Diese Präsentation wurde erfolgreich gemeldet.
Wir verwenden Ihre LinkedIn Profilangaben und Informationen zu Ihren Aktivitäten, um Anzeigen zu personalisieren und Ihnen relevantere Inhalte anzuzeigen. Sie können Ihre Anzeigeneinstellungen jederzeit ändern.
Creating
Data-Informed
Learning
Environments
Synergies for
Learning Analytics
& Learning Design
Alyssa Wise
Ed | Tech | Le...
LEARNING
ANALYTICS
0
0
1
0
1
1
1
0
1
0
0
1
0
1
1
1
0
1
0
1
0
0
0
1
1
0
0
1
1
0
1
0
1
1
0
0
1
0
1
0
0
1
0
1
0
1
1
0
1
0
0
1
0
1
1
0
0
1
1
0
0
...
Sub UniquePostsRead()
For k = 1 To MaxUser Step 1
RowCount = Range("A1").CurrentRegion.Rows.Count
For w = 1 to MaxWeek Ste...
Image Credit: Joshua Rothass via Flickr (CC BY 2.0), adapted
Image Credit: US Department of Education via Flickr (CC BY 2.0), adapted
Image Credit: MoDOT Photos via Flickr (CC BY 2.0)
THE COLLECTION AND
ANALYSIS OF DATA
TRACES RELATED TO
LEARNING IN ORDER TO
INFORM AND IMPROVE
THE PROCESS AND/OR
ITS OUTCO...
“[LEARNING] ANALYTICS
EXIST AS PART OF A SOCIO-
TECHNICAL SYSTEM WHERE
HUMAN DECISION-MAKING
AND CONSEQUENT ACTIONS
ARE AS...
Image Credit: Christopher Sessums via Flickr (CC BY 2.0), adapted
Image Credit: Christopher Sessums via Flickr (CC BY 2.0), adapted
I T ’ S A L S O N O T J U S T
A B O U T IF L E A R N I N G
A N A LY T I C S A R E U S E D
B U T HOW T H E Y A R E
U S E D ...
W H AT
OPPORTUNITY
D O YO U S E E ?
W H AT PROBLEM
A R E YO U T R Y I N G
T O S O LV E ?
L E A R N I N G A N A LY T I C S &
L E A R N I N G D E S I G N S Y N E R G Y
# 1
COLLECT
SMARTER
DATA
DATA MINING
Image Credit: Scott Clark via Flickr (CC BY 2.0), adapted
DATA GEOLOGY
Image Credit: APS Museum via Flickr (CC BY 2.0), adapted
( S H A F F E R , 2 0 1 3 )
DATA ARCHEOLOGY
Image Credit: Pedro Szekely via Flickr (CC BY 2.0), adapted
( W I S E , 2 0 1 4 )
L E A R N I N G A N A LY T I C S &
L E A R N I N G D E S I G N S Y N E R G Y
# 2
IDENTIFY CRITICAL
PAT TERNS
StatMed’13
StatMed’14
StatLearn
YBW
PSY
Course Subject Learning Process Question Words Connectors Existence/Condition Cour...
StatMed’13
StatMed’14
StatLearn
YBW
PSY
Course Subject Learning Process Question Words Connectors Existence/Condition Cour...
Adding a linguistic filter to the discussion forums would
let students and instructors focus on only content-related
discu...
L E A R N I N G A N A LY T I C S &
L E A R N I N G D E S I G N S Y N E R G Y
# 3
CHECK
ASSUMPTIONS
E X P E C T E D I N T E R A C T I V E
D I S C U S S I O N P A T T E R N
( B A S E O N B L E N D E D C L A S S )
A C T U A ...
Image Credit: Pedro Figueiredo via Flickr (CC BY 2.0), adapted
O N E S I Z E
D O E S N ’ T
F I T A L L
MORE
IS
BETTER
?
Image Credit: Torley via Flickr (CC BY 2.0)
L E A R N I N G A N A LY T I C S &
L E A R N I N G D E S I G N S Y N E R G Y
# 4
GUIDE
INSTRUCTOR
INQUIRY
Image Credit: Nicolas Raymond’s Grunge Warning Sign via Flickr (CC BY 2.0), adapted
FROM ANALYTICS-DRIVEN INTERVENTION
TO ...
FROM ANALYTICS-DRIVEN INTERVENTION
A
A’
A A’’
POINT-IN-TIME
INTERRUPTIONS TO
ADDRESS PROBLEMS
PRODUCTIVE ONGOING
ADJUSTMEN...
Starburst
A Graphical Discussion Forum with
Embedded Analytics
What are your goals for this activity?
What data would help you know if they are being achieved?
L E A R N I N G A N A LY T I C S &
L E A R N I N G D E S I G N S Y N E R G Y
# 5
SUPPORT STUDENT
SELF-REGULATION
Starburst
A Graphical Discussion Forum with
Embedded Analytics
Starburst
A Graphical Discussion Forum with
Embedded & Extracted Analytics
Metric Your Data
(Week X)
Class
Average
(Week X...
Learning Analytics
&
Learning Activities
Grounding
Goal Setting
Reflection
INTEGRATING STUDENT USE OF
ANALYTICS AS PART OF
LEARNING PRACTICES IN A
PRINCIPLED WAY OFFERS EXCITING
OPPORTUNITIES TO HE...
S U M M A R Y O F ( J U S T S O M E )
S Y N E R G I E S B E T W E E N L E A R N I N G
A N A L Y T I C S & L E A R N I N G ...
S O M E T H I N G S T O
K E E P I N M I N D
C H A L L E N G E S O F B O T H
I N T E R P R E TA T I O N & A C T I O N
P R I...
F O R F U R T H E R R E A D I N G
Wise, A. F. & & Vysatek, J. M. (in review). Learning analytics implementation
design. Ha...
E V E N F U R T H E R R E A D I N G
Lockyer, L., Heathcote, E., & Dawson, S. (2013). Informing pedagogical action:
Alignin...
Creating
Data-Informed
Learning
Environments
Synergies for
Learning Analytics
& Learning Design
Alyssa Wise
Ed | Tech | Le...
Creating  Data-Informed Learning Environments Synergies for Learning Analytics & Learning Design
Creating  Data-Informed Learning Environments Synergies for Learning Analytics & Learning Design
Creating  Data-Informed Learning Environments Synergies for Learning Analytics & Learning Design
Creating  Data-Informed Learning Environments Synergies for Learning Analytics & Learning Design
Creating  Data-Informed Learning Environments Synergies for Learning Analytics & Learning Design
Creating  Data-Informed Learning Environments Synergies for Learning Analytics & Learning Design
Nächste SlideShare
Wird geladen in …5
×

Creating Data-Informed Learning Environments Synergies for Learning Analytics & Learning Design

1.618 Aufrufe

Veröffentlicht am

Presentation at EDUCAUSE'S ELI 2016

Veröffentlicht in: Bildung
  • Als Erste(r) kommentieren

Creating Data-Informed Learning Environments Synergies for Learning Analytics & Learning Design

  1. 1. Creating Data-Informed Learning Environments Synergies for Learning Analytics & Learning Design Alyssa Wise Ed | Tech | Learn | Design Simon Fraser University Image Credit: Billie Grace Ward’s Trammell's LED matrix cube via Flickr (CC BY 2.0), adapted
  2. 2. LEARNING ANALYTICS
  3. 3. 0 0 1 0 1 1 1 0 1 0 0 1 0 1 1 1 0 1 0 1 0 0 0 1 1 0 0 1 1 0 1 0 1 1 0 0 1 0 1 0 0 1 0 1 0 1 1 0 1 0 0 1 0 1 1 0 0 1 1 0 0 1 0 1 1 0 1 1 0 1 0 1 0 0 0 1 1 0 0 1 0 1 0 1 0 1 0 0 1 0 1 0 0 1 1 0 1 0 1 0 1 1 1 1 0 1 1 0 0 1 1 0 1 1 0 1 0 0 1 0 1 0 1 0 0 1 1 0 1 0 1 1 0 0 1 0 1 1 1 0 1 0 0 1 0 1 1 1 0 1 0 1 0 0 0 1 1 0 0 1 0 1 1 0 1 0 1 0 1 0 0 1 0 1 0 1 1 0 1 0 0 1 0 1 1 0 0 1 1 0 0 1 0 1 1 0 1 0 1 0 0 0 1 1 0 0 1 0 1 0 1 0 1 0 0 1 0 1 0 1 0 1 1 1 1 0 1 1 0 0 1 1 0 1 1 0 1 0 0 1 0 1 0 1 1 0 0 1 0 1 0 1 0 1 0 1 0 0 1 0 1 1 1 0 1 0 0 1 0 1 1 1 0 1 0 1 0 0 0 1 1 0 1 0 1 0 0 1 0 1 0 1 1 0 1 0 0 1 0 1 1 0 0 1 1 0 1 1 0 1 0 1 0 0 0 1 1 0 0 1 0 1 0 1 0 1 0 0 1 0 0 1 0 1 1 1 1 0 1 1 0 0 1 1 0 1 1 0 1 0 0 1 0 1 0 1 1 0 0 1 0 0 1 0 1 1 1 0 1 0 0 1 0 1 1 1 0 1 0 1 0 0 0 1 1 0 0 0 1 0 1 0 0 1 0 1 0 1 1 0 1 0 0 1 0 1 1 0 0 1 1 0 1 0 1 0 1 1 0 1 0 1 0 0 0 1 1 0 0 1 0 1 0 1 0 1 0 0 1 0 1 1 1 0 1 1 1 1 0 1 1 0 0 1 1 0 1 1 0 1 0 0 1 0 1 1 0 0 0 1 0 1 1 1 0 1 0 0 1 0 1 1 1 0 1 0 1 0 0 0 1 1 0 1 0 1 0 1 0 1 0 0 1 0 1 0 1 1 0 1 0 0 1 0 1 1 0 0 1 1 0 1 1 0 1 0 1 0 0 0 1 1 0 0 1 0 1 0 1 0 1 0 0 1 0 1 1 1 1 0 1 1 1 1 0 1 1 0 0 1 1 0 1 1 0 1 0 0 1 0 1 0 1 1 1 0 1 0 1 0 0 0 1 1 0 0 1 0 1 0 1 0 1 0 0 1 0 1 0 0 1 0 1 1 1 0 1 0 0 1 0 1 1 1 0 1 0 1 0 0 0 1 1 0 0 0 1 0 1 0 0 1 0 1 0 1 1 0 1 0 0 1 0 1 1 0 0 1 1 0 1 1 1 0 1 0 1 0 0 0 1 1 0 0 1 0 1 0 1 0 1 0 0 1 0 1 0 1 0 1 1 1 1 0 1 1 0 0 1 1 0 1 1 0 1 0 0 1 0 1 0 1 0 0 1 0 1 1 1 0 1 0 0 1 0 1 1 1 0 1 0 1 0 0 0 1 1 0 1 0 1 0 0 1 0 1 0 1 1 0 1 0 0 1 0 1 1 0 0 1 1 0 0 1 1 1 0 1 0 1 0 0 0 1 1 0 0 1 0 1 0 1 0 1 0 0 1 0 1 1 0 1 1 1 1 0 1 1 0 0 1 1 0 1 1 0 1 0 0 1 0 1 0 1 1 1 0 1 1 1 1 0 1 1 0 0 1 1 0 1 1 0 1 0 0 1 0 1 0 1 1 0 1 0 1 0 0 0 0 1 0 1 1 1 0 1 0 0 1 0 1 1 1 0 1 0 1 0 0 0 1 1 0 1 0 1 1 0 1 1 0 1 0 1 0 1 0 0 1 0 1 0 1 1 0 1 0 0 1 0 1 1 0 0 1 1 0 0 1 1 0 1 1 1 0 1 0 1 0 0 0 1 1 0 0 1 0 1 0 1 0 1 0 0 1 0 1 0 0 1 0 1 1 1 0 1 0 0 1 0 1 1 1 0 1 0 1 0 0 0 1 0 1 0 1 1 1 1 0 1 1 0 0 1 1 0 1 1 0 1 0 0 1 0 1 0 1 0 1 0 1 0 0 1 0 1 0 1 1 0 1 0 0 1 0 1 1 0 0 1 1 0 1 0 0 1 0 1 1 1 0 1 0 0 1 0 1 1 1 0 1 0 1 0 0 0 1 1 0 1 0 0 0 1 0 1 1 1 0 1 0 0 1 0 1 1 1 0 1 0 1 0 0 0 1 1 0 0 1 0 1 1 1 0 1 0 0 1 0 1 1 1 0 1 0 1 0 0 0 1 1 0 1 0 0 1 1 0 1 0 0 0 1 0 1 1 1 0 1 0 0 1 0 1 1 1 0 1 0 1 0 0 0 1 1 0 1 0 0 1 0 0 1 1 0 1 0 1 0 1 0 0 1 0 1 0 1 1 0 1 0 0 1 0 1 1 0 0 1 1 1 1 1 0 1 0 1 0 0 0 1 1 0 0 1 0 1 0 1 0 1 0 0 1 0 0 0 0 1 0 1 1 1 0 1 0 0 1 0 1 1 1 0 1 0 1 0 0 0 1 1 0 0 0 0 1 0 1 1 1 0 1 0 0 1 0 1 1 1 0 1 0 1 0 0 0 1 1 0 1 0 1 0 0 1 0 1 0 1 1 0 1 0 0 1 0 1 1 0 1 1 1 0 0 0 1 0 0 1 0 1 1 1 0 1 0 0 1 0 1 1 1 0 1 0 1 0 0 0 1 1 0 0 1 0 1 0 0 1 0 1 0 1 1 0 1 0 0 1 0 1 1 0 0 1 1 0 1 1 1 0 0 1 0 1 0 1 0 0 1 0 1 0 1 1 0 1 0 0 1 0 1 0 1 1 0 0 1 1 1 0 1 1 0 1 1 0 1 0 1 0 0 0 1 1 0 0 1 0 1 0 1 0 1 0 0 1 0 1 0 1 1 0 0 1 0 1 1 0 1 0 1 0 0 0 1 1 0 0 1 0 1 0 1 0 1 0 0 1 0 1 1 0 1 1 0 1 0 1 0 1 0 0 0 1 0 1 1 1 0 1 0 0 1 0 1 1 1 0 1 0 1 0 0 0 1 1 0 0 1 1 0 1 0 1 1 0 0 1 0 1 0 0 1 0 1 0 1 1 0 1 0 0 1 0 1 1 0 0 1 1 0 0 1 0 1 1 1 1 0 1 0 1 0 0 0 1 1 0 0 1 0 1 0 1 0 1 0 0 1 0 1 0 0 1 1 0 1 0 1 0 1 1 1 1 0 1 1 0 0 1 1 0 1 1 0 1 0 0 1 0 1 0 1 0 0 1 1 0 1 0 1 1 0 0 1 0 1 1 1 0 1 0 0 1 0 1 1 1 0 1 0 1 0 0 0 1 1 0 0 1 0 1 1 0 1 0 1 0 1 0 0 1 0 1 0 1 1 0 1 0 0 1 0 1 1 0 0 1 1 0 0 1 0 1 1 0 1 0 1 0 0 0 1 1 0 0 1 0 1 0 1 0 1 0 0 1 0 1 0 1 1 0 1 1 1 1 0 1 1 0 0 1 1 0 1 1 0 1 0 0 1 0 1 0 1 1 0 1 0 1 0 0 0 0 1 0 1 1 1 0 1 0 0 1 0 1 1 1 0 1 0 1 0 0 0 1 1 0 1 0 1 1 0 1 1 0 1 0 1 0 1 0 0 1 0 1 0 1 1 0 1 0 0 1 0 1 1 0 0 1 1 0 0 1 1 0 1 0 0 1 0 1 1 1 0 1 0 0 1 0 1 1 1 0 1 0 1 0 0 0 1 1 0 1 0 0 1 1 0 1 0 0 0 1 0 1 1 1 0 1 0 0 1 0 1 1 1 0 1 0 1 0 0 0 1 1 0 1 0 0 1 0 0 1 1 0 1 0 1 0 1 0 0 1 0 1 0 1 1 0 1 0 0 1 0 1 1 0 0 1 1 0 1 1 1 0 0 1 0 1 0 1 0 0 1 0 1 0 1 1 0 1 0 0 1 0 1 0 1 1 0 0 1 1 1 0 1 1 0 1 1 0 1 0 1 0 0 0 1 1 0 0 1 0 1 0 1 0 1 0 0 1 0 1 0 1 1 0 0 1 0 1 1 0 1 0 1 0 0 0 1 1 0 0 1 0 1 0 1 0 1 0 0 1 0 1 1 0 1 1 0 1 0 1 0 1 0 1 0 1 1 1 1 0 1 1 0 0 1 1 0 1 1 0 1 0 0 1 0 1 0 0 1 0 0 1 0 1 1 1 0 1 0 0 1 0 1 1 1 0 1 0 1 0 0 0 1 1 0 0 0 1 0 1 0 0 1 0 1 0 1 1 0 1 0 0 1 0 1 1 0 0 1 1 0 1 1 1 0 1 0 1 0 0 0 1 1 0 0 1 0 1 0 1 0 1 0 0 1 0 1 0 1 1 0 1 0 1 0 0 0 1 1 0 0 1 0 1 0 1 0 1 0 0 1 0 1 1 0 1 1 1 1 0 1 1 0 0 1 1 0 1 1 0 1 0 0 1 0 1 0 1 1
  4. 4. Sub UniquePostsRead() For k = 1 To MaxUser Step 1 RowCount = Range("A1").CurrentRegion.Rows.Count For w = 1 to MaxWeek Step 1 StartTime = Sheets("Week").Cells(w + 1, 2) EndTime = Sheets("Week").Cells(w + 1, 3) PostNum = 0 PostsIndex = 0 Do While Cells(i, datestamp) <= EndTime And i <= RowCount If Cells(i, Source) = “Read" Then If Cells(i, Message_Author) <> Val(ActiveSheet.Name) And Cells(i, Scan) <> "X" Then flag = 0 For j = 1 To PostsIndex Step 1 If Posts(j) = Cells(i, Message_Id) Then flag = 1 j = PostsIndex End If Next j If flag = 0 Then PostsIndex = PostsIndex + 1 Posts(PostsIndex) = Cells(i, Message_Id) End If End If End If Sheets(“Stats").Cells(Line, 22) = PostsIndex Next w Next k End Sub PercentPostsRead =SUniquePostsRead TotalPostNumber
  5. 5. Image Credit: Joshua Rothass via Flickr (CC BY 2.0), adapted
  6. 6. Image Credit: US Department of Education via Flickr (CC BY 2.0), adapted
  7. 7. Image Credit: MoDOT Photos via Flickr (CC BY 2.0)
  8. 8. THE COLLECTION AND ANALYSIS OF DATA TRACES RELATED TO LEARNING IN ORDER TO INFORM AND IMPROVE THE PROCESS AND/OR ITS OUTCOMES ( S I E M E N S E T A L . , 2 0 1 1 ) LEARNING ANALYTICS
  9. 9. “[LEARNING] ANALYTICS EXIST AS PART OF A SOCIO- TECHNICAL SYSTEM WHERE HUMAN DECISION-MAKING AND CONSEQUENT ACTIONS ARE AS MUCH A PART OF ANY SUCCESSFUL ANALYTICS SOLUTION AS THE TECHNICAL COMPONENTS” V A N H A R M E L E N & W O R K M A N ( 2 0 1 2 ) LEARNING ANALYTICS
  10. 10. Image Credit: Christopher Sessums via Flickr (CC BY 2.0), adapted
  11. 11. Image Credit: Christopher Sessums via Flickr (CC BY 2.0), adapted
  12. 12. I T ’ S A L S O N O T J U S T A B O U T IF L E A R N I N G A N A LY T I C S A R E U S E D B U T HOW T H E Y A R E U S E D T H AT M AT T E R S ...
  13. 13. W H AT OPPORTUNITY D O YO U S E E ? W H AT PROBLEM A R E YO U T R Y I N G T O S O LV E ?
  14. 14. L E A R N I N G A N A LY T I C S & L E A R N I N G D E S I G N S Y N E R G Y # 1 COLLECT SMARTER DATA
  15. 15. DATA MINING Image Credit: Scott Clark via Flickr (CC BY 2.0), adapted
  16. 16. DATA GEOLOGY Image Credit: APS Museum via Flickr (CC BY 2.0), adapted ( S H A F F E R , 2 0 1 3 )
  17. 17. DATA ARCHEOLOGY Image Credit: Pedro Szekely via Flickr (CC BY 2.0), adapted ( W I S E , 2 0 1 4 )
  18. 18. L E A R N I N G A N A LY T I C S & L E A R N I N G D E S I G N S Y N E R G Y # 2 IDENTIFY CRITICAL PAT TERNS
  19. 19. StatMed’13 StatMed’14 StatLearn YBW PSY Course Subject Learning Process Question Words Connectors Existence/Condition Course TasksQuality/Quantity Effort / Action People Appreciation/Greeting 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Content - Related NonContent - Related Numberoffeatures Content-Related Discussion Posts Non-Content-Related Discussion Posts
  20. 20. StatMed’13 StatMed’14 StatLearn YBW PSY Course Subject Learning Process Question Words Connectors Existence/Condition Course TasksQuality/Quantity Effort / Action People Appreciation/Greeting 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Content - Related NonContent - Related Numberoffeatures Content-Related Discussion Posts Non-Content-Related Discussion Posts E.g. “can” “does” “why” “how” “which “and” “of” “than” “is” E.g. “answer” “exam” “course” “lecture” “thank” “good” “I” “my”
  21. 21. Adding a linguistic filter to the discussion forums would let students and instructors focus on only content-related discussion when they wanted to. This could reduce the number of threads to look at by HALF and increase the hit rate from ~40% to 80%.
  22. 22. L E A R N I N G A N A LY T I C S & L E A R N I N G D E S I G N S Y N E R G Y # 3 CHECK ASSUMPTIONS
  23. 23. E X P E C T E D I N T E R A C T I V E D I S C U S S I O N P A T T E R N ( B A S E O N B L E N D E D C L A S S ) A C T U A L D I S C U S S I O N P A T T E R N F O R F U L L Y O N L I N E C O U R S E F R O M B R O O K S , G R E E R & G U T W I N ( 2 0 1 4 ) T H E D A T A - A S S I S T E D A P P R O A C H T O B U I L D I N G I N T E L L I G E N T T E C H N O L O G Y E N H A N C E D L E A R N I N G E N V I R O N M E N T S .
  24. 24. Image Credit: Pedro Figueiredo via Flickr (CC BY 2.0), adapted O N E S I Z E D O E S N ’ T F I T A L L
  25. 25. MORE IS BETTER ? Image Credit: Torley via Flickr (CC BY 2.0)
  26. 26. L E A R N I N G A N A LY T I C S & L E A R N I N G D E S I G N S Y N E R G Y # 4 GUIDE INSTRUCTOR INQUIRY
  27. 27. Image Credit: Nicolas Raymond’s Grunge Warning Sign via Flickr (CC BY 2.0), adapted FROM ANALYTICS-DRIVEN INTERVENTION TO ANALYTICS-INFORMED IMPROVEMENTS
  28. 28. FROM ANALYTICS-DRIVEN INTERVENTION A A’ A A’’ POINT-IN-TIME INTERRUPTIONS TO ADDRESS PROBLEMS PRODUCTIVE ONGOING ADJUSTMENTS TO TEACHING & LEARNING TO ANALYTICS-INFORMED IMPROVEMENTS
  29. 29. Starburst A Graphical Discussion Forum with Embedded Analytics
  30. 30. What are your goals for this activity? What data would help you know if they are being achieved?
  31. 31. L E A R N I N G A N A LY T I C S & L E A R N I N G D E S I G N S Y N E R G Y # 5 SUPPORT STUDENT SELF-REGULATION
  32. 32. Starburst A Graphical Discussion Forum with Embedded Analytics
  33. 33. Starburst A Graphical Discussion Forum with Embedded & Extracted Analytics Metric Your Data (Week X) Class Average (Week X) % of posts read 72% 87% % of real reads 41% 66% Av. length of real reads 2.37m 4.12m #of reviews of own posts 22 13 #of reviews of others’ posts 8 112
  34. 34. Learning Analytics & Learning Activities Grounding Goal Setting Reflection
  35. 35. INTEGRATING STUDENT USE OF ANALYTICS AS PART OF LEARNING PRACTICES IN A PRINCIPLED WAY OFFERS EXCITING OPPORTUNITIES TO HELP STUDENTS BECOME PURPOSEFUL ABOUT THEIR LEARNING BASED ON DATA- INFORMED DECISIONS
  36. 36. S U M M A R Y O F ( J U S T S O M E ) S Y N E R G I E S B E T W E E N L E A R N I N G A N A L Y T I C S & L E A R N I N G D E S I G N - C O L L E C T S M A R T E R D A T A - C H E C K A S S U M P T I O N S - I D E N T I F Y C R I T I C A L P A T T E R N S - G U I D E I N S T R U C T O R I N Q U I R Y - S T U D E N T S E L F - R E G U L A T I O N
  37. 37. S O M E T H I N G S T O K E E P I N M I N D C H A L L E N G E S O F B O T H I N T E R P R E TA T I O N & A C T I O N P R I N C I P L E S O F C O O R D I N A T I O N , C O M P A R I S O N & C U S T O M I Z A T I O N
  38. 38. F O R F U R T H E R R E A D I N G Wise, A. F. & & Vysatek, J. M. (in review). Learning analytics implementation design. Handbook of learning analytics and educational data mining. Brooks, C., Greer, J. & Gutwin, C. (2014). The data-assisted approach to building intelligent technology enhanced learning environments. In J. Larusson & B. White Eds. Learning analytics: From research to practice (pp123-156). NY: Springer. Marbouti, F., & Wise, A. F. (2016). Starburst: a new graphical interface to support purposeful attention to others’ posts in online discussions. Educational Technology Research and Development, 64(1), 87-113. Winne, P. H., & Hadwin, A. F. (2013). nStudy: Tracing and supporting self-regulated learning in the Internet. In The international handbook of metacognition and learning technologies (pp. 293-308). Springer New York. Wise, A. F., Cui, Y. & Vysatek, J. M. (in press). Bringing order to chaos in MOOC discussion forums with content-related thread identification. To appear in the Proceeding of the International Conference on Learning Analytics and Knowledge.
  39. 39. E V E N F U R T H E R R E A D I N G Lockyer, L., Heathcote, E., & Dawson, S. (2013). Informing pedagogical action: Aligning learning analytics with learning design. American Behavioral Scientist, 57(10), 1439-1459. Persico, D., & Pozzi, F. (2015). Informing learning design with learning analytics to improve teacher inquiry. British Journal of Educational Technology, 46(2), 230-248. van Leeuwen, A. (2015). Learning analytics to support teachers during synchronous CSCL: balancing between overview and overload. Journal of Learning Analytics, 2(2), 138-162. Wise, A. F. Vysatek, J. M., Hausknecht, S. N. & Zhao, Y. (in press). Developing learning analytics design knowledge in the “middle space”: The student tuning model and align design framework for learning analytics use. To appear in Online Learning. Wise, A. F., Zhao, Y. & Hausknecht, S. N. (2014). Learning analytics for online discussions: Embedded and extracted approaches. Journal of Learning Analytics, 1(2), 48-71.
  40. 40. Creating Data-Informed Learning Environments Synergies for Learning Analytics & Learning Design Alyssa Wise Ed | Tech | Learn | Design Simon Fraser University Image Credit: Billie Grace Ward’s Trammell's LED matrix cube via Flickr (CC BY 2.0), adapted

×