1) Learning and teaching are complex multi-layered processes that occur at the individual, group, organizational, and systemic levels. 2) Learning analytics can help represent and feed back complex data from these different layers to enable "learning forwards together". 3) The document presents data and models that analyze learning at the individual agency level, dispositions level, teaching practices level, organizational culture level, and leadership/system level.

1. Layers Loops and Processes: multi-level analytics
in complex learning systems
Ruth Deakin Crick
Chris Goldspink
Shaofu Huang
1

2. The story in one slide
• Learning and teaching are complex processes
• Learning analytics enable us to re-present
complex data visually and feed it back rapidly
to users to ‘learn forwards together’
• Learning contexts are layered:

3. Starting with individual agency and
engagement in learning

4. CMIN=167, p=.000, df=82,
CFI=0.97,
RMSEA=.033
73%

5. Moving up a level to learning
dispositions

6. Name of scale Conceptual definition
Changing and learning A sense of myself as someone who learns and
changes over time
Critical curiosity An orientation to want to “get beneath the surface”.
Meaning making Making connections and seeing that learning
“matters to me”.
Creativity Risk-taking, playfulness, imagination and intuition.
Learning relationships Learning with and from others and also able to
manage without them
Strategic awareness Being aware of my thoughts, feelings and actions as a
learner, and able to use that awareness to manage
learning processes.
Resilience The readiness and openness to persevere in the
development of my own learning power in the face
of challenge.

7. Strategic Awareness
.43
Changing and Learning
.52
Critical Curiosity
.35
Meaning Making
.47
Creativity
e1
e2
e3
e4
.66
.72
.59
.69
.26
.18
.14
.17
.26
CMIN 278 p=.000 Df 1, CFI .977, RMSEA, .22
Strategic awareness explains 43% of variance on Changing and Learning, It also
explains 52% of variance on Critical Curiosity, 35% on Meaning Making and 47% of
variance on creativity.

8. .81
Agency
.74
managing feelings
.52
managing processes
.27
t1q77
e1
.52
.33
t1q60
e2
.57
.23
t1q81
e3
.48
.18
t1q39
e4
.42
.34
t1q76
e5
.58
.43
t1q58
e6
.66
.23
t1q53
e7
.48
.23
t1q51e11
.48
.36
t1q68e10
.60
.19
t1q14e8 .44
.34
t1q69e13
.58
.28
t1q19e14
.53
.13 .15
.39
e22
e21
e20
Strategic awareness
.90
.72
.86
Cmin 648.9 p=000, CFI .95, RMSEA .047 DF 48

9. Moving up a level to teachers practices

12. -0.6
-0.4
-0.2
0
0.2
0.4
0.6
0.8
1
Develop democratic relationships
Build a community of learners
Negotiate learning
Challenge support to achieve high
stnds.
Teach students how to learn
Promote dialogue as means of learning
Foster deep understanding skilful action
Explore construction of knowledge
Build on learners understandings
Connect to lives and aspirations
Apply/assess in authentic contextsCommunicate in multiple modes
Structure/explicit teaching
Self-referenced
Control orientated
Absence of challenge
High personalization
Reflective_on_pedagogy
Could think on feet
Dynamic - creative design approach
Facilitator/orchestrator

13. -1
-0.8
-0.6
-0.4
-0.2
0
0.2
0.4
0.6
0.8
1
Develop democratic relationships
Build a community of learners
Negotiate learning
Challenge and support learners
Teach students how to learn
Foster deep understanding
Explore the construction of
knowledge
Promote dialogue as a means of
learning
Build on learners understanding
Connect learning to lives and
aspirations
Apply and assess in authentic
contexts
Communicate in multiple modes
Dynamic Design
Script

14. Moving up a level to organisational
cultures

15. Influence loops diagram
Huang, S. (2013) Authentic Pedagogy, University of Bristol, PhD Thesis.

16. How can we use technology to
capture, model, diagnose and
enhance responsible agency in
schools as complex systems?

17. Test Fast
Fail Fast And Early
Learn And Improve

18. PLAN
Choosing
Observing & Describing
Generating Questions
Uncovering Stories
Mapping
DO
Designing improvement
protocol
Implementing improvement
protocol
STUDY
Measure change
Analyse Results
ACT
Revise, Refine, Coll
aborate.
Present and Re-
develop

19. Bryk A, Gomez, L. (2010) Getting Ideas
into Action: Building Networked
Improvement Communities in
Education, Stanford, CA. Carnegie
Foundation for the Advancement of
Teacher Education.

20. Moving up a level to leadership learning

21. Hierarchical Process Modelling
Purpose = How (who what where when)

25. What sort of learning architecture
will provide rapid feedback at
multiple levels to make the
invisible visible and enhance
responsible agency

26. Datasets:
>40,000 ELLI profiles
(data from other hosted apps)
Learning Warehouse 2.0
Analytics:
Real time ELLI Analytics reports
Bespoke reports
User experience:
Research-validated assessment tool
Researcher interface
Learning Communities

27. System Wide
(Empirical/Analytical)
When we use the same data for different purposes, we need
different ‘truth paradigms’/forms of rationality (Habermas)
Group/Community
(Hermeneutical)
Individual
(Emancipatory)
Learners
Teachers
Administrators
Leaders
Researchers
Policymakers
…so Learning Analytics MUST be
interdisciplinary + methodologically plural = painful + challenging!

28. Data Sets + Data Streams
Learning Warehouse 2.0 (3.0)
Learning Analytics
System Simulations
Recommendation Engines
Learning App Store
Learning Communities
Collective Intelligence

29. EnquiryBlogger: ELLI Wordpress plugins
29
Ferguson, R., Buckingham Shum, S. and Deakin Crick, R.(2011). EnquiryBlogger: using widgets to support awareness and reflection in a
PLE Setting. In: 1st Workshop on Awareness and Reflection in Personal Learning Environments. PLE Conference 2011, 11-13 July
2011, Southampton, UK. Eprint: http://oro.open.ac.uk/30598

32. To join the global community…
LearningEmergence.net