Formation and Learning Analytics? Simon Buckingham Shum Knowledge - PowerPoint PPT Presentation

Formation by Design (FxD) Symposium Georgetown University, Washington, June 30 – July 2, 2014 https://futures.georgetown.edu/formation Learning ¡ Emergence ¡ Formation and Learning Analytics? Simon Buckingham Shum Knowledge Media Institute, The Open University Visiting Fellow, Grad. School of Education, University of Bristol From August: Connected Intelligence Centre, University of Technology Sydney http://simon.buckinghamshum.net http://twitter.com/sbskmi 1

It’s out of the labs and into products: every learning tool now has an “analytics dashboard” (a Google image search) 2

https://twitter.com/Wiswijzer2/status/414055472451575808 3

“Note: ¡check ¡the ¡huge ¡ https://twitter.com/Wiswijzer2/status/414055472451575808 difference ¡between ¡ knowing ¡and ¡ measuring…” ¡ 4

Scaleable ¡ Precise ¡ Quan?fiable ¡ Reprocessable ¡ c.f. ¡“Data ¡is ¡the ¡new ¡oil” 5

For Morozov, analytics is where technological solutionism hits education: “This flight from thinking and the urge to replace human judgments with timeless truths produced by algorithms is the underlying driving force of solutionism.” 6

If something like this is the pedagogical architecture for (trans)formational learning… Generating Structuring Purposing Learning Performing Knowledge Power 7

If something like this is the pedagogical architecture for (trans)formational learning… The ¡worldview ¡clash ¡ is ¡what ¡makes ¡this ¡ fascina?ng! ¡ Generating Structuring Purposing Learning Performing Knowledge Power …what roles can computational learning analytics play? 8

For discussion on how analytics shape educational worldviews http://people.kmi.open.ac.uk/sbs/2014/06/edmedia2014-keynote 9

thought ¡experiment: ¡ ¡ ¡ could ¡we ¡imagine… liminal ¡space ¡ analy7cs? ¡ 10

liminal space = opportunity for transformation or withdrawal 11

Liminal space = opportunity for transformation, or withdrawal So while we initially strive to make our students feel comfortable on campus, we then must help them balance their desire for security with the need to take risks and explore new ideas and possibilities. Rather than attempting to resolve the tension, a college should help students find their place on this precarious threshold, in the liminal space between the familiar and strange , the old and the new. Johansson & Felten, 2014 12

Liminal space = opportunity for transformation, or withdrawal “It is when you have left the tried and true , but have not yet been able to replace it with anything else. [...] It is when you are between your old comfort zone and any possible new answer. If you are not trained in how to hold anxiety, how to live with ambiguity, how to entrust and wait, you will run ... anything to flee this terrible cloud of unknowing.” Richard Rohr O.F .M. on the spirituality of liminal space 13

meaningful ¡behavioural ¡proxies? ¡ ¡ some ¡clues… ¡ 14

interpersonal ¡ engagement ¡and ¡ social ¡capital ¡ analy7cs ¡ 15

Social Network Analysis (SNAPP) What’s going on in these discussion forums? 16

Social Network Analysis to gain insight into peer-peer and peer-mentor dynamics (SNAPP tool) http://www.slideshare.net/aneeshabakharia/snapp-20minute-presentation Bakharia A and Dawson S. (2011) SNAPP: a bird's-eye view of temporal participant interaction. Proceedings of the 1st International Conference on Learning Analytics and Knowledge. Banff, Alberta, Canada: ACM, 168-173.

Social Network Analysis (SNAPP) 2 learners connect otherwise separate clusters tutor only engaging with active students, ignoring disengaged ones on the edge 18 http://www.slideshare.net/aneeshabakharia/snapp-20minute-presentation

Visualizing and filtering online social ties: by topic and type of tie Schreurs B., Teplovs C., Ferguson R., De Laat M. and Buckingham Shum S. (2013). Visualizing Social Learning Ties by Type and Topic: Rationale and Concept Demonstrator. Proc. 3rd Int. Conf. on Learning Analytics & Knowledge. Leuven, BE: ACM, 33-37. Open Access Eprint: http://oro.open.ac.uk/36891

Visualizing and filtering online social ties: by topic and type of tie

Visualizing and filtering online social ties: by topic and type of tie

Visualizing and filtering online social ties: by topic and type of tie

Visualizing and filtering online social ties: by topic and type of tie

disposi7onal ¡ ¡ learning ¡analy7cs ¡ 24

Dispositional Learning Analytics Workshop http://learningemergence.net/events/lasi-dla-wkshp http://learningemergence.net/2014/03/01/ 25 assessing-learning-dispositions-academic-mindsets

Assessing Learning Dispositions/Mindsets Observation Future sweetspot... informal and formal multiple lenses to provoke self-reflection Self-Diagnostic Behavioural informal and formal Analytics http://people.kmi.open.ac.uk/sbs/2014/02/assessing-learning-dispositions-academic-mindsets

Self-report through reflective blogging 9-10 yr old EnquiryBloggers • Bushfield School, Wolverton, UK EnquiryBlogger Wordpress Multisite plugins 27 http://learningemergence.net/tools/enquiryblogger

Masters level EnquiryBloggers Graduate School of Education, University of Bristol 28 EnquiryBlogger: blogging for Learning Power & Authentic Enquiry http://learningemergence.net/2012/06/20/enquiryblogger-for-learning-power-authentic-enquiry

EnquiryBlogger teacher’s dashboard – direct navigation to learners’ blogs from the visual analytic 29

We are quantifying our lives

Dispositional profile from behavioural traces, to complement self-report? Questioning, arguing Social network patterns, and search behaviours teamwork effectiveness reveal intrinsic curiosity and initiation of and epistemic relationships commitments Behavioural and somatic Tagging/sharing/ traces associated with blogging/social patterns perseverance, grit, reveal how you see tenacity; overcoming connections between panic/stress when ideas stretched http://learningemergence.net/2014/03/01/assessing-learning-dispositions-academic-mindsets

narra7ve/ ¡ discourse ¡ analy7cs ¡ The ¡Storymaking ¡Project: ¡PhD ¡by ¡Joanna ¡Kwiat ¡ 32 hLp://projects.kmi.open.ac.uk/storymaking ¡

1 st International Workshop on Discourse-Centric Learning Analytics Beyond number / size / frequency of posts; ‘hottest thread’ http://www.glennsasscer.com/wordpress/wp-content/uploads/2011/10/iceberg.jpg analytics that look beneath the surface, and quantify linguistic proxies for ‘deeper learning’ http://solaresearch.org/events/lak/lak13/dcla13

Why are stories so important to formation? “Fundamentally different to logical argument, the story positively demands those things that the other either denies or restricts: emotion, agency, character, perspective, and so on. To understand a story on some level is to become engaged in its telling and this will normally be achieved by allowing oneself to empathise or identify with the story’s characters or its narrator.” 34

Discourse analytics on webinar textchat Can we spot the quality learning conversations in a 2.5 hr webinar? Ferguson, R. and Buckingham Shum, S., Learning analytics to identify exploratory dialogue within synchronous text chat. In: 1st International Conference on Learning Analytics and Knowledge (Banff, Canada, 2011). ACM, pp. 99-103. Open Access Eprint http://oro.open.ac.uk/28955

Discourse analytics on webinar textchat Given a 2.5 hour webinar, where in the live textchat were the most effective learning conversations? See you! Sheffield, UK not as sunny as yesterday - still warm bye for now! Not at the start and end of a webinar… Greetings from Hong Kong bye, and thank you Morning from Wiltshire, Bye all for now 80 sunny here! 60 40 20 0 9:28 9:32 9:36 9:40 9:41 9:46 9:50 9:53 9:56 10:00 10:05 10:07 10:07 10:09 10:13 10:17 10:23 10:27 10:31 10:35 10:40 10:45 10:52 10:55 11:04 11:08 11:11 11:17 11:20 11:24 11:26 11:28 11:31 11:32 11:35 11:36 11:38 11:39 11:41 11:44 11:46 11:48 11:52 11:54 12:00 12:03 12:04 12:05 -20 -40 Average Exploratory -60 Ferguson, R., Wei, Z., He, Y . and Buckingham Shum, S., An Evaluation of Learning Analytics to Identify Exploratory Dialogue in Online Discussions. In: Proc. 3rd International Conference on Learning Analytics & Knowledge (Leuven, BE, 8-12 April, 2013). ACM. http://oro.open.ac.uk/36664

Discourse analytics on webinar textchat …but if we zoom in on a peak… 80 60 40 20 0 9:28 9:32 9:36 9:40 9:41 9:46 9:50 9:53 9:56 10:00 10:05 10:07 10:07 10:09 10:13 10:17 10:23 10:27 10:31 10:35 10:40 10:45 10:52 10:55 11:04 11:08 11:11 11:17 11:20 11:24 11:26 11:28 11:31 11:32 11:35 11:36 11:38 11:39 11:41 11:44 11:46 11:48 11:52 11:54 12:00 12:03 12:04 12:05 -20 -40 Average Exploratory -60 Ferguson, R., Wei, Z., He, Y . and Buckingham Shum, S., An Evaluation of Learning Analytics to Identify Exploratory Dialogue in Online Discussions. In: Proc. 3rd International Conference on Learning Analytics & Knowledge (Leuven, BE, 8-12 April, 2013). ACM. http://oro.open.ac.uk/36664