Let’s get there! Towards policy for adoption of learning analytics

Dragan Gašević@dgasevic

Oct 26, 2017LSAC 2017Amsterdam, The Netherlands

http://sheilaproject.eu/

Current state

Understanding & supporting learning

Moving away from deficit models

Learning analytics is about learning

Gašević, D., Dawson, S., Siemens, G. (2015). Let’s not forget: Learning analytics are about learning. TechTrends, 59(1), 64-71.

Field of research and practice

Gašević, D., Kovanović, V., & Joksimović, S. (2017). Piecing the Learning Analytics Puzzle: A Consolidated Model of a Field of Research and Practice. Learning: Research and Practice, 3(2), 63-78. doi:10.1080/23735082.2017.1286142

Our institution is in early days of adoption

ADOPTION CHALLENGES

Current state – Oz and Europe

http://sheilaproject.eu/http://he-analytics.com

Adoption challenge

Leadership for strategic implementation & monitoring

Tsai, Y. S., & Gasevic, D. (2017). Learning analytics in higher education – challenges and policies: a review of eight learning analytics policies. In Proceedings of the Seventh International Learning Analytics & Knowledge Conference (pp. 233-242).

Adoption challenge

Equal engagement with different stakeholders

Tsai, Y. S., & Gasevic, D. (2017). Learning analytics in higher education – challenges and policies: a review of eight learning analytics policies. In Proceedings of the Seventh International Learning Analytics & Knowledge Conference (pp. 233-242).

Adoption challenge

Training to cultivate data literacy among primary stakeholders

Tsai, Y. S., & Gasevic, D. (2017). Learning analytics in higher education – challenges and policies: a review of eight learning analytics policies. In Proceedings of the Seventh International Learning Analytics & Knowledge Conference (pp. 233-242).

Adoption challenge

Policies for learning analytics practice

Tsai, Y. S., & Gasevic, D. (2017). Learning analytics in higher education – challenges and policies: a review of eight learning analytics policies. In Proceedings of the Seventh International Learning Analytics & Knowledge Conference (pp. 233-242).

What’s necessary to move forward?

DIRECTIONS

Inclusive adoption process

Inclusive adoption process

http://sheilaproject.eu/

Inclusive adoption process

Macfadyen, L., Dawson, S., Pardo, A., Gašević, D., (2014). The learning analytics imperative and the sociotechnical challenge: Policy for complex systems. Research & Practice in Assessment, 9(Winter 2014), 17-28.

Methodology

Literature- Policy- Adoption

Academic staff- Survey- Focus groups

Students- Survey- Focus groups

Senior managers- Survey - Interviews

Experts- Group concept

mapping

Policy framework

Institutional policy/strategy

Other stakeh.- Workshops- Committees

SHEILA policy framework

http://sheilaproject.eu/

SHEILA policy framework

http://sheilaproject.eu/

SHEILA policy framework

http://sheilaproject.eu/

Map political context

Internal and external drivers for learning analytics adoption

Map political context

One size fits all does not work in learning analytics

Map political context

Opportunities to build learning analytics on existing projects/practice

SHEILA policy framework

http://sheilaproject.eu/

Identify key stakeholders

The project sponsor on the senior management team

Students’ perspective

Students expect the use of their data provided ethics & privacy is assured

Students’ perspective

But, they are not sure if teaching staff will know to use learning analytics

Teaching staff’s perspective

Concerned about their workload

Contradictory views

Students and teaching staff don’t share the same perspectives

Experts’ perspective

Privacy and ethics are most important but easy to implement

Experts’ perspective

Purpose, ethics, and privacy need to be addressed first

SHEILA policy framework

http://sheilaproject.eu/

Identify desired behavior changes

Identify areas where decisions will be informed by learning analytics

Identify desired behavior changes

Define implications for primary users

Identify desired behavior changes

Identification of possible inadvertent consequences

SHEILA policy framework

http://sheilaproject.eu/

Develop engagement strategy

Alignment of learning analytics with the wider institutional strategies

Develop engagement strategy

Secure funding, establish a working group, and raise awareness

Develop engagement strategy

Select data that will be fed back to users

Avoid impression of surveillance

Prevent data overload

Develop engagement strategy

How interventions will be triggered and who is responsible?

SHEILA policy framework

http://sheilaproject.eu/

Analyze internal capacity

Data storage, disposal, and security evaluation

Analyze internal capacity

Human, financial, and infrastructural capacity

Analyze internal capacity

What about empirical research about data privacy?

Privacy paradox

Barth, S., & de Jong, M. D. T. (2017). The privacy paradox – Investigating discrepancies between expressed privacy concerns and actual online behavior – A systematic literature review. Telematics and Informatics, 34(7), 1038-1058. https://doi.org/10.1016/j.tele.2017.04.013

Analyze internal capacity

What do we do with GDPR 2016/679?

Analyze internal capacity

Evaluate institutional culture

Trust in dataDecision-making based on data

Openness to changes and innovation

SHEILA policy framework

http://sheilaproject.eu/

Establish monitoring & learning frameworks

Highly immature and few actual examples

Establish monitoring & learning frameworks

Establish qualitative and quantitative indicators of success

Stage the process to recognize institutional development

Establish monitoring & learning frameworks

Seek feedback from primary users through various channels

Establish monitoring & learning frameworks

Isolating the effect of learning analytics against other initiatives

FINAL REMARKS

Embracing complexity of educational systems

One size fits all does not work in learning analytics

Critical role of leadership for adoption of learning analytics

Promoting and supporting innovation

Let’s get there! Towards policy for adoption of learning analytics

Dragan Gašević@dgasevic

Oct 26, 2017LSAC 2017Amsterdam, The Netherlands

http://sheilaproject.eu/