This presentation was given by Peter Karlberg of the National Agency for Education (Skolverket) of Sweden at the GCES Conference on Education Governance: The Role of Data in Tallinn on 13 February during the afternoon session workshop on Learning Analytics.
Transaction Management in Database Management System
Learning Analytics - Sweden
1. Education governance; The role of data
Workshop C: Learning Analytics
Peter Karlberg | Skolverket
peter.karlberg@skolverket.se
twitter: peterkarlberg
linkedin: https://www.linkedin.com/in/peterkarlberg
#laceproject
2. What is learning analytics?
• the measurement, collection, analysis and reporting of data
about learners and their contexts, for purposes of understanding
and optimising learning and the environments in which it occurs
– First International Conference on Learning Analytics And Knowledge (LAK11), Banff, Alberta, Feb 27-Mar 1, 2011
– other terms; Educational data mining (EDM), Big data in education, learner analytics
…..
3. Photo public domain: http://commons.wikimedia.org/wiki/File:DESYNebelkammer.jpg
- Erik Duval
http://erikduval.wordpress.com/2012/01/30/learning-
analytics-and-educational-data-mining/
“collecting traces
that learners leave
behind and using
those traces to
improve learning”
7. What data do we have about learners?
• Demographics
• Previous educational experience
• Grades, scores, achievements, struggles
• Attendance, location, gaze
• Software logs
• Online tracking
• Other online activity (tracking)
• … more every week.
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Photo (CC)-BY-SA AJ Cann https://www.flickr.com/photos/ajc1/15574010080/
8. What can we do with that data?
• Identify learners who need help
– Simple or predictive
• Trigger interventions
– Via teacher, or direct
• Learn which interventions work
• Build a complete cognitive learning system
• Suggest resources or source of help
– Learners like you found this helpful
– This person might be able to help you
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Photo (CC)-BY-NC Pulpolux https://www.flickr.com/photos/pulpolux/8735428280
12. Glasswinged butterfly, ? Greta oro
Photo (CC)-BY-NC-ND by Greg Foster on Flickr http://www.flickr.com/photos/gregfoster/3365801458/
Principles
• Privacy
• Data protection
• Ethics
• Transparency
15. A garden that needs maintainens
• From primary school –
• Encourages weekly practice – otherwise the
garden withers
• Rewards: blooming plants and virtual coins
(which can be exchanged)
• Automatically adjusts the difficulty of math
exercises to the ability level of the user
15
16. Studi.se (SWE)
• Videos (also with sub-titles in many languages), texts and
quizzes
• Feedback to both the student and the teacher
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17. Interactive Flipped Classroom (SWE)
• Based on the flipped classroom method
• Makes the students more active in the
classroom
• But they are still quite passive when looking at
videos
• Technical platform which helps the teacher to
cut the videos in smaller chunks and add
quizzes
• Also possible for students to stop the video
and write questions to the teacher 17
18. Feedback to the teacher
• How many have looked at the video (and
when)?
• How did the group score on the quizzez?
• Which parts did they found (particularly)
difficult?
• Where they confused by the examples?
• Specific questions feeded back to the teacher
before the lesson
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19. 19
Why do you subtract 4/9? The students can stop the video and
write questions if needed
20. Regional initiative on drop-outs
• Western parts of Sweden
• When do student drop-out from upper
secondary school?
• Can we discover a pattern?
• Using the data – analysing
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23. Evidence Hub
23
• Manage content and
metadata of the web
presence and knowledge
base (the Evidence Hub) to
create a valued and used
resource
• Identify, collect and
synthesise claims and
evidence for the benefits of
learning analytics
24. Evidence Hub – Rationale
• Add value on top of bibliographies (Mendeley)
& machine analysis of LAK Dataset
• Support for practitioners, researchers, managers,
policymakers
• Evidence for or against a proposition / hypothesis
• Propositions developed among partners & at SoLAR
Flare UK
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Photo (CC)-BY Inessa Achmedova https://www.flickr.com/photos/kooklanekookla/1816753147
25. Evidence Hub – Propositions
A. Learning analytics improve learning
outcomes
B. Learning analytics improve learning
support and teaching, including
retention, completion and
progression
C. Learning analytics are taken up and
used widely, including deployment
at scale.
D. Learning analytics are used in an
ethical way
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28. Evidence Hub – Outlook
• Also capture material with
a lower threshold
– Projects
– Activity
– Opinion and policy
• Easier to submit &
quality control
• Broader view of field
• Not already available elsewhere
• Broader interest
– Helps sustainability beyond
the project
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29. State of the art of LA in school sector
• little systematic use of data at school level
• more at national and municipal level
• lack of knowledge in the school community
• some interest
• increasing vendor interest – new products
• privacy big issue
• little research found
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31. 31
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Notes de l'éditeur
Learning analytics is on the Internet and the Internet has cats
Data mining, business intelligence, academic analytics, learner analytics – focus here is on the learning, not the management and administration of learning
Photo: Cloud Chamber at the German Electron Synchrotron DESY
Without interventions: still good stuff: computer science, educational research, business intelligence
But only LA if fed back.
What good teachers have always been doing, but more data, and better techniques.
Massive investment by educational software vendors, from VC-backed startups to large international media companies.
Most products here at Bett will have a dashboard or analytics.
Cohort dispositional analytics.
Building critical self-awareness.
Correlations with success measures, but complex relationship.
Learning power goes down over time in school!
To help the learner! Not just tracking.
Privacy – education makes space to fail, make mistakes, and learn from them – and not have that held against you.
Data protection – longstanding EU legislationEthics vast, complex, tricky. 70% chance to complete (about right) but 1% chance succeed.Alex the student.
Vs ignoring info could help success.
When does keeping the door to success open become giving unrealistic hope?
Ethics critical path. Transparency – to learners, but to the outside. Shared processes.
Again heard from Peter.
Please copy, adapt, photograph, video. Tell your friends!