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The Open University (UK)• Supported distance education• Quality open education at scale• Over 250,000 current students
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Why social learning analytics?Free and open content New                                        Usefulideas                ...
Why social learning analytics? (3)Living in the knowledge age             Support learners to assess their progress       ...
Why social learning analytics? (4)Sociocultural understandings            Increase learner proficiency in the            u...
Why social learning analytics? (5)Sociocultural understandings            Enable learners to engage proficiently          ...
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Analysing synchronous chatExtensions to: Ferguson, R. and Buckingham Shum, S. (2011). Learning Analytics to Identify Explo...
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For more from the OU, seehttp://www.open.ac.uk/blogs/innovating/
Social Learning Analytics, Southern SoLAR Flare
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Social Learning Analytics, Southern SoLAR Flare

Keynote speech at the SoLAR Southern Flare Conference on learning analytics.
Aerial Function Centre, University of Technology Sydney
November 29, 2012

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Social Learning Analytics, Southern SoLAR Flare

  1. 1. Social Learning AnalyticsRebecca FergusonInstitute of Educational TechnologyThe Open University, UK Southern SoLAR Flare, Sydney
  2. 2. The Open University (UK)• Supported distance education• Quality open education at scale• Over 250,000 current students
  3. 3. Open learning 59,053,400 iTunes downloads 6,200,000 Science at the OU YouTube views OpenLearn 11,000 hours of viewing material 400,000 unique visitors per month Frozen Planet Have you studied with us?
  4. 4. Online social learning Why has someone sawn down half of the beautiful cedar tree outside my office window? I can’t find this out from a book, and I don’t know anyone with the precise knowledge that I am looking for. It is as I engage in conversations with different people that my understanding of what I see outside my window increases, and I learn more about the tree’s history, health, ecosystem and future possibilities.www.open.ac.uk/blogs/SocialLearnResearch/2010/01/13/what-is-social-learning-and-why-does-it-matter/
  5. 5. Sociallearn.open.ac.uk
  6. 6. Learning analyticsDeveloping new tools for learners and teachersdrawing on experience from the learning sciencesintention of understanding and optimizingnot only learningbut also the environments in which it takes place
  7. 7. Implementing analytics • Aligned with clear aims • Huge and sustained effort • Agreed proxies for learning • Clear and standardised visualisation • Driving behaviour at every level Individual assessment within cohort
  8. 8. Negative perspective: NAPLAN There is massive pressure on schools and individual teachers to lift their school results. The logical consequence is to teach to the test … It is not about the students but it is all about the school … It does not reveal anything about the richness of your childs learning … Why is the ability to work in teams not included…? Sydney Morning Herald 27 November 2012
  9. 9. Social learning analyticsSocial learning analytics focus on how learnersbuild knowledge together in their cultural andsocial settings.In the context of online social learning, theseanalytics take into account both formal andinformal educational environments, includingnetworks and communities.
  10. 10. Why social learning analytics? (1)Changing environmentShift Happens:Karl Fisch
  11. 11. Why social learning analytics? (2)Social media Support learning-related reflection on interpersonal relationships and interactions
  12. 12. Why social learning analytics?Free and open content New Usefulideas resources Key hashtagsHelpful Support info networks Support the role of social networks in filtering and recommending resources
  13. 13. Why social learning analytics? (3)Living in the knowledge age Support learners to assess their progress in terms of knowledge-age skills
  14. 14. Why social learning analytics? (4)Sociocultural understandings Increase learner proficiency in the use of educational dialogue
  15. 15. Why social learning analytics? (5)Sociocultural understandings Enable learners to engage proficiently with a range of tools and social settings
  16. 16. Why social learning analytics? (6)MOOCs Open Translation MOOC http://bit.ly/OTcgjD Learning Design MOOC http://www.olds.ac.uk/
  17. 17. Social/ized analyticsSocial analytics• social network analytics• discourse analyticsSocialized analytics• content analytics• disposition analytics• context analytics
  18. 18. Social analytics: potential usesNetwork analyticsIdentify individuals who support my learningIdentify individuals with relevant interestsIdentify origins of conflictsIdentify groupings that could support learningProvide feedback to groups and group leaders
  19. 19. Network analyticsVisualising Social Learning in the SocialLearn Environment. Bieke Schreurs and Maarten de Laat (Open University, NL), ChrisTeplovs (Problemshift Inc. and University of Windsor), Rebecca Ferguson and Simon Buckingham Shum (The OpenUniversity, UK), SoLAR Storm webinar, The Open University, UK. http://bit.ly/UaFhbL
  20. 20. Visualising ties by topic and type
  21. 21. Visualising ties by topic
  22. 22. Visualising ties by individual
  23. 23. Social analytics: potential usesDiscourse analyticsThe ways in which learners engage in dialogueindicate how they engage with the ideas of others,how they relate those ideas to their understandingand how they explain their own point of view. • Disputational dialogue • Cumulative dialogue • Exploratory dialogue
  24. 24. Analysing synchronous chatExtensions to: Ferguson, R. and Buckingham Shum, S. (2011). Learning Analytics to Identify Exploratory Dialogue withinSynchronous Text Chat. Proc. 1st International Conference Learning Analytics & Knowledge. Feb. 27-Mar 1, 2011,Banff. ACM Press. Eprint: http://oro.open.ac.uk/28955
  25. 25. Identifying indicators Category Indicator Challenge But if, have to respond, my view Critique However, I’m not sure, maybe Discussion of Have you read, more links resources Evaluation Good example, good point Explanation Means that, our goals Explicit reasoning Next step, relates to, that’s why Justification I mean, we learned, we observed Reflections of Agree, here is another, makes the perspectives of others point, take your point, your view
  26. 26. Identifying exploratory chatChallenge: Locate the exploratory dialogue Manual analysis identifies indicators
  27. 27. Self-training framework • Framework uses cue phrases to make use of discourse features for classification • Uses a k-nearest neighbours instance selection approach to draw on topical features
  28. 28. Webinar chat analytics Sheffield, UK not as sunny as yesterday - still warm Greetings from Hong Kong Morning from Wiltshire, See you! sunny here! bye for now! bye, and thank you Bye all for now
  29. 29. Webinar chat analytics
  30. 30. OpenScience Laboratory http://www.open.ac.uk/blogs/openscience
  31. 31. Cohere.open.ac.ukWeave webs of meaningful connections between ideas
  32. 32. Kmi’s Cohere Rebecca is playing the role of broker, connecting 2 peers’ contributions in meaningful ways web deliberation platform enabling semantic social network and discourse network analyticsDe Liddo, A., Buckingham Shum, S., Quinto, I., Bachler, M. and Cannavacciuolo, L. Discourse-centric learning analytics. 1stInternational Conference on Learning Analytics & Knowledge (Banff, 27 Mar-1 Apr, 2011) http://oro.open.ac.uk/25829
  33. 33. Evidence-hub.net Simon Buckingham Shum, Anna De Liddo & Michelle Bachler
  34. 34. Flashmeeting.e2bn.net http://flashmeeting.open.ac.uk/research/shapes.html
  35. 35. Videoconferencing analytics Flashmeeting video conference: spoken foreign language tutorials Mentor 1 Mentor 2 AV Chat AV Chat 1Session 2 3
  36. 36. Socialized analytics: potential uses Disposition analytics Dispositions can be used to render visible the complex mixture of experience, motivation and intelligences that make up an individual’s capacity for lifelong learning and influence responses to learning opportunitiesBuckingham Shum, S., & Deakin Crick , R. (2012). Learning dispositions andtransferable competencies: pedagogy, modelling, and learning analytics. Paperpresented at the 2nd International Conference on Learning Analytics & Knowledge.
  37. 37. ELLI Profile Web questionnaire 72 items (children and adult versions: used in schools, universities and workplace)
  38. 38. Dimensions of learning powerCritical curiosityMeaning makingCreativityResilienceStrategic awarenessLearning relationshipsChanging and learning
  39. 39. A ‘visual learning analytic’ Basis for a mentored discussion on how learner see themselves, and strategies for strengthening the profile
  40. 40. Connecting withlearner identity SIngleton High School (ratified by the Wonnaruah elders) willy wagtail: didijiri emu: kungkurung snake: ta nipa tang eagle: ka-wul echidna: kuntji kukan platypus: pikan ants: yunrring
  41. 41. Connecting with learner identityGappuwiyak School Strategic Awareness: Emu - WurrpanN. Territory http://bit.ly/srUSHE Changing & Learning: Drongo - Guwak Meaning Making: Pigeon - Nabalawal Critical Curiosity: Sea Eagle - Djert Resilience: Brolga - GudurrkuLearning Relationships: Cockatoo - Ngerrk Creativity: Bower Bird - Djurwirr
  42. 42. EnquiryBlogger Standard Wordpress editor Categories from ELLI Plugin visualises blog categories, mirroring the ELLI spider More information at learningemergence.net
  43. 43. Secondary school bloggers
  44. 44. Primary school bloggers Creativity Meaning making Strategic awarenessEnquiryBlogger: blogging for Learning Power & Authentic Enquiryhttp://learningemergence.net/2012/06/20/enquiryblogger-for-learning-power-authentic-enquiry
  45. 45. EnquiryBlogger dashboard
  46. 46. New possibilitiesELLI works from whatlearners say they do Now we can observe what they actually do…
  47. 47. Could a platform generate an ELLI profile from user traces? Different social Questioning and network patterns in challenging may different contexts load onto Critical may load onto Curiosity Learning Relationships Repeated Sharing relevant attempts to pass resources from an online test other contexts may may load onto load onto Meaning Resilience MakingShaofu Huang: Prototyping Learning Power Modelling in SocialLearnhttp://www.open.ac.uk/blogs/SocialLearnResearch/2012/06/20/social-learning-analytics-symposium
  48. 48. Possible future implementationDisposition analytics
  49. 49. Socialized analytics: potential usesContent analyticsVarious automated methods used to examine, indexand filter online media assets for learners.These analytics may be used to providerecommendations of resources tailored to the needsof an individual or a group of learners.
  50. 50. iSpot.org.uk
  51. 51. SocialNetwork Status Domain ExpertReputation
  52. 52. Socialized analytics: potential usesContext analyticsAnalytic tools that expose, make use of or seek tounderstand learners’ contexts. These analytics maybe used alone, or may be employed as higher-leveltools, pulling together data produced by otheranalytics. Context as a dynamic process – a mobile device can present content, options and resources that support learning activities in this location at this time.
  53. 53. Virtual field trip InventoryMandatory OptionalHiking boots Waterproof Project led by Shailey MinochaHand lens clothingGrain-size Sun hatchart Sunscreen Sunglasses Compass 13ºC
  54. 54. Virtual field trip • Do learners engage with all the tasks? • What are the differences between novice and expert practice?
  55. 55. Implementing analytics Customisable dashboards for learners and educators
  56. 56. Implementing analyticsCan we achieve this?•Aligned with clear aims•Huge and sustained effort•Agreed proxies for learning•Clear and standardised visualisation•Driving behaviour at every levelCan we avoid this? Learning with others•Instructivist approach•Stressed, unhappy learners•Analytics with little value for learners or teachers•Omission of key areas, such as collaboration
  57. 57. For more from the OU, seehttp://www.open.ac.uk/blogs/innovating/

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