Mm5 ossiannilsson2014

MM5: Online Learning and Learning Analytics
Ebba Ossiannilsson, PhD Lund University, SE
Luleå Technical University, SE
Dalarna University, SE
Mid Sweden University, SE
SVERD
ITHU
OERSweden
NordicOER, Boldic, LangOER
Evaluator SEQUENT
Research Leader ICDE Quality Standard Study 2014

Ebba Ossiannilsson, PhD Lund University, SE

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

“The number of higher
education students in
the world is expected to
quadruple,
from around 100 million
in 2000
to 400 million in 2030”
Foto: Ulrike Reinhard Learning Stations in Khajuraho, Rural India
CHALS2014 Willem van Valkenburg

To accommodate them we need to build
9.615 universities in 30 years
That is 3 universities
For 30.000 students
per week

2.
“Students expect to choose
what they learn, how they
learn and when they learn”
Image CC BY Phillie Casablanca

“Open and online
education allows
people from around the
world access to the top
education of TU Delft.
It enables everybody
who wants to develop
themselves and
accommodates the
increasing number of
students seeking higher
education. TU Delft is
dedicated to deliver
world class education
to everyone.” Drs. Anka Mulder. Vice President Education TU Delft

Yet, this is how we teach
Image: CC BY Martijn Ouwehand

…time that we accept
this challenge and
recreate our institutions
for service in a networked,
lifelong learning context
…quality procedures for improvement
aim at enhancing future
performance rather than
judging past performance
….growing disruption of higher
education’s traditional business
models, there is a steady move
towards ‘openness’ that is
driving innovation and has the
potential to create a new paradigm
in HE
..biggest challenge in innovation
is envisioning a new paradigm and
abandoning the old constructs

MOOC (Downes 2013)
Massive
Open
Online
Course
Ossiannilsson 2014

Basic ingredients of a MOOC
Learning
Unit 1
Learning
Unit 2
Learning
Unit 3
Learning
Unit 4
Learning
Unit 5
Learning
Unit 6
Up to 10
weeks
MOOC is divided into weeks. From 3 to 10 weeks
Learning
Unit
4 to 12 hours study time
Clear learning goals, end-of unit assessment
Learning
Block 1
Learning
Block 2
Learning
Block 3
Each with a couple of self-contained
learning blocks
video quiz text quiz discuss

MOOC
• Open Access
• Bachelor level
• Single course
• No EC
• Certificate of
Completion
Course
• Pay per course
• Bachelor and
master
• Single Course
• <10 EC
• Course
Certificate
Series
• Pay per course
• Bachelor and
Master
• Couple of
courses
• 10 -15 EC
• Formal
Certificate
Module
• Pay per course
• Bachelor &
Master
• Couple of
courses/series
• 30 EC
• Formal Diploma
Program
• Pay per course
• Master
• Couple of
courses/series/mo
dules
• > 60 EC
• Formal Master
N = 50.000
BLENDE
D
-10.000
N = 500
-100
N = 50-10
VALU
E
BUSINESS MODEL VARIES
PRICE OTHER ROI

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)

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

Disruptive innovation..

… for online education?

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

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."
Learning Analytics G Siemens 2012
Ossiannilsson 2014

Ossiannilsson 2014 G Siemens 2012

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?

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

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…

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

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

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

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

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

Ethical Dilemma on Learning
Analytics
CC Pixaby.com
Environment
Context
Scenarie
?
?
?

Mobilitet
Samarbete
Öppenhet
Individualisering
Kvalitet

Caring is sharing, sharing is
caring
• Footprints
• W:www.lu.se/ced
• E:Ebba.Ossiannilsson@ced.lu.se
• FB:Ebba Ossiannilsson
• T:@EbbaOssian
• Phone: +4670995448
• S:http://www.slideshare.net/
EbbaOssiann
LinkedIn: Ebba Ossiannilsson
Ossiannilsson 2014

Mm5 ossiannilsson2014

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