Living the interface between learning analytics and actual change in a HE setting
In a recent discussion about how we help academics to use learning analytics, a very wise colleague made the point that we need to constantly remind them of the relationship between average engagement and success. This arose during a conversation about the accuracy of each individual alert raised. They can never be 100% accurate and …
Continue reading Chaos theory from the perspective of the butterfly: learning analytics and change
Presentation for the LALA Symposium: Learning Analytics for Feedback at Scale, Leuven, 1st July 2019 I've worked alongside very excellent colleagues at KU Leuven since 2015 on the ABLE and STELA Erasmus+ projects. I have really valued their opinions and expertise. So I was delighted to be invited by Tinne De Laet to present at a …
Years ago, one of the most brilliant thinkers I know (@hetanshah) recommended a book "An intimate history of humanity", the scholar Theodore Zeldin. In a very elegant way it explores how different tribes (separated by class, gender, location etc.) can lack the imagination needed to really talk to one another. It's my default thinking space …
Continue reading Intimate conversations about designing learning analytics
I had the pleasure of running a workshop at the 17th Dublin eLearning Summer School “Developing all learners: Big Data in Higher Education". My session followed on from some really interesting short sessions about different learning analytics practices. I love the constant state of experimentation we have in this field. My essential thesis is that …
Universities are awash with data about students that could function as early warning signs that a student may need help. These data sources range from the highly personal, for example tutors observing that a student appears to be having a bad day, to the highly systematised, for example automatic early warnings based on a metric …
I'm not apocalyptic about the role of big data in society generally and education specifically, but I do feel strongly that we all have a responsibility to stand back and think about how we accept and use technology. The brilliant writer Yuval Noah Harari has written a great piece on the philosophical challenges of what …
Continue reading Big data/AI: examples of concerning practice unintended consequences
In the first term of my first year, I skipped a seminar on DH Lawrence. My tutor, Dr Mara Kalnins, pulled me up at the start of the next seminar and politely expressed her disappointment. She also asked me to make up what I'd missed by reading about Carl Jung. I'm not sure that what …
Continue reading Five questions about learning analytics ethics
I have just taken part in a panel discussion at the Jisc Digifest 2019 event. The session was called Excellence from Analytics. I know that, as a panel, we all worried about whether we'd been informative (or excellent), but I found it really interesting to listen to the other panellists talk (perhaps not the point). …
Continue reading Excellence from Analytics: Panel Discussion at Digifest, 12th March 2019
A few years ago a colleague attended an event with a company of data specialists. The company was experimenting with personalised learning for professionals. As I understand it they had lots of interesting ideas about personalising online learning. For example, if you got an answer wrong about marketing, you'd be routed to an easier set …
One of the benefits of learning analytics is the capacity to not just automatically analyse data, but also to automate some or all of the next steps. I'm primarily interested in learning analytics for student success, for me the automatic alert when a student is potentially at risk of failure is key. Whether red flags …
Continue reading Issues using data-based alerts in learning analytics
