This document discusses MOOCs and learning analytics. It provides an overview of MOOCs, describing their massive, open, online nature. It also discusses the hype cycle of MOOCs and how we are currently in the deployment period. The document then covers learning analytics, how it can be used by educators, learners and organizations to monitor learning, identify patterns, and improve teaching. It notes some challenges in developing learning analytics and the importance of infrastructure to support it. Finally, it discusses some ethical issues that may arise from learning analytics.

1. MOOCs och Learning Analytics
EBBA OSSIANNILSSON, PHD, CHALS14 24/09//14

2. Ebba Ossiannilsson, PhD Lund University, SE

3. Ossiannilsson (2012)
Benchmarking (e)-learning in higher education,
Doctoral dissertation, Oulu University, Finland
Ossiannilsson 2014
Rhizome

4. MOOC (Downes 2013)
Massive
Open
Online
Course
Medverkat i många MOOC, från flera olika plattformar (de största).
Deltagit i MOOC sedan 2008 och avslutat de flesta, drygt ett 30 tal
MOOC Quality project (EFQUEL) INNOQUAL
Flera publikationer om MOOC o OER, eL, mobilt lärande /kvalitet
Qualified Quality reviewer, specialist och konsult
EDEN FELLOW 2014, Forskningledare ICDE, Utv SEQUENT
Ossiannilsson 2014

6. Beyond the MOOCs…
“MOOCs can claim
a special status at
the moment in
innovating pedagogy:
they bring together
other innovations”
Ossiannilsson 2014

7. The MOOC hype cycle
Bubble
Installation period
& technological revolutions
Collapse
Deployment period
A very slow tsunami: projection of the Hype Cycle for MOOCs
by Jonathan Tapson, University of Western Sydney http://pandodaily.com/2013/09/13/moocs-and-the-gartner-hype-cycle-a-very-
slow-tsunami/
We are here
In this situation we should "move policy thinking (…) towards actively shaping market conditions to enable the full
flourishing of the newly installed technological potential into what can be a sustainable global golden age"
Carlota Perez
(referring to the financial crisis)

8. Main message Xavier Prats-Monne of the EC
“What can
MOOCs do?” is
not relevant any
longer; rather, we
have to ask
"What should
MOOCs do?”
Will affect higher
education and that the
traditional educational
map must be redrawn
with other structures,
colors, models,
pedagogy, organization,
management
Ossiannilsson 2014 GLOCALISATION

9. MOOCC
MOOPS
MOORC
mOOC
SOOC
BOOC
ROOC
DOOC
NOOC etc…
Ossiannilsson 2014

10. Learning Analytics
NMC 2011, 2012, 2013, 2014…
"Field associated with deciphering trends and patterns
from educational big data, or huge sets of student-related
data, to further the advancement of a
personalized, supportive system of higher
education."
Ossiannilsson 2014

12. Challenges to develop Learning Analytics
…that start with questions, not data
What problems could analytics help to solve?
What will learners and educators gain?
How will the analytics support positive change?

14. Ossiannilsson 2014

15. Rationals to use Learning Analytics
Educators/Researchers
Monitor the learning
process
Explore student data
Identify problems
Discover patterns
Find early indicators
for success, poor marks
or drop-out
Assess usefulness of
learning materials
Increase awareness, reflect and
self-reflect
Increase understanding of
learning environments
Intervene, supervise, advise and
assist, and…
Improve teaching, resources and
the environment
Mapping/data/next best
practice…
Sharples et al. Innovating Pedagogy 2013

16. Rationals to use Learning Analytics
Learners
Monitor their own
activities,
interactions and
learning process
Compare their
activity with that of
others
Increase awareness,
reflect and self-reflect
Improve discussion and
participation
Learning behaviour and
performance
Become better learners, and
…to learn
Sharples et al. Innovating Pedagogy 2013

17. Rationals to use Learning Analytics
Organizations
Local, regional and
national educational
progress…to be
measured and
improved
Students interactions
online and with
courseware/when and
what
Tailor
recommendations to
custumers/Google,
Amazon/Netflix
Evidens for…
Improvement
Allocate resources
Assess effectiveness
Personalized learning paths
Behaviour specific data
NMC 2014

19. Timescale
Most current analytics focus on data about the past,
reporting what has happened
Other analytics link the present situation with a
predicted future; using forecasts and predictive
modelling to identify indicators of success, failure
or student drop out
A preferable approach, linking learning analytics
and learning design, will be the use of analytics to
support educators and learners to produce a desired
future result
Sharples et al. Innovating Pedagogy 2013

20. Learning Analytics
…Infrastructure and frameworks in place for learning
analytics is increasingly important
New trend
…Social learning analytics, including tools to help people
develop ideas together through discussion and writing
...Data from the physical environment, including gestures
and both eye tracking and sensor data.
This information can be used to monitor attention,
engagement and emotional state

21. Future data policies will need to…
Involve learners in the processes of developing and acting
on analytics
Involve learners in the processes of developing and acting
on analytics
Allow them a say in how they are labelled
Make clear the responsibilities everyone involved has for
providing accurate data and for acting on recommendations
…learning and teaching ethics committees alongside pre-existing
research ethics committees, in order to safeguard
educators and learners from issues such as mislabelling,
misleading analytics and pressure to share sensitive data

28. Learning Analytics
Ossiannilsson 2014

29. Ossiannilsson 2014

30. Learning design/Learning Analytics
“a virtuous circle,
where inquiry into the
learning process feeds
into learning design,
which motivates
learning analytics”
DISRUPTIONS

31. Etiska dilemman Learning Analytics
Inspirerad av Dr Abelardo Pardo, University Analytics Forum 2013
CC Pixaby.com
Miljö
Sammanhang
Scenarier
?
?
?

32. Caring is sharing, sharing is caring
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Ossiannilsson 2014