The future of Learning AnalyticsWat is haalbaar en wat is wenselijk?

Hendrik Drachsler| Open UniversiteitOnderwijsdagen 2015| 11 November 2015

#laceproject, #owd2015, @hdrachsler

The future of Learning AnalyticsWat is haalbaar en wat is wenselijk?

Hendrik Drachsler| Open UniversiteitOnderwijsdagen 2015| 11 November 2015

#laceproject, #owd2015, @hdrachsler

Doug Clow, Open University, UK @dougclow

The LACE project

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K12 Workplace

HEI Community-building through events & communication channels/social media(cross-disciplinary HEI, K12, Workplace)

Technology transfer & best practice

Organized 22 events, and contributed to 33(tutorials, workshops, conferences, etc.

Dé Onderwijsdagen, 11 November 2015

European support action aimed at integrate communities working on LA from schools, workplace and universities

LACE Goals and objectives

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• Objective 1 – Promote knowledge creation and exchange

• Objective 2 – Increase the evidence base

• Objective 3 – Contribute to the definition of future directions

• Objective 4 – Build consensus on interoperability and data sharing

Dé Onderwijsdagen, 11 November 2015

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Why envisioning the future of learning analytics We are interested in indications of

the future of learning analytics: To provide guidance for policy

makers To help coordinate research

We have described 9 possible futures of learning analytics (visions) Conceivable with current

technology, but challenging in their implications

Developed and winnowed down within the project

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We are carrying out a 'policy Delphi' To solicit informed judgments on the future of

learning analytics, in order to understand The underlying trends The opinions of stakeholders from different areas

The visions are of interest in themselves, but their main purpose is as a tool for eliciting and thinking about beliefs about The trends which are driving learning analytics The implications of those trends

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Today's workshop Share the visions:

https://goo.gl/Elsx3x

The main purpose is to generate enlightening conversations on The current trends in learning analytics Where those trends are leading to

We would also like to include the points from your conclusions in the wider study. All contributions will be anonymous

Three stages of the workshop

Stage 1: Short presentation of a vision (Doug) Stage 2: Rate Vision on (Audience)

1. ‘haalbaar’ =‘feasible’ 2. ‘wenselijk’ = ‘desirable’ By raising your hands!

Stage 3: Capture some comments on each Vision Miriam Brand will take notes on rating results per vision

and write down comments

In total 5 minutes per Vision, let’s see how far we get !!!

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Vision 1: 2025, LA are essential tools for educational management

Pic by: Janneke Staaks, https://www.flickr.com/photos/jannekestaaks/14204590229/

• A wide range of data about learner behaviour is used

• This generates good quality, real-time predictions about likely study success

• Learners, teachers, managers and policymakers have access to live information

• You don’t have to wait to see if a course is booming or failing

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Vision 2: 2025, LA analytics support self-directed autonomous learning

Pic by: SparkFun, https://www.flickr.com/photos/sparkfun/4536382170/

• No Curricula anymore• Students create study

groups that decide their learning goals and how to achieve these

• Analytics support info exchange and group collaborations

• Teachers become MENTORS • Formative assessment is

used to guide future progress towards learning goals

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Vision 3: 2025, analytics are rarely used in education

Pic by: Tara Hunt, https://www.flickr.com/photos/missrogue/94403705

• Courses that are automated by analytics are seen as inferior

• Learners have realised that they can game the system

• There have been major leaks and misuse of sensitive personal data

• All use of data for educational purposes has to be approved not only by the learner but also by new inspectorates.

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Vision 4: 2025, classrooms monitor the physical environment to support learning and teaching

Pic by: SparkFun, https://www.flickr.com/photos/sparkfun/4536382170/

• Furniture, pens, writing pads – almost any tool used during learning – can be fitted with sensors.

• Cameras monitor movements, and record exactly how learners work with and manipulate objects.

• Information is used to monitor learners’ progress.

• Teachers are alerted to signs of individual learner’s boredom, confusion, and deviation from task.

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Vision 5: 2025, most teaching is delegated to computers

Pic by: Charis Tsevis, https://farm6.staticflickr.com/5215/5470451264_c0612f2102_z_d.jpg

• Development of enormous datasets containing information about hundreds of thousands of learners

• It is possible to provide reliable evidence-based recommendations about the most successful routes to learning

• Recommendations are better informed and more reliable than by even the best-trained humans

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Vision 6: 2025, personal data tracking supports learning

Pic by: SparkFun, https://www.flickr.com/photos/sparkfun/4536382170/

• Sensors gather personal information about factors such as posture, attention, rest, stress, blood sugar, and metabolic rate.

• This data helps people to master skills as swimming, driving, and passing examinations

• Programmes using this data to optimise learning for different ages and courses

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Vision 7: 2025, individuals control their own data

Pic by: Gideon Burton, https://www.flickr.com/photos/wakingtiger/3157622608

• People are aware of the importance and value of their data.

• Learners control the type and quantity of personal data that they share, and with whom they share it

• If they do not engage with these tools, then no data is shared and no benefits gained.

• Most educational institutions run campaigns to raise awareness of the risks and exposure of data

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Provide your ideas for the Future! Don’t forget to share the

Visions with your colleges or friends

We are keen on getting as many replies to make a rich judgment how the future will look like

You can find the Visions here: https://goo.gl/Elsx3x

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“The future of Learning Analytics” by Hendrik Drachsler, OU NL, and Doug Clow, OU UK, was presented at the Onderwijsdagen 2015 in Rotterdam, Netherlands 11 November, 2015.

@dougclowdougclow.orgdoug.clow@open.ac.uk

This work was undertaken as part of the LACE Project, supported by the European Commission Seventh Framework Programme, grant 619424.

www.laceproject.eu@laceproject