Learning analytics
C’est quoi ?
Que voulez-vous ?
DKS – Au Château – Avril 2012
Google Analytics - pages
Analytics ?
Comparison of Analytics frameworks and models (Tanya Elias, 2011
Processes of
Learning
Analytics
(Elias).
Knowledge
Continuum
Five Steps of
Analytics
Web Analytics
Objectives
Collective
Applications
Model
Data
Capture
Define goals
Measure
Select
Capture
Select
Capture
Information
Report
Measure
Aggregate
Aggregate
Report
Knowledge
Predict
Measure
Process
Predict
Wisdom
Act
Refine
Use
Share
Display
Use
Refine
Share
Processus
Tanya Elias
Learning Analytics
George Siemens and Phil Long
Les composants du domaine
Drachsler and Greller
Le sepentelet de mer –
Le retour des ITS
Bienkowski et. al. 2012
Le modèle du CSCL
Soller, Amy, Alejandra Martinez, Patrick
Jermann, and Martin Muehlenbrock (2005).
From Mirroring to Guiding: A Review of State
of the Art Technology for Supporting
Collaborative Learning
Techniques et données
La procédure (roughly)
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Creating data for mining (optional) either automatically or manually by the users
Collecting data from many sources, e.g. log files or web contents
Aggregating, clustering, etc.
All sorts of relational analysis
Visualization of results (and raw data aggregations)
Types de données:
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social network analytics — interpersonal relationships define social platforms
discourse analytics — language is a primary tool for knowledge negotiation and construction
content analytics — user-generated content is one of the defining characteristics of Web 2.0
disposition analytics — intrinsic motivation to learn is a defining feature of online social media, and
lies at the heart of engaged learning, and innovation
context analytics — mobile computing is transforming access to both people and content.
Ferguson and Buckingham Shum (2012)'s
Social Learning Analytics
Les outils
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Peu !
LMS, workflow systems (LAMS)
Web analytics (Google Analytics etc.)
Outils data mining (difficiles !)
Widgets de type experience sampling et
dashboards
• Systèmes CSCL
• Bricolages wiki etc.
StatMediaWiki
Conclusion d’un papier EdMedia 12
• Systems that structure learning activities and contents in one way or
another usually include some kind of analytics. In addition, structured
environments provide per definition more structured information to the
participants.
• Asking the user is an easy strategy that can provide good information with
respect to learner’s own perceptions of their learning, their contributions
and their interactions.
• Student productions are key indicators for learning.
• Modern web technology allows inserting widgets into various online
environments. Widgets can “talk” to other services and therefore can be
used to create aggregating dashboards, e.g. for the teacher.
• Analytics are meant to be used by both learners and teachers.
• Analytics can provide various levels of assistance and insight: From
simple mirroring tools, to metacognitive tools to guiding systems (Soller et
al., 2005).
Conclusion d’un papier EdMedia 12
1) Productions
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tomorrow: (1) light-weight productions/portfolio system that also includes in a simple task management
system and a rubrics-based grading tool. (2) A tool like StatMediaWiki that provides visualizations for
content evolution.
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in the future: (1) A e-Framework-like service-oriented architecture based on PLEs (2) Web API-based
content and collaboration analytics for writing and discussion environments such as wikis, CMS and
Forums.
2) Interactions
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tomorrow: Collaboration diagrams for wikis that work across individual pages, categories of pages and
groups of participants. Collaboration diagrams for forums, e.g. tools that behave like SNAPP but work
across topics.
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in the future: Collaboration diagrams that work across systems. This may require the use of some
standardized digital identity like OpenId and will raise privacy issues.
3) Reflections
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tomorrow: Portable widgets like EnquiryBuilder with an (optional) server-side component that could be
run by the teacher or his organization.
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in the future: Reflection tools and analytics should be integrated in e-portfolio systems and personal
learning environments. Many learning institutions define institutional competence catalogues that could
be linked to students’ reflective activities. In addition, the learner should be able to add his own goals.
4) Management and regulation
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tomorrow: A monitoring dashboard for the system described in point 1.
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in the future: (1) A LAMS-like monitoring tool that works across environments. (2) Q/A help-desk like
forums that provide a state of problems addressed and solved.
Que voulez-vous savoir ?
• Discuss to add text