Learning Semantic Representations to Verify Hardware Designs
Lak12 learning designs and learning analytics workshop
50
Where Learning Analytics meets Learning Design Lori Lockyer, University of Wollongong [email protected] Shane Dawson, University of British Columbia [email protected]
description
This workshop was presented at the Second International Conference on Learning Analytics and Knowledge (LAK12) by Lori Lockyer & Shane Dawson.
Transcript of Lak12 learning designs and learning analytics workshop
Where Learning Analytics meets Learning Design
Lori Lockyer, University of Wollongong
Shane Dawson, University of British Columbia
Workshop Overview• 1.00 – 1.15 : Introductions • 1.15 – 1.50: Learning Design• 1.50 – 2.30: Learning Analytics • 2.30 – 3.00: Break• 3.00 – 3.30: Identifying Analytics to support
designs• 3.30 – 4.00: Group reports and Conclusion
Introductions
• Who you are?• Where you are?• What you do?• Where are you with learning designs and/or
learning analytics
Learning Design
Concept evolved soon after the ‘learning object’ concept
Building on ideas of packaging, describing, storing, sharing, reusability
Who, what, where, when, how of teaching and learning
Internationally
Terminology: pedagogical models, pedagogical patterns…
IMSLD http://www.imsglobal.org/learningdesign/
Different frameworks to describe learning designs
Different tools and strategies to create and adapt learning designs
learningdesigns.uow.edu.au (2000)
Based on: Oliver, R. (1999). Exploring strategies for online teaching and learning. Distance Education, 20(2), 240-254.
The Learning Design Journey Language for resources, activities, supports
Tools to translate between teacher language, IMSLD, and LMSs
How do teachers use and interpret LDs
How can LD be used as for review/reflection
LD web 2.0 tool - http://needle.uow.edu.au/ldt/
How do teachers design?
How do teachers design?
• Iterative process• Macro to micro views• Differential considerations and constraints• Inspired by others – regardless of discipline
Activity:Interpreting Designs…
Learning Analytics Overview
1. Learning analytics
2. What data?
3. Case Studies
4. Aligning data with design
Background
Learning Analytics:
is the collection, collation, analysis and reporting of data about learners and their contexts, for the purposes of understanding and optimizing learning
Most important educational movement of the last 100 years.
Do not under estimate
Siemens, G. (2011). An introduction to the role of learning and knowledge analytics in education. Invited presentation, Lisbon, Learning Analytics
Background
Ed theory, Ed practice, SNA, Data mining, Machine learning, semantic, data visualisations, psychology (social, cognitive, organisational)
Large data sets – mine for trends/ patterns or anomalies.• Creatures of habit (Study,
communication, search patterns, networks, credit card security, Movies)
What do patterns indicate and what do changes in habit indicate?
What data do you have access to?
• Online/Offline• Individual/Course/ Program/
Faculty or institutional• Psych based surveys?
Activity
Relationship between grades and online activity
Performance and Behaviour
What data?
Yes there is relationship!
Performance and Behaviour
Frequency of loginsDiscussion activity
Influenced by context
An online world
Concerns with Attrition• Motivation the issue
• Achievement orientations
Achievement orientations
Learning or performing• Carol Dweck• Jen Tan
I just failed my essay. Maybe it was a mistake to text it to my English teacher
Study
Grad School of Medicine• PBL centric• Well integrated OLE
Study
OLE• LMS – clinical cases, content, virtual patients• Learning forum• Admin forum
Study
Learning analytics- Tracking data
Study
Learning analytics• Time online• Forum postings• Sessions• Content• Files• SNA
Learning dispositions• 5 factors
• Learning Goals• Performance Goals• Personal Innovativeness• Cognitive playfulness –
curiosity• Cognitive Playfulness -
creativity
Results
Where to post?• LG = Learning and sharing forum• PG = Admin forum
High users of Admin forum - performance driven
Predicting motivation
High users of learning forum – learning driven
Monitor student participation for understanding motivation – reduce attrition?
So what? Predicting motivation
Better develop and personalise student learning support
Context related
What about social networks?
Student social network data as measures of student learning
Ties = interaction between 2 students
Node = student
Social Networks Adapting Pedagogical Practice
SNAPP
SNAPP
SNAPP
Instructor – subject aim to generate a student community through the online discussion activities
Disconnected students
SNAPP
Instructor – using SNAPP over the course
SNAPP
Signature pedagogy?
Indicators of Academic Success
Engagement in discussion forums
Individual NetworksDisconnected students
Network density
Individual Networks
Ego-networks• Top 10%• Bottom 10%
Individual Networks
Top 10% student located in network
Low 10% network example
Student with a passing grade
Individual Networks
High 10% network example(>90% grade score)
Low 10% student located in network
Students with a grade >75% < 90%
Teacher presence
• Staff intervention• High – 70% of networks• Low – 10% of networks• Why?• Developing community
Blind pursuit of communityModify context
Monitoring online networks – not just participation
- Academic performance- Networking skills- Communication- Creative capacity
Learning analytics – Creativity?
Ronald Burt
“…see early and more broadly”
Communication
Problem solving
Translators of information
Burt, R. (1992). Structural holes: The social structure of competition. Cambridge, Mass: Harvard University Press.
Learning analytics – Creativity?
Bridging structural holes
Learning analytics – Creativity?
Student cognitive playfulness and creativity
Mapping network centrality measures- Betweenness- Closeness- Degrees
Learning analytics – Creativity?
Learning analytics – Creativity?
Very complex
Bringing design and analytics together
Analytics to inform design decisions
Just-in-time analytics to understand learner activity and experience during implementation
Recommendations for action
Analytics for post-implementation reflection and revision
Activity
Learning Design:
What are the core interaction types and why? (engagement, community, independent study, knowledge recall)
What data can you access? Where is this located?
What data will inform these?
What patterns do you anticipate?
Thank you – Questions?
