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SHEILA-CRLI seminar
- 1. Towards Institutional Adoption of Learning Analytics Yi-Shan Tsai The University of Edinburgh yi-shan.tsai@ed.ac.uk @yi_shan_tsai CRLI seminar series University of Sydney 3 March 2018
- 2. Learning Analytics at the University of Edinburgh http://www.ed.ac.uk/information-services/learning-technology/learning-analytics
- 3. Early MOOC Analytics • 6 courses: – Artificial Intelligence Planning – Astrobiology – Critical Thinking in Global Challenges – E-Learning and Digital Cultures – Equine Nutrition – Introduction to Philosophy • August 2013 – April 2014 Detail on course design: MOOCs @ Edinburgh 2013: Report #1 (http://hdl.handle.net/1842/6683)
- 4. Clickstream Surveys Twitter Users, content, assessment Forum activity Wave 1 Wave 2 Clickstream Users, content, assessment Forum activity Surveys The Data Twitter
- 5. Analysis of survey data
- 6. Equine Nutrition (wave 1) – learner location
- 7. Equine Nutrition (wave 1) – tool usage
- 8. AI Planning and Equine Nutrition (wave 1) Networks coloured by role
- 9. E-Learning and Digital Cultures (wave 2) Twitter network
- 10. Lessons Learned • Usability of data is low • Effort and skills required can be significant • Platforms are still maturing • Experience can re-used
- 13. Learning Analytics Report Card (LARC) http://larc-project.com • Involve students in critical conversations around the use of their data for computational analysis in education.
- 18. Learning Analytics Policy and Governance • Task Group (reporting to Senate Learning and Teaching, and Knowledge Strategy Committees ) • Governance group: ̵ Convenor - a senior academic member of staff with expertise in Learning Analytics ̵ The Assistant Principal with strategic responsibility for Learning Analytics ̵ A student representative ̵ The University’s Data Protection Officer ̵ Representatives from relevant service units (Universities Secretaries Group and Information Services Group) ̵ A member of academic staff with expertise in research ethics.
- 19. Statement of Principles 1. LA will not be used to inform significant action at an individual level without human intervention. 2. We will use LA to benefit all students in reaching their full academic potential. 3. We will be transparent about data collection, sharing, consent and responsibilities. 4. We will actively work to recognise and minimise any potential negative impacts from LA. 5. We will abide with ethical principles and align with organisational strategy, policy and values. 6. LA will be supported by focused staff and student development activities. 7. LA will not be used to monitor staff performance. https://www.ed.ac.uk/files/atoms/files/learninganalyticsprinciples.pdf
- 20. Statement of Purposes 1. Quality 2. Equity 3. Personalised feedback 4. Coping with scale 5. Student Experience 6. Skills 7. Efficiency https://www.ed.ac.uk/files/atoms/files/learninganalyticsprinciples.pdf
- 21. Lessons Learned • Built capacity and understanding • No one size fits all • Retention focus is of limited value at Edinburgh • Market does not provide • Data protection, security, FOI all take more time • Data validation takes time • Learning analytics does not fit neatly into the organisation • Our data are not always easy to work with
- 22. Next steps • GDPR – detailed policy and governance group • Capacity building • Course design / feedback at scale
- 23. Supporting Higher Education to Integrate Learning Analytics http://sheilaproject.eu/
- 25. Objectives • The state of the art • Direct engagement with key stakeholders • A comprehensive policy framework http://sheilaproject.eu/
- 26. Slide credit: Dragan Gašević (2017) Let’s get there! Towards policy for adoption of learning analytics. LSAC, Amsterdam, The Netherlands. http://sheilaproject.eu/
- 27. The state of the art Challenges, adoption and strategy http://sheilaproject.eu/
- 28. Adoption challenges 1. Leadership for strategic implementation & monitoring 2. Equal engagement with stakeholders 3. Pedagogy-based approaches to removing learning barriers 4. Training to cultivate data literacy among primary stakeholders 5. Evidence of impact 6. Context-based policies to address privacy & ethics issues and other challenges Tsai, Y. S., & Gasevic, D. (2017). Learning analytics in higher education –challenges and policies: a review of eight learning analytics policies. InProceedings of the Seventh International Learning Analytics & Knowledge Conference(pp. 233-242). http://sheilaproject.eu/
- 29. LA adoption in Europe • Institutional interviews: 16 countries, 51 HEIs, 64 interviews, 78 participants N O P L A N S I N P R E P A R A T I O N I M P L E M E N T E D 9 7 5 12 18 The adoption of learning analytics (interviews) Institution-wide Partial/ Pilots Data exploration/cleaning http://sheilaproject.eu/
- 30. LA adoption in Europe • Institutional survey: 22 countries NO P LA NS IN P RE P A RA TION IMP LE ME NT ED 2 13 15 16 The adoption of LA Institution-wide Small scale N/A http://sheilaproject.eu/
- 31. LA strategy No defined strategy LA Digitisation strategies Teaching & learning strategies Immature plans for monitoring & evaluation http://sheilaproject.eu/
- 33. Essential features of a LA policy… CHALLENGES Experts’ perspectives http://sheilaproject.eu/
- 34. Interests – senior managers • To improve student learning performance (16%) • To improve student satisfaction (13%) • To improve teaching excellence (13%) • To improve student retention (11%) • To explore what learning analytics can do for our institution/ staff/ students (10%) LA Learner driver Teaching driver Institutional driver http://sheilaproject.eu/
- 35. Concerns – senior managers • No one-size-fits-all solutions • Pressure to adopt LA • How can the institution as a whole benefit from LA? • The strictness of existing data protection regulations makes adoption more difficult. http://sheilaproject.eu/
- 36. Interests – teaching staff • Pedagogical interests Know how students engage with learning contents Improve the design and provision of learning materials, curriculum, and support to students.
- 37. Concerns– teaching staff Profiling students & unequal support Privacy & autonomy Demotivation & Anxiety Behaviour alteration Student-Centred Concerns
- 38. Concerns– teaching staff Time pressure Performance judgement Teaching professionalism is disrespected Managing expectations Teacher-centred concerns
- 39. Concerns– teaching staff Differences among individual students/ teachers/ courses/ subjects/ disciplines/ faculties Interpretations of learning (data collection, analysis & analytics interpretation) Damaging teacher-student relationships LA capabilities LA-centred concerns
- 40. Interests – students Personalised support • Inform teaching support and curriculum design. • Support a widening access policy. • Support students at all achievement levels to improve learning. • Assist with transitions from pre-tertiary education to higher education, and from higher education to employment. http://sheilaproject.eu/
- 41. Concerns– students • Surveillance • Stereotypes and biases • Limitations in quantifying learning • Worries about human contacts and teaching professionalism being replaced by machines http://sheilaproject.eu/
- 42. Concerns– students Legitimate or illegitimate? • Purpose • Anonymity • Access Privacy paradox Transparency Effective communication http://sheilaproject.eu/
- 48. Support policy and strategy formation http://sheilaproject.eu/ Become an associate partner: https://esn.org/SHEILApartners
- 49. SHEILA Future Events • LAK18 workshop: Developing an evidence- based institutional LA policy (6 March 2018, 9am-12:30pm) • SHEILA conference: 5 June 2018 (TBC) • SHEILA MOOC: September 2018 http://sheilaproject.eu/
- 51. Discussion
- 52. In what way might learning analytics be useful to you or your students?
- 53. Would you have any concerns about using learning analytics in your daily teaching practice?
- 54. Should we give students access to their analytics if it could potentially demotivate them?
- 55. What are the pros and cons with predictive modeling?
Hinweis der Redaktion
- Use one word to describe your experience or impression of learning analytics: https://www.mentimeter.com/app
- What data do we have? Can we identify patterns of student behaviours?
- Tutors very central on one; participants more central on the other
- Usability of data is low: Data is very ‘raw’ - requires a lot of processing. Effort and skills required can be significant: Define questions, Make pragmatic decisions Foster an open / sharing culture Platforms are still maturing: be prepared for change and re-work; comparisons of data from different platforms could be hard Experience can re-used: Experience / approaches may be useful when considering work with on-campus platforms
- We took an experimental approach.
- Online MSc programmes have smaller cohort of students. LA doesn’t render new information. Retention isn’t an issue in UoE.
- Skills – Interactions with analytics as part of the University learning experience can help our students build 'digital savviness' and prompt more critical reflection on how data about them is being used more generally, what consent might actually mean and how algorithms work across datasets to define and profile individuals.
- Partner organisations: The University of Edinburgh, UK Universidad Carlos III de Madrid, Spain Open University of the Netherlands, Netherlands Tallinn University, Estonia Erasmus Student Network aisbl (ESN), international European Association for Quality Assurance in Higher Education, international Brussels Educational Services, international
- Challenge 5 has also been identified in Ferguson, R., & Clow, D. (2017). Where is the evidence? A call to action for learning analytics.
- 16 countries – UK (21), Spain (11), Estonia (3), Ireland (2), Italy (2), Portugal (2), Austria (1), Croatia (1), Czech Republic (1), Finland (1), France (1), Latvia (1), Netherlands (1), Norway (1), Romania (1), and Switzerland (1) 21 out of 51 institutions were already implementing centrally-supported learning analytics projects. 25 institutions have established formal working groups, but not all institutions have planned to provide analytics data to students.
- 22 countries: Austria, Bulgaria, Cyprus , Czech Republic, Denmark, Estonia, Finland, Germany, Hungary, Ireland, Italy, Lithuania, Netherlands, Norway, Portugal, Romania, Serbia, Slovakia, Spain, Switzerland, Turkey, UK Interview + survey: 26 countries
- In many cases where LA was supported centrally, LA was usually initiated under the wider digitalisation strategies or teaching and learning strategies. However, there were also a great number of institutions that had not defined clear strategies for learning analytics and were still at the ‘experimental’ or ‘exploratory’ stage.
- The importance scale suggests priorities: (1) privacy & ethics (safeguard); (2) management and goals; (3) data management & analysis The rating results of the these statements show an obvious drop of rating scale in the ‘ease of implementation’ level of these themes, compared to their ‘importance’ level. One of the implications is that the six features could potentially be challenges to deal with in order to scale up the adoption of LA. It’s also interesting to see that privacy & transparency relevant actions are considered the easiest to implement.
- The interviews identified three common aspects of internal drivers for the adoption of learning analytics: Learner-driver: to encourage students taking responsibility for their own studies by providing data-based information or guidance. Teaching-driver: to identify learning problems, improve teaching delivery, and allow timely, evidence-based support. Institution-driver: to inform strategic plans, manage resources, and improve institutional performances, such as retention rate and student satisfaction. An equivalent question (multiple choices) in the survey provided 11 options for motivations specific to learning and teaching. The results identified five top drivers.
- How can the institution as a whole benefit from LA? No one-size-fits-all solutions: Needs vary by institutions, but existing solutions focus on addressing retention problems. LA should not be used as a deficit model. differences among subjects and faculties. Other concerns: Uncertainly about the benefits of LA: fear of failing expectations Pressure to adopt LA The strictness of existing data protection regulations makes adoption more difficult.
- Teaching staff and student feed back comes from UoE only.
- Time pressure: no time for training (LA tools need to be intuitive); information overload (on time to process information), no time for support (LA needs to save teachers time from doing mundane routines so as to free up their time to provide more personalised support to students) Performance judgement: LA used by HR; course evaluation discourages innovations Teaching professionalism is disrespected: trust issue – teachers feel that the institution does not trust them to make professional decisions Managing expectations (managers’ expectations of what can LA do Students’ expectations of what can LA do Teachers’ responsibility to meet the expectations from managers and students)
- Differences among… : No one size fits all Interpretations of learning: individual differences, lack of qualitative data, off-line learning, causal relationships between data and learning (engagement) Damaging teacher-student relationships: when misinterpreting learning or not having proper conversations with students (inviting them to interpret the analytics results about them) LA capabilities: precision of prediction (e.g., identify optimal pathway for learning), supporting all students (disengaged students do not respond: it is important to recognise that while LA is meant to support all students, realistically some students are not reachable).
- Inform teaching support and curriculum design so that no one is falling behind or having to learn the same materials repetitively. Support a widening access policy – at a class level. Support students at all achievement levels to improve learning by providing them a better overview of their own learning progress.
- Other concerns: Limitations in quantifying learning Worries about human contacts and teaching professionalism being replaced by machines
- GDPR, Article 6, “Lawfulness of processing”, counters Article 7 by allowing institutions to process personal data when such data is necessary for the purpose of ‘legitimate interests’, or are necessary to carry out tasks that are of ‘public interest’. Three purposes: to comply with legal requirements, such as visas; to improve educational services, such as learning support, teaching delivery, career development, educational resources management, and the support of student well-being; to improve the overall performance of the university, such as league rankings, equality, and the recruitment of future students. Anonymity: okay with personal tutors. Not okay with tutors who may be involved in marking student performance. Access: extreme distrust in 3rd parties for the fear of becoming marketing targets. Although the participants had strong views about protecting their privacy and expectations about how their data should be used, they felt that they had sufficient understanding about the existing data practice to critically question its legitimacy – privacy paradox. The privacy paradox phenomenon suggests that institutions need to scale up their transparency and effective communication with students.
- Managers make the decision to invest in LA, so there is a sense of uncertainty whether the return of the investment is worthwhile.
- Teaching staff are the ones who are expected to use LA to support teaching and learning, so there are worries about all the possible implications of such expectation.
- Students want personalised support, but they are the primary data subjects, so privacy is of the top concern.
- We adopted the Rapid Outcome Mapping Approach to developing this policy framework. The ROMA model was originally designed by to support policy and strategy processes in the field of international development. The model begins with defining an overarching policy objective, followed by six steps designed to provide policy makers with context-based information. It allows decision makers to identify key factors that enable or impede the implementation of learning analytics. Moreover, the reflective process allows refinement and adaptation of policy goals to meet context change over time.