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.

Workplace Learning Analytics for Facilitation in European Public Employment Services

4.803 Aufrufe

Veröffentlicht am

Describes Research and Development for Learning Analytics in Public Employment Services

Veröffentlicht in: Bildung
  • Als Erste(r) kommentieren

  • Gehören Sie zu den Ersten, denen das gefällt!

Workplace Learning Analytics for Facilitation in European Public Employment Services

  1. 1. Workplace Learning Analytics for Facilitation in European Public Employment Services Graham Attwell, Barbara Kieslinger, Oliver Blunk, Andreas Schmidt, Teresa Schaefer Markus Jelonek, Christine Kunzmann, Michael Prilla, Cyril Reynard Learning Analytics for Workplace and Professional Learning (LAforWork)
  2. 2. Scalable and cost-effective facilitation of professional identity transformation in public employment services
  3. 3. “ the measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs.” (SoLAR, 2011)
  4. 4. Developing and co-constructing ideas and practices for Learning Analytics related to social and informal learning in Public Service organisations focused on informal and work based learning
  5. 5. informal with little agreement of proxies for learning driven by demands of work tasks or intrinsic interests of the learner, by self-directed exploration and social exchange that is tightly connected to processes and the places of work practice based and not embedded into a specific and measurable pedagogical scenario Workplace learning:
  6. 6. Social Learning Analytics focuses on how learners build knowledge together in their cultural and social settings. In the context of online social learning, it takes into account both formal and informal educational environments, including networks and communities (Buckingham Shum, S., & Ferguson, R. (2012).)
  7. 7. social network analysis - interpersonal relations in social platforms discourse analytics - the use of language as a tool for knowledge negotiation and construction content analytics - particularly user-generated content disposition analytics - intrinsic motivation to learn is a defining feature of online social media, and lies at the heart of engaged learning, and innovation Tools for Social Learning Analytics include:
  8. 8. www.employid.eu Learning Analytics and EmployID 8
  9. 9. Supporting the resourceful learner, (self-)reflection and self- efficacy as core competences for their professional identity transformation
  10. 10. Regulated by strict data protection and privacy aspects, power relations and hierarchies come into play full transparency might either be hindered by existing structures or raise expectations that are not covered by existing organisations' structures and processes implications for career development and promotion access to data, links to existing appraisal systems or analytics for individual reflection only? Learning Analytics in Public Employment Services:
  11. 11. Learning Analytics in practice in EmployID Self-assessment questionnaire Reflective Communities Network Maps Karma Points Reflection Analytics Content Coding and Analysis Dynamic Social Network Analysis
  12. 12. www.employid.eu Mixed Method approach for evaluation
  13. 13. www.employid.eu OBJECTIVES •Understand the impact of EmployID interventions on identity transformation factors •Provide a tool for evaluation (e.g. MOOC2) and/or self-reflection (e.g. Reflective Community Platform) •Indicators of the self-assessment questionnaire • Cover success factors of identity transformation • Cover expectations from PES partners • Tested via cognitive pre-tests • Translation to Slovenian and back translation to English Self-Assessment questionnaire
  14. 14. www.employid.eu Frequency and importance of activities supporting Identity Transformation processes Category Item in self-assessment questionnaire Facilitation Skill Catalogue Individual development Learning new skills 
 Reflecting past activities Staying positive in difficult situations Self-reflection competence Resilience Emotional development Being aware of one’s own 
 and colleagues’ feelings Emotional consciousness/ awareness Practical development Seeking opportunities for improvement Adopting changes to work practices Growing mind-set Practical development Relational development Asking questions that support solution finding Asking for feedback Discussing solutions Actively listening/reading Powerful questioning Reflective questioning Problem solving Active listening Self-assessment questionnaire Items + questions about attitudes on reflective & collaborative learning at the workplace
  15. 15. www.employid.eu • Visualisation of distance travelled as a tool for learners‘ self- reflection Visualisation of distance travelled t1 t2 t3 t4 t1 t2 t3 t4
  16. 16. www.employid.eu Objective: Understanding identity transformation and facilitation in our tools and interventions •Identify aspects of Professional Identity Transformation Inductive coding and mapping with success factors of Professional Identity Transformation •Analyse the involvement of PES practitioners in different phases of reflection: 
 Deductive coding, usage of the coding scheme developed by Prilla et al. (2015) •Identify facilitation activities of PES practitioners in our tools: 
 Deductive coding, elaboration and usage of a coding scheme for facilitation (based on Hyland 2012) Content coding Basis for semi-automated content coding
  17. 17. www.employid.eu Reflection Analytics 
 Early Developments 17
  18. 18. www.employid.eu Learning Analytics
 Dynamic Social Nework Analysis This approach combine Social Network Analysis and Content Analysis in an evolving environment in order to analyze the changing nature and discontinuities in a knowledge development and usage over time. Such a perspective would not only enable a greater understanding of knowledge development and maturing within communities of practice and organization's, but would allow further development and improvements to the (online) working and learning environment. Social Network Analysis (SNA) Content Analysis Dynamic Learning Social Analytics (DLSA) Time Scale
  19. 19. Thank you for watching www.pontydysgu.org

×