Recently the TU Delft Executive Board approved a policy document on learning analytics. This policy document is about learning analytics at TU Delft and is comprised of a vision on the topic, a policy framework with directional statements, and an overview of recommended next steps for the introduction of learning analytics at TU Delft.
Tthe field of learning analytics is still developing and will be in the coming years. This makes it difficult to predict how exactly TU Delft will be using learning analytics in a few years. Learning analytics policies must therefore take into account the dynamics in the field – we do not know what is possible in the future; but at the same time offer guidance – we know what we do not want.
Charles Lang, George Siemens, Alyssa Wise, Dragan Gašević have edited an extensive handbook on Learning Analytics. The Handbook of Learning Analytics is designed to meet the needs of a new and growing field. It aims to balance rigor, quality, open access and breadth of appeal and was devised to be an introduction to the current state of research. The Handbook is a snapshot of the field in 2017 and features a range of prominent authors from the learning analytics and educational data mining research communities.
The book is 356 pages. What is really great is that it is openly licensed, although the ND is quiet restrictive.
Charles Lang, George Siemens, Alyssa Wise, Dragan Gašević (ed). The Handbook of Learning Analytics. ISBN: 978-0-9952408-0-3. DOI: 10.18608/hla17
Drawing on eleven case studies, we examine why institutions are deploying learning analytics, and what the benefits are for learners. We also discuss the main data sources being drawn upon by institutions and the technical architecture required.
The emphasis of the report is on investigating the evidence for learning analytics: what impact is it having, and to what extent can the algorithms actually predict academic success? We also look at how institutions are carrying out interventions to attempt to retain students at risk, and provide better support for all students as they progress through their studies.
The report clearly defines 4 different contributions Learning Analytics can bring:
As a tool for quality assurance and quality improvement Learning Analytics can give lecturers much more insight in the effectiveness of their courses, information on improvements they can make and contribute to the quality assurance process.
As a tool for boosting retention rates Learning analytics can provide students with an opportunity to take control of their own learning, give them a better idea of their current performance in real-time and help them to make informed choices about what to study.
As a tool for assessing and acting upon differential outcomes among the student population Learning Analytics can provide valuable insights in making education more inclusive for minority groups.
As an enabler for the development and introduction of adaptive learning personalised learning delivered at scale, whereby students are directed to learning materials on the basis of their previous interactions with, and understanding of, related content and tasks.
I agree with the authors that learning analytics has the potential to transform the way we measure impact and outcomes in learning environments. The field of Learning Analytics is developing quickly, also driven by the research in MOOCs. Further investment in LA will lead to better outcomes for students, universities and wider society.
SURF has published a report about the Grand Challenges Learning Analytics & Open & Online Education, unfortunately the report is in Dutch. This report describes the possibilities of Learning Analytics in the field of Open and Online Education and what are the biggest challenges. Per challenges the 6 experts did a literature review and decided on what are the questions that have to be answered, are there national or international examples and what needs more research.
The six experts that contributed to this report are:
Alan Berg, Program Manager Learning Analytics UvA, University of Amsterdam, Community Officer Apereo Learning Analytics Initiative
Dr. Maartje van den Bogaard, educational advisor and researcher University of Leiden
Dr. Hendrik Drachsler, Chairing Research Group on Learning Analytics, Leading FP7 project Learning Analytics Community Exchange (LACEproject.eu)
Drs. Renée Filius, programme manager Elevate University of Utrecht Medical Centre.
Drs. Jocelyn Manderveld, project manager SURFnet
Dr.ir. Robert Schuwer, lector OER, Fontys Hogeschool ICT
The five challenges these experts identified are:
What possiblities does Learning Analytics offer as accelerator of (design of) learning?
What are the requirements of a dashboard for instructors?
What can learning analytics contribute to the searchability of open educational resources?
What are the privacy and ethical issues in using learning analytics in open and online education?
What kind of infrastructure is needed to start with learning analytics in open and online education within your institution?
The report gives a good overview of the current state of learning analytics and gives good insight in the challenges we face. Off course you can debate if these challenges are really the biggest challenges. One of the questions I got was why a dashboard for instructors and not for learners?
New Media Consortium (NMC) and EDUCAUSE Learning Initiative (ELI) recently released the NMC Horizon Report > 2014 Higher Education Edition. This eleventh edition describes annual findings from the NMC Horizon Project, an ongoing research project designed to identify and describe emerging technologies likely to have an impact on learning, teaching, and creative inquiry in education. They’ve also released this video summary:
Interest is to see the developments NMC Horizon has identified over the last couple of years:
The six trends featured in the report were selected by the project’s expert panel in a series of Delphi-based voting cycles, each followed by an additional round of desktop research and discussions:
Fast Trends: Driving changes in higher education over the next one to two years
Growing Ubiquity of Social Media For educational institutions, social media enables twoway dialogues between students, prospective students, educators, and the institution that are less formal than with other media. As social networks continue to flourish, educators are using them as professional communities of practice, as learning communities, and as a platform to share interesting stories about topics students are studying in class. Understanding how social media can be leveraged for social learning is a key skill for teachers, and teacher training programs are increasingly being expected to include this skill.
Integration of Online, Hybrid, and Collaborative Learning Education paradigms are shifting to include more online learning, blended and hybrid learning, and collaborative models. Students already spend much of their free time on the Internet, learning and exchanging new information. Institutions that embrace face-to-face, online, and hybrid learning models have the potential to leverage the online skills learners have already developed independent of academia. Online learning environments can offer different affordances than physical campuses, including opportunities for increased collaboration while equipping students with stronger digital skills. Hybrid models, when designed and implemented successfully, enable students to travel to campus for some activities, while using the network for others, taking advantage of the best of both environments.
Mid-Range Trends: Driving changes in higher education within three to five years
Rise of Data-Driven Learning and Assessment In online environments especially, students and professors are generating a large amount of learning-related data that could inform decisions and the learning process, but work remains on structuring appropriate policies to protect student privacy.
Shift from Students as Consumers to Students as Creators A shift is taking place in the focus of pedagogical practice on university campuses all over the world as students across a wide variety of disciplines are learning by making and creating rather than from the simple consumption of content. Creativity, as illustrated by the growth of user-generated videos, maker communities, and crowdfunded projects in the past couple years, is increasingly the means for active, hands-on learning. University departments in areas that have not traditionally had lab or hands-on components are shifting to incorporate hands-on learning experiences as an integral part of the curriculum. Courses and degree plans across all disciplines at institutions are in the process of changing to reflect the importance of media creation, design, and entrepreneurship.
Long-Range Trends: Driving changes in higher education in five or more years
Agile Approaches to Change There is a growing consensus among many higher education thought leaders that institutional leadership and curricula could benefit from agile startup models. Educators are working to develop new approaches and programs based on these models that stimulate top-down change and can be implemented across a broad range of institutional settings.
Evolution of Online Learning Over the past several years, there has been a shift in the perception of online learning to the point where it is seen as a viable alternative to some forms of face-to-face learning. The value that online learning offers is now well understood, with flexibility, ease of access, and the integration of sophisticated multimedia and technologies chief among the list of appeals. Recent developments in business models are upping the ante of innovation in these digital environments, which are now widely considered to be ripe for new ideas, services, and products. While growing steadily, this trend is still a number of years away from its maximum impact. Progress in learning analytics, adaptive learning, and a combination of cutting-edge asynchronous and synchronous tools will continue to advance the state of online learning and keep it compelling, though many of these are still the subjects of experiments and research by online learning providers and higher education institutions.
Onder learning analytics vallen alle analyses en onderzoeken die zich bezighouden met “het meten, verzamelen, analyseren en rapporteren van data van studenten en hun omgeving met als doel het leren en de leeromgeving te begrijpen en te optimaliseren” (Siemens, 2011). In het onderwijs worden enorme hoeveelheden data gegenereerd die afkomstig zijn van studenten en docenten. De analyse van deze gegevens kan hogescholen en universiteiten onder meer inzicht verschaffen in: • het studiegedrag van studenten• de kwaliteit van het gebruikte onderwijsmateriaal• het gebruik van de digitale leer- en werkomgeving• de kwaliteit van toetsitems• de studievoortgangMet deze kennis kunnen instellingen interventies plegen om het onderwijs te verbeteren.
Gisteren vond het SurfAcademy seminar over MOOCs plaats. Toen wij enkele maanden geleden vanuit de SIG OER bedachten dat het wel een goed onderwerp voor een seminar zou zijn en we een programma hebben opgesteld, hadden wij niet verwacht dat er zo veel belangstelling voor het seminar zou zijn. Meer dan 100 mensen zaten in de zaal en ook online werd het door velen gevolgd.
CETIS has written nine papers about Learning Analytics. The CETIS Analytics Series explores a number of key issues around the potential strategic advantages and insights which the increased attention on, and use of, analytics is bringing to the education sector. Funded by Jisc, it is aimed primarily at managers and early adopters in Further and Higher Education who have a strategic role in developing the use of analytics in the following areas:
Whole Institutional Issues
Ethical and Legal Issues
Learning and Teaching
Technology and Infrastructure
The titles of the papers are:
Analytics; what is changing and why does it matter?
Analytics for the whole institution
Analytics for Learning and Teaching
Legal, Risk and Ethical Aspects of Analytics in Higher Education
What is Analytics? Definition and Essential Characteristics
Vandaag was de eerste dag van de Onderwijsdagen 2012. Voor het eerst vonden deze niet plaats in Utrecht, maar in het WTC in Rotterdam. Natuurlijk wist de NS hiervan en veroorzaakte ze meteen een storing tussen Utrecht en Rotterdam.
Op het programma stonden vandaag 5 presentaties van de TU Delft. Je zou bijna denken overkill ;-)
De blik vooruit!
Als eerste mocht de directeur onderwijs en secretaris van de universiteit Anka Mulder het congres openen met haar keynote. Hieronder haar presentatie, waarin zei een duidelijk beeld schets wat instellingen te wachten staat op het gebied van Open en Online Onderwijs.
Van OpenCourseWare naar Online Education
Vervolgens gingen Sofia Dopper en Gillian Saunders-Smits in op de stappen die de TU Delft op dit moment maken op het gebied van Online Onderwijs met de start van 3 online masters.
Zoals zij aangaven hebben wij absoluut nog niet alle antwoorden, maar wij hebben wel besloten dat we het gaan doen! Hieronder de presentatie:
Na de lunch presenteerde mijn collega Meta Keijzer-de Ruijter over een E-merge project dat zich richt op leermaterialen om docenten te ondersteunen bij digitaal toetsen. Natuurlijk doen ze dit open en wel via het wikiwijs-platform. Opvallen was dat veel vragen die ze kreeg gingen over wikiwijs en niet specifiek over het project. Gelukkig was Robert Schuwer in de zaal om deze vragen te beantwoorden. Hieronder de presentatie:
Parallel aan deze sessie presenteerde Ellen Zillig-Straatman over de resultaten van het MAIS-project. Hierbij was ik zelf niet aanwezig.
In deze sessie gaf Gillian Saunders-Smit in op peer review in de praktijk. Peer review is het beoordelen van elkaars werk door gelijken. Samen met Parantion ontwikkelde de TU Delft een digitale tool voor het afnemen van peer review binnen het programma Scorion. De tool is gelinkt aan onze Blackboard-omgeving.
6 jaar OpenCourseWare
Ter geruststelling op de tweede dag van het congres staat er maar 1 TU Delft-presentatie op het programma, die van mijzelf. Samen met Marja Verstelle en Wilfred Rubens zijn wij in gegaan op wat onze drie instellingen de afgelopen jaren hebben gedaan met OpenCourseWare en waar we nu mee door gaan.