Organize the work when directions are not specific

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1Manage tim

e effectively

Rating Sheet

3. Rate

1. Brainstorm



Binary, square similarity

matrix

Sort for one participant

Total square similarity

matrix across participants



Multidimensional Scaling

Output: An 2-dimensional mapping of the entities

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Input: A square matrix of relationships among a set of entities

5 1 2 4 0 1 1 3 1 01 5 0 0 0 1 0 0 2 02 0 5 3 0 0 0 0 0 04 0 3 5 0 0 0 0 0 00 0 0 0 5 0 0 2 0 01 1 0 0 0 5 0 0 4 01 0 0 0 0 0 5 0 0 03 0 0 0 2 0 0 5 0 01 2 0 0 0 4 0 0 5 00 0 0 0 0 0 0 0 0 5


Hierarchical Cluster Analysis

1 + 65 + 79 + 10(1 + 6) + 83 + 42 + (9 + 10)((1 + 6) + 8)) + (3 + 4) (5 + 7) + ((2 + (9 + 10))(((1 + 6) + 8)) + (3 + 4)) + (5 + 7) + ((2 + (9 + 10))

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10987654321

Nu

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lust

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Merge Points Merged

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Online brainstorming

Onderwerp via >Beeld >Koptekst en voettekstPagina 9


Online sorting


Online rating


Hypothesis

H1: The most important items (clusters) will be less feasible to implement in the Dutch education system.

H2: There will be a significant difference between Novice participants compared to more Expert participants on their rating for Importance and Feasibility.


Descriptive Statistics










Point Map

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Cluster Map points

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Cluster Map 7 labeled

1. Students empowerment

2. Personalisation

3. Research& Learning Design

4. Teacher empowerment

5. Feedback & Performance

6. Risks

7. Management& Economics


Cluster Rating Map Importance


2. Personalisation

3. Research & Learning Design

4. Teacher empowerment

5. Feedback & Performance

6. Risks

7. Management & Economics

Cluster Legend Layer Value 1 2.75 to 3.00 2 3.00 to 3.25 3 3.25 to 3.50 4 3.50 to 3.75 5 3.75 to 4.00


Cluster Rating Map Feasibility


2. Personalisation

3. Research& Learning Design

4. Teacherempowerment

5. Feedback& Performance

6. Risks

7. Management& Economics

Cluster Legend Layer Value 1 2.91 to 3.10 2 3.10 to 3.28 3 3.28 to 3.46 4 3.46 to 3.64 5 3.64 to 3.83


H1: The most important items (clusters) will be less feasible to implement in the Dutch education system.


Pattern Match Importance vs. FeasibilityImportance Feasibility

Teacher empowerment Teacher empowerment

Personalisation

Personalisation

Feedback & Performance


Research & Learning DesignResearch & Learning Design

Students empowerment


Management & Economics Management & Economics

Risks Risks2.75 2.91

4.00 3.83

r = 0.94


H2: There will be a significant difference between Novice participants compared to more Expert participants on their rating for Importance and Feasibility.


Pattern Match Novice vs. Experts on Importance

Novice Expert

Personalisation

PersonalisationTeacher empowerment

Teacher empowerment

Feedback & Performance Feedback & Performance


Students empowermentResearch & Learning Design

Research & Learning Design

Management & EconomicsManagement & Economics


4.05 3.99

r = 0.99


Pattern Match Novice vs. Experts on FeasibilityNovice Experts

Teacher empowerment Teacher empowerment

Research & Learning DesignResearch & Learning DesignPersonalisation

PersonalisationFeedback & Performance




Management & Economics Management & Economics


3.67 3.97

r = 0.99


Conclusions


We rejected H1 and H2, the GCM study shows a very high agreement between the Novice and Expert participants on how Important and Feasible are changes that LA brings to the Dutch education.

The Dutch community highly agrees on topics that are of importance to influence the educational system with LA.

Conclusions

NL is ready to roll out LA in K12 & Higher Education

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Conclusions


Future Research

H3: There will be a significant difference between the stakeholder groups (Higher Education vs. K12), (Business vs. Educational Sector) Find partners that are interested to run a GCM on LA in their countries - Contact us!

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