Post on 15-Apr-2017
learning Design & learning Analytics
Venia Lengendi
María Jesús Rodríguez-Trianamaria.rodrigueztriana@epfl.ch
May 30th, 2016 – Tallinn (Estonia)
Aligning
Outline
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Background
Bachelor:Computer Science
PhD in ICT:Linking LD & LA in blended CSCL
Master:- Quality Engineering- Computer Science- Advanced Studies
Teacher:Computer Science
Researcher:GSIC @ Uva (Spain)
Researcher:React @ EPFL(Switzerland)
2000 2004 2005 2008 2010 Present2014
LD: Learning Design;; LA: Learning Analytics;; CSCL: Computer Supported Collaborative Learning;; IBL: Inquiry Based Learning3
PostDoc:Applying LA to IBL
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Trends shaping education
- Globalisation
- The future of the nation state
- Are cities the new countries?
- Family matters
- Technology
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[OECD, 2016]
European Trends and Grand Challenges in TEL
22 Grand Challenge Problems focusing on:
- Connecting Learners
- Orchestrating Learning
- Contextualising Learning
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[Fischer et al., 2014] [Eberle et al., 2014]
Strategic goals for 2020:
- Change in the learning approach
- Competent and motivated teachers
- A digital focus in lifelong learning
- Align lifelong learning opportunities & labour market needs
- Equal opportunities & increased participation in lifelong learning
The Estonian Lifelong Learning Strategy 2020
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(*) The Estonian Lifelong Learning Strategy 2020 (2014): https://www.hm.ee/sites/default/files/estonian_lifelong_strategy.pdf
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9[Rodríguez-Triana et al., 2016] [Nussbaum & Diaz, 2013] [Prieto et al.,2015]
LASI @ Bilbao (Spain) June 28th, 2016
Orchestrating Learning Analytics Workshop (OrLA 2016)
http://lprisan.wix.com/orla2016
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María JesúsRodríguez-Triana
EPFL
Luis PabloPrietoEPFL
RobertoMartinez-Maldonado
UTS
YannisDimitriadisUVa
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CEITER
Project Vision
Research question
How to provide that:
• Support new learning paradigms
• Integrate technological innovations
• Overcome the adoption challenges
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• learning environments & tools• LA algorithms & visualizations
Proposal
- Pedagogical
- Technological
- Methodological
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Proposal
- Pedagogical
- Technological
- Methodological
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Learning scenario lifecycle
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Learning Design
Design
ManagementAssessment
Reflection
? ?
?
[Dillenbourg, 2011a] [Dillenbourg, 2011b] [Prieto et al., 2011]
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Learning Analytics
Design
ManagementAssessment
Reflection
Learning scenario lifecycle
?
[Ferguson, 2012] [Sutherland et al., 2012]
ADA – Aligning learning Design & learning Analytics
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[Wise, 2014] [Bakharia, et al., 2016][Rodríguez-Triana et al., 2015b] [Vozniuk et al., 2015]
[Manske et al., 2015]
Benefits• Orchestration support
• Pedagogically grounded tools• LA-aware learning designs• Supervised designs• Contextualised LA• Formative assessment• Personalization & gamification
Challenges• Obtain learning designs minimizing
the user workload• Inform the teacher about the LA
features of the learning tools• Management of Ethical & Privacy
issues
ECTEL @ Lyon (France) June 28th, 2016
WS on Connecting Learning Analytics and Learning Design – CLAD 2016 http://clad2016.ld-grid.org/
SI on Connecting Learning Design and Learning Analytics the Interaction Design & Architecture(s) journal: http://www.mifav.uniroma2.it
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MJ. Rodríguez-TrianaEPFL
Luis P. PrietoEPFL
Steven WarburtonUS
Paul Salvador InventadoCMU
Peter ScupelliCMU
Davinia Hernández-LeoUPF
YishayMorPAU
Bart RientiesOU
Proposal
- Pedagogical
- Technological
- Methodological
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CEITER infrastructure
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Data warehouse
Data analyses & visualization Orchestration tools
Pedagogically grounded learning tools& other ICT tools
DesignImplementation
[Rodríguez-Triana et al., 2011] [Rodríguez-Triana et al., 2016c][Schwendimann et al., 2016] [Vozniuk et al., 2015]
Standards (activity tracking, learning objects)
Ethical & privacy issues
Data filtering& Integration
Design decisions
Pedagogically grounded analyses
JTELSS @ Tallinn (Estonia) June 28th, 2016
WS on Ethics & Privacy in Learning Analytics
http://go.epfl.ch/JTELSS2016_EPLA
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AndriiVozniukEPFL
María JesúsRodríguez-Triana
EPFL
DenisGilletEPFL
ORGANISERS
LASI @ Bilbao (Spain) June 28th, 2016
WS on Contextual Learning analytics Enforcing data Ownership (CLEO).
Building Learning Dashboards with Elasticsearch, Logstash & Kibana
http://go.epfl.ch/LASI-CLEO2016
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AndriiVozniukEPFL
María JesúsRodríguez-Triana
EPFL
DenisGilletEPFL
ORGANISERS
CEITER infrastructure
23[Rodríguez-Triana et al., 2011] [Rodríguez-Triana et al., 2016c][Schwendimann et al., 2016] [Vozniuk et al., 2015]
Benefits• Richer data -> More accurate & deep analyses• Interoperability between learning & analyses tools• Ethically & privacy respectful
Challenges• Obtain learning designs• Degradation of privacy settings• Maintain accuracy when students opt out of the data collection• Align learning activities, competencies & assessment• Integrate personal, educational & institutional ecosystems
Proposal
- Pedagogical
- Technological
- Methodological
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Methodology Benefits
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• Iterative process• Agile prototyping • Refinement
Developm
ent
• Socio-Cultural Activity Theory• Design Based Research• Participatory design
• Integration of user needs• Engagement (interests, motivational & gender aspects)• ICT / Data Literacy• Contextual constraintsRe
search
[Rodríguez-Triana et al., 2015a] [Rodríguez-Triana et al., 2015b] [Rodríguez-Triana et al., 2016a]
• Pre-service & In-service teachers• School, vocational & university settings
• Enhance ICT & data literacy• Long term adoption• Learning to learnPi
loting &
training
• Mixed methods• Evidence-based• Authentic studies
• Teaching gains/adoption barriers
• Learning gains/adoption barriersEvaluation
Overcoming CEITER challenges
26[Karasavvidis, 2009]
Learning Evidence
EducationalInnovationAdoption
Currenteducational settings
• Support new learning paradigms • Integrate technological innovations• Overcome the adoption challenges
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Building our network and planning future research
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Estonia: Ministry of Education & Research, ArchimedesNear countries: Interreg Central Baltic, EEA & Norway grants, Nordplus
Learning Analytics
Learning Design & Evaluation (IBL)
Infraestructure
(*) Ministry of Education and Research: https://www.hm.ee/en/activities/research-and-development/research-programmes(*) Archimedes foundation: http://archimedes.ee/en/foundation/(*) InterregCentral Baltic: http://centralbaltic.eu/programme-pages/specific-objective-42(*) EEA & Norway grants: http://eeagrants.org(*) Nordic Council of Ministers programme in the area of lifelong learning: http://www.nordplusonline.org/
Building our network and planning future research
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Learning Analytics
Learning Design (CSCL/IBL)
Infrastructure & HCI (KMS, mobile)
Communities & Networks (ATEE, EUPAS, PAU, GoLab)
Ministries of Education (EUN)
European level: H2020, Erasmus+, Bilateral programs
(*) Horizon 2020: http://ec.europa.eu/programmes/horizon2020/(*) Erasmus+: http://ec.europa.eu/programmes/erasmus-plus(*) Estonian national scholarship programme for international students, researchers and academic staff: http://adm.archimedes.ee(*) Swiss National Foundation: http://www.snf.ch/en/funding/programmes/sinergia(*) Spanish I+D+I international program: http://www.idi.mineco.gob.es/
Building our network and planning future research
International level: H2020, MSCA, Bilateral programmes (Endeavour Scholarships, ARC)
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Learning Analytics
Learning Design (CSCL/IBL)
(*) Endeavour Scholarships: http://orau.org/endeavourscholarships/(*) Australian Research Council: http://www.arc.gov.au/
Coming calls
• Spain - Programme for Research Aimed at the Challenges of Society (June 16th, 2016)
• Australia - Endeavour Scholarships (June 30th, 2016)
• Switzerland - Sinergia (December 1st, 2016)
• H2020 (December 8th, 2016)
• ICT-11-2017: Collective Awareness Platforms for Sustainability and Social Innovation
• ICT-15-2016-2017 Big Data PPP: Large Scale Pilot actions in sectors best benefitting from data-driven innovation
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• Interreg Central Baltic (February 2nd, 2017)
• Skilled and socially inclusive region (vocational education and training)
• Horizontal objectives (Equality, ICT)
Concluding remarks
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- Pedagogical
- Technological
- Methodological
ADA
How to provide that:
• Support new learning paradigms
• Integrate technological innovations
• Overcome the adoption challenges
learning environments & tools
LA algorithms & visualizationsCEITER
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?… questions, comments
Thank you
for your attention
María Jesús Rodríguez-TrianaEmail: maria.rodrigueztriana@epfl.chSkype contact: chus_mjrt
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References I
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• [Bakharia et al., 2016] A. Bakharia, L. Corrin, P. de Barba, G. Kennedy, D. Gasevic, R. Mulder, D. Williams, S. Dawson, and L. Lockyer. A Conceptual Framework linking Learning Design with Learning Analytics Learning Analytics. In 6th International Conference on Learning Analytics and Knowledge, 2016.
• [Dillenbourg, 2011a] P. Dillenbourg. Trends in classroomorchestration. Second research & technology scouting report, 2011.• [Dillenbourg, 2011b] P. Dillenbourg. Design for orchestration. April, 2011.• [Eberle et al., 2014] J. Eberle, K. Lund, P. Tchounikine, and F. Fischer, Challenge Problems in Technology-Enhanced Learning II: MOOCs and
Beyond Perspectives for Research, Practice, and Policy Making Developed at the Alpine Rendez-Vous in Villard- de-Lans. London: Springer, 2014.
• [Ferguson, 2012] R. Ferguson. Learning analytics: drivers, developments and challenges. International Journal of Technology EnhancedLearning, 4(5/6), 2012
• [Fischer et al., 2014] F. Fischer, F. Wild, R. Sutherland, and L. Zirn, Grand Challenges in Technology Enhanced Learning: Outcomes of the 3rd Alpine Rendez-Vous. London: Springer, 2014.
• [Karasavvidis, 2009] I. Karasavvidis, Activity theory as a conceptual framework for understanding teacher approaches to information and communication technologies, Computers & Education. 53 (2): 436–444, 2009.
• [Manske et a;;., 2015 ] S. Manske, I.A. Chounta, M. J. Rodríguez-Triana, D. Gillet, H.U. Hoppe. Exploring Deviation in Inquiry Learning: Degrees of Freedom or Source of Problems. Proceedings of the 23rd International Conference on Computers in Education, ICCE 2015. Hangzhou, China, 2015
• [Nussbaum & Díaz, 2013] M. Nussbaum, A. Diaz. “Classroom logistics: Integrating digital and non-digital resources”. Computers & Education. 69: 493-495, 2013
• [OECD, 2016] OECD. Trends Shaping Education 2016, OECD Publishing, Paris. 2016• [Prieto et al., 2011] L. P. Prieto, M. Holenko Dlab, I. Gutiérrez, M. Abdulwahed, and W. Balid. Orchestrating technology enhanced learning: a
literature review and a conceptual framework. International Journal of Technology EnhancedLearning, 3(6):583-598, 2011.[Prieto et al., 2016 ] L. P. Prieto, K. Sharma and P. Dillenbourg. Studying teacher orchestration load in technology-enhanced classrooms: A mixed-method approach and case study. 10th European Conference on Technology-Enhanced Learning (EC-TEL 2015), Toledo, Spain, 2015.
• [Rodríguez-Triana et al., 2016a] M. J. Rodríguez-Triana, A. C. Holzer, L. P., Prieto, and D. Gillet, Examining the effects of social media in co-located classrooms: A case study based on SpeakUp. 11th European Conference on Technology Enhanced Learning: Adaptive and adaptable learning. ECTEL2016. Lyon, France, 2016.
• [Rodríguez-Triana et al., 2015a] M. J. Rodríguez-Triana, A. Holzer, A. Vozniuk, D. Gillet. “Orchestrating Inquiry-Based Learning Spaces: an Analysis of Teacher Needs”. Proceedings of the 14th International Conference of Web Learning. ICWL 2015. Guangzhou, China. November 2015.
References II
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• [Rodríguez-Triana, et al. 2011] M. J. Rodríguez-Triana, A. Martínez-Monés J. I. Asensio-Pérez. MonitoringCollaboration in Flexible and Personal Learning Environments. Special issue on: EvaluatingEducativeExperiences of Flexible and Personal Learning Environments. ID&A Journal. 11(12):51-63, November 2011.
• [Rodríguez-Triana, et al. 2013] M. J. Rodríguez-Triana, A. Martínez-Monés, J. I. Asensio-Pérez, and Y. Dimitriadis. Towards a Script-AwareMonitoring Process of Computer-Supported Collaborative LearningScenarios. International Journal on Technology Enhanced Learning. Specialissue on: Learning Analytics. 5 (2):151-167, 2013.
• [Rodríguez-Triana et al., 2015b] M. J. Rodríguez-Triana, A. Martínez-Monés, J. I. Asensio-Pérez, and Y. Dimitriadis. Scripting and monitoring meet each other: Aligning learning analytics and learning design to support teachers in orchestrating CSCL situations. British Journal of Educational Technology, vol. 46, no. 2, pp. 330–343, 2015.
• [Rodríguez-Triana et al., 2015c] Rodríguez-Triana, M. J., Martínez-Monés, A., Asensio-Pérez, J. I., & Dimitriadis, Y. A monitoring-aware learning design process: Pilot studies in authentic CSCL scenarios. Computing & Informatics, 2015
• [Rodríguez-Triana et al., 2016b] M. J. Rodríguez-Triana, A. Martínez-Monés, S.Villagrá-Sobrino. Learning Analytics in small-scale teacher-led innovations: Ethical and data privacy issues. Journal of Learning Analytics. Special section on: Ethics and Privacy for Learning Analytics. 3 (1): 43-65, 2016.
• [Rodríguez-Triana et al., 2016c] M. J. Rodríguez-Triana, L. P. Prieto, A. Vozniuk, M. Shirvani Boroujeni and B. A. Schwendimannet al. Monitoring, Awareness and Reflection in Blended Technology Enhanced Learning: a Systematic Review, accepted in International Journal of Technology Enhanced Learning.
• [Schwendimann et al., 2016] B. A. Schwendimann, M. J. Rodríguez-Triana, A. Vozniuk, L. P. Prieto and M. Shirvani Boroujeni et al. Understanding learning at a glance: An overview of learning dashboard studies. International Learning Analytics and Knowledge, Edinburgh, UK, 2016.
• [Vozniuk et al., 2015] A. Vozniuk, M. J. Rodríguez-Triana, A. C. Holzer, S. Govaerts, D. Sandoz, and D. Gillet, Contextual Learning Analytics Apps to Create Awareness in Blended Inquiry Learning, 14th International Conference on Information Technology Based Higher Education and Training. Lisbon, Portugal, 2015.
• [Wise, 2014] A. F. Wise. Designing pedagogical interventions to support student use of learning analytics. In Proceedings of the 4th International Conference on Learning Analytics And Knowledge - LAK ’14, 2014, pp. 203–211.