Maandag 9 november Plenair Titel: Is uw instelling klaar voor learning analytics? Spreker(s): Niall Sclater Zaal: Rotterdam Hall

1. Niall Sclater
Dé Onderwijsdagen 2015 Rotterdam
Is uw instelling klaar voor learning analytics?

2. ECAR Analytics Maturity Index for Higher Education

3. Stakeholders
Greller & Draschler (2012)
distinguish between “data
subjects” and “data clients”
Students Instructors
Senior
management
Analytics
committee
Academic
administrators
Data scientist
Educational
researcher
Learning
systems staff
Learning
content staff
Learning
support staff
Student affairs Government

4. Macfadyen & Dawson, 2012
“A focus on technological issues merely generates ‘urgency’
around technical systems and integration concerns, and
fails to address the complexities and challenges of
institutional culture and change.”

5. Arnold, Lonn & Pistilli, 2014
Survey of 33 people in 9 North American universities
Rating from strongly disagree to strongly agree e.g.
“My institution has a culture that accepts the use of data to
make decisions”
“My institution has professionals with knowledge and
expertise in manipulating data from multiple sources and
platforms to conform to institutional specifications”

6. Arnold, Lonn & Pistilli, 2014
Findings
Readiness highly varied across institutions
Culture and process intertwined
Introduced broad institutional readiness as 5th factor
This and ability were of greatest concern

7. Arnold, Lynch, Huston,Wong, Jorn & Olsen (2014)
“Absolutely vital to success was having a leader with a deep
scholarly understanding of learning analytics principles and
practices and the mechanics of creating predictive
models.”

8. Photo: Caroline Kotter
Increase urgency
Build the guiding team
Get the vision right
Communicate for buy-in
Empower action
Create short-term wins
Don’t let up
Make change stick

9. Norris & Bear (2013)
Static reporting
3000+ US
institutions
Dynamic analysis & intervention
8-900+ US
institutions
Optimisation
30-50 US
institutions

10. Siemens, Dawson & Lynch (2013)
unable to identify a single example of an institution which
had implemented an institution-wide learning analytics
strategy

11. 1. Start on a small scale
2. Support and empower the key stakeholders
3. Transparency and openness are key to success
4. Distribute learning analytics governance power
structures (datasets, technical infrastructure &
interventions)
5. Minimise possibilities for conflict between different
stakeholders by defining principles around the
collection and use of the data
Elouazizi (2014)
Tips

12. Effective LearningAnalytics
Programme
12

13. 13
ECAR Analytics Maturity Index for Higher Education
UK Learning Analytics Network

14. Jisc’s effective learning analytics programme
14
ECAR Analytics Maturity Index for Higher Education
Discovery Phase

16. 16
ECAR Analytics Maturity Index for Higher Education

17. Student ID
Chem101, Phys102 …
A-Level Maths result: D

18. Brian viewed introductory video
Helen completed final quiz
James commented on Susan’s blog
Actor +Verb + Object

19. John visited library at 16:12
Jenny borrowed book ISBN 978-1-47122

20. 100101 100101 100101

21. 100101
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100101

23. 100101

24. Comparative – social – gameified – private by default – usable standalone - uncluttered

31. 100101
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32. 32
ECAR Analytics Maturity Index for Higher Education

33. Group Name Question Main type Importance Responsibility
2 Consent Adverse impact of opting
out on individual
If a student is allowed to opt out of data collection and
analysis could this have a negative impact on their
academic progress?
Ethical 1 Analytics Committee
7 Action Conflict with study goals What should a student do if the suggestions are in
conflict with their study goals?
Ethical 3 Student
8 Adverse impact Oversimplification How can institutions avoid overly simplistic metrics and
decision making which ignore personal circumstances?
Ethical 1 Educational researcher
86 issues in 9 groups
Available from Effective learning analytics blog: analytics.jiscinvolve.org

34. Group Name Question Main type Importance Responsibility
2 Consent Adverse impact of opting
out on individual
If a student is allowed to opt out of data collection and
analysis could this have a negative impact on their
academic progress?
Ethical 1 Analytics Committee
7 Action Conflict with study goals What should a student do if the suggestions are in
conflict with their study goals?
Ethical 3 Student
8 Adverse impact Oversimplification How can institutions avoid overly simplistic metrics and
decision making which ignore personal circumstances?
Ethical 1 Educational researcher
86 issues
jisc.ac.uk/guides/code-of-practice-for-learning-analytics

35. jisc.ac.uk/guides/code-of-practice-for-learning-analytics
jisc.ac.uk/guides/code-of-practice-for-learning-analytics

36. jisc.ac.uk/guides/code-of-practice-for-learning-analytics

37. 100101100101
100101

38. @sclater
sclater.com/blog
analytics.jiscinvolve.org