Designing Pedagogical Interventions to Support Student Use of Learning Analytics
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Designing Pedagogical Interventions to Support Student Use of Learning Analytics
- 1. D E S I G N I N G P E D A G O G I C A L I N T E R V E N T I O N S T O S U P P O R T S T U D E N T U S E O F L E A R N I N G A N A LY T I C S ALYSSA FRIEND WISE Supported by the Social Sciences and Humanities Research Council of Canada
- 2. L E A R N I N G A N A LY T I C S
- 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 = UniquePostsRead TotalPostNumber
- 8. IF LEARNING ANALYTICS ARE TO TRULY MAKE AN IMPACT ON UNIVERSITY TEACHING, AND LEARNING AND MAYBE EVEN REVOLUTIONIZE EDUCATION WE NEED TO CONSIDER AND DESIGN FOR WAYS IN WHICH THEY WILL IMPACT THE LARGER ACTIVITY PATTERNS OF INSTRUCTORS AND STUDENTS
- 10. S T U D E N T U S E O F L E A R N I N G A N A LY T I C S
- 11. WHY FOCUS ON STUDENTS AS LEARNING ANALYTICS USERS?
- 12. CHALLENGES & OPPORTUNITIES FOR STUDENTS AS LEARNING ANALYTICS USERS
- 14. LEARNING ANALYTICS LEARNING ANALYTICS INTERVENTIONS C A P T U R I N G A N D C A L C U L AT I N G M E A N I N G F U L T R A C E S O F L E A R N E R S ’ A C T I V I T Y A N D P R E S E N T I N G T H E M I N A U S E F U L F O R M S U P P O R T I N G I N T E R P R E TAT I O N A N D U S E O F T H E A N A LY T I C S I N D E C I S I O N M A K I N G T H R O U G H F R A M I N G T H E P R O C E S S T H R O U G H W H I C H L E A R N I N G A N A LY T I C S A R E TA K E N U P B Y P E O P L E A S PA R T O F S O M E L A R G E R E D U C AT I O N A L A C T I V I T Y
- 15. ( W H AT P O I N T S I N W H AT L E A R N I N G P R O C E S S E S , W / W H AT F R E Q ) ( W H AT Q U E S T I O N S A R E T H E Y A N S W E R I N G ) ( H O W S H O U L D I N F O B E I N T E R P R E T E D , U S E D I N T H I S C O N T E X T ) ( W H AT D O N E D I F F E R E N T LY, H O W D O A C T I V I T I E S F I T T O G E T H E R ) LOCALLY CONTEXTUALIZED QUESTIONS OF INTERPRETATION & ACTION
- 16. 1 G O A L 2 F O U N D AT I O N S 3 P R O C E S S E S 4 PRINCIPLES
- 18. INTEGRATION • MAKE THE USE OF LEARNING ANALYTICS AN ELEMENT OF THE LEARNING DESIGN • POSITION THE USE OF ANALYTICS AS AN INTEGRAL PART OF COURSE ACTIVITIES TIED TO GOALS AND EXPECTATIONS • PROVIDE A LOCAL CONTEXT FOR MAKING SENSE OF THE DATA
- 19. CONCEPTUAL QUESTIONS 1. GIVEN THE GOALS OF THE EDUCATIONAL ACTIVITY, WHAT METRICS ARE IMPORTANT TO FOCUS ON? 2. WHAT DO PRODUCTIVE AND UNPRODUCTIVE PATTERNS IN THESE METRICS LOOK LIKE?
- 20. PRACTICAL QUESTIONS 1. HOW TO MAKE THIS THREAD BETWEEN LEARNING GOALS, STUDENT ACTIONS AND ANALYTICS FEEDBACK CLEAR 2. HOW TO MAKE ANALYTICS USE PART OF COURSE ACTIVITY FLOW
- 22. Clear guidelines and discussion of – the purpose of engaging in online discussion – the instructor’s expectations for a productive process of engaging in online discussions – how the learning analytics provide indicators of this process GROUNDING articulating one’s ideas, being exposed to the ideas of others, negotiating differences in perspective attending deeply to a spectrum of others’ ideas, and contributing comments that are responsive and rationaled, percent of posts read introduced as a metric that has clear meaning in the context of the activity
- 23. Discussion Participation Guidelines Attending to Others Posts Broad Listening: Try to read as many posts as possible to consider everyone’s ideas in the discussion. This can help you examine and support your own ideas more deeply. However, when time is limited it is better to view a portion in depth, then everything superficially. Learning Analytics Guidelines Attending to Others’ Posts % of posts read The proportion of posts you read (not scanned) at least once. It is good to read as many posts as possible to consider everyone’s ideas in the discussion However, when time is limited it is better to view a portion in depth, then everything superficially. *The visual interface shows posts that you have viewed in blue and new ones in red to help you track this. GROUNDING
- 24. Discussion Participation Guidelines Attending to Others Posts Broad Listening: Try to read as many posts as possible to consider everyone’s ideas in the discussion. This can help you examine and support your own ideas more deeply. However, when time is limited it is better to view a portion in depth, then everything superficially. Learning Analytics Guidelines Attending to Others’ Posts % of posts read The proportion of posts you read (not scanned) at least once. It is good to read as many posts as possible to consider everyone’s ideas in the discussion However, when time is limited it is better to view a portion in depth, then everything superficially. *The visual interface shows posts that you have viewed in blue and new ones in red to help you track this. GROUNDING
- 26. THE CREEPY TEST
- 27. STUDENT AGENCY CAN GIVE STUDENTS THE OPPORTUNITY TO – ESTA B L I S H P E RS O N A L G OA L S FO R T H E AC T I V I T Y ( I N R E L AT I O N TO T H E G I V E N I N ST R U C T I O N A L G OA L S ) – H AV E ( S O M E ) AU T H O R I T Y I N I N T E R P R E T I N G W H AT T H E A N A LY T I C S SAY A B O U T T H E I R P RO G R ES S TOWA R D S T H E G OA L S – P ROV I D E H U M A N CO N T E X T TO T H E DATA – D EC I D E W H AT AC T I O N S TO TA K E A S A R ES U LT O F T H E I N FO R M AT I O N P ROVI D E D
- 28. Learning Analytics & Learning Activities Grounding Goal Setting Reflection
- 29. GOAL-SETTING • INDIVIDUAL GOAL-SETTING ALLOWS FOR MULTIPLE POSSIBLE PROFILES OF PRODUCTIVE ACTIVITY AND IMPROVEMENT (RATHER THAN A SINGLE PATH ALL MUST FOLLOW) • (SELF-SET) GOALS MOTIVATE LEARNERS TO PUT IN GREATER EFFORTS, SUPPORT SELF- MONITORING AND INCREASE COMMITMENT TO MEET CHALLENGES ENCOUNTERED
- 30. • Discussion guidelines present metrics as a starting point for consideration, not as absolute arbiters of engagement • Goal-setting is an explicit and structured part of the learning activity as students set weekly goals for engaging in the online discussions in an online reflection journal (in the LMS) S A M P L E S T U D E N T G O A L S “I aim to read all (most) posts *in the discussion+, and actively participate in two threads in addition to any I create” “Well, since I didn't hit last week’s goal really I *still+ need to do that, also keep the length *of my posts+ down and get more interactive with the other kids.” “As a goal for the next discussion, I will try to synthesize ideas from different thread areas” GOAL-SETTING
- 31. (DATA INFORMED) REFLECTION • KEY ELEMENT OF LEARNING ANALYTICS USE – CONNECTS THE INFORMATION TO THE CONTEXT TO GENERATE MEANING • DUAL DANGER OF OMNIPRESENT ANALYTICS – ABILITY TO REVIEW “ANYPLACE /ANYTIME” MEANS IT HAPPENS NOWHERE /NEVER – AT TENTION TO CONSTANTLY AVAILABLE METRICS DISTRACTS FROM ENGAGEMENT IN LEARNING
- 32. • Establish a rhythm for reflection – Weekly cycle of reviewing the analytics – Evaluate progress towards the goals – Assess when the goals themselves need to be updated or revised • Provide a dedicated space – Online reflective journal (private wiki in the LMS) – Supports examination of trajectory over time SAMPLE STUDENT REFLECTION “I found that I wanted the challenge of trying to up the % of overall posts that I reviewed each week. This also meant slowing down my reading since the data would not record a quick read of the information. The overall result was that I think I learned more and was able to get a broader sense of opinion concerning the readings.” REFLECTION
- 33. Learning Analytics & Learning Activities Grounding Goal Setting Reflection
- 34. DIALOGUE • SPACE OF NEGOTIATION AROUND THE INTERPRETATION OF THE ANALYTICS • ANALYTICS AS A START, NOT THE END – WHAT TO CHANGE IS NOT ALWAYS CLEAR – STUDENTS MAY NEED HELP TAKING ACTION • USE OF “NEUTRAL” DATA AS LEVERAGE
- 35. • Conversation between each student and the instructor about their participation, grounded in the analytics • Conducted thought the online reflective journal • Simultaneously creates an audience for the reflection and allows for feedback, suggestions etc. S A M P L E D I A L O G I C C O M M E N T S “This week I was out of town to renew my entry visa, so I went to the discussion forum later than usual, as a result, my role was mainly to build on others' comments or answer questions, studying more as a listener. Timing is very important for online discussion :) …I hope I could ...do better next week” “Despite your comment that you made fewer posts than in previous weeks I notice that you are still way above the class average. I'm curious to know your thoughts on this - especially in relation to your goal of wanting to focus more on quality rather than quantity.” DIALOGUE
- 36. REFERENCE FRAME • COMPARISON POINTS TO WHICH STUDENTS ORIENT WHEN THEY EXAMINE THEIR ANALYTICS – THEORETICAL PAT TERNS – PEER ACTIVITY – THEIR OWN PRIOR ACTIVITY
- 37. • Continually reminding students of theoretical patterns • Prompting reflection on individual progress and goals • Value and danger of comparisons to peers SAMPLE MENTIONS OF REFERENCE FRAMES “I was surprised to see that most of classmates checked the forum more than I did…I also did not expect that they referred [back to] their own post quite many times.” “Since all my numbers are below the average so that makes me feel, ‘Oh my gosh, I’m kind of jumping out of this class’ or something like that. It is kind of a little bit – sometimes depressing.” “Compared to the previous week, *my+ number of reviews of others’ posts has been hugely increased … and I did spend more time to read and understand others’ posts.” REFERENCE FRAME
- 38. Learning Analytics & Learning Activities Grounding Goal Setting Reflection
- 39. Integration (technological and pedagogical) made analytics use an coherent part of the learning process Students embraced their agency in setting goals and evaluating their progress, no “big brother” issues Reflection on data a powerful starting place, concrete and proximal goal-setting is harder, change happens slowly and can require support Reference frames were important for making sense of the data; reactions can be both cognitive and emotional Dialouge was powerful but presents challenges for scalability PILOT WORK
- 40. E M B E D D I N G S T U D E N T U S E O F A N A L Y T I C S A S P A R T O F L E A R N I N G P R A C T I C E S I N A P R I N C I P L E W A Y O F F E R S E X C I T I N G O P P O R T U N I T I E S T O H E L P S T U D E N T S T A K E C H A R G E O F T H E I R O W N L E A R N I N G B A S E D O N D A T A - I N F O R M E D D E C I S I O N S
- 41. All images used and adapted under a creative commons 2.0 attribution license (http://creativecommons.org/licenses/by/2.0/legalcode) english106/4398730100; joshuarothhaas/3126559973; departmentofed/9610345404; csessums/4781752262; daquellamanera/423150347; kb35/430976324; devdsp/6999839463 alyssa_wise@sfu.ca http://www.sfu.ca/~afw3/research/e-listening/ http://www.slideshare.net/alywise Supported by the Social Sciences and Humanities Research Council of Canada