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Four paths for learning analytics:
Moving beyond a management fashion
David Jones, @djplaner
Colin Beer, @beerc
Damien Cla...
http://bit.ly/4pathsTalk
http://bit.ly/4pathsTalk
Basing decisions on data and
evidence seems stunningly obvious
(Siemens and Long, 2011, p. 31)
ht...
What - PIRAC
How – 4Paths
(Jones, Beer & Clark, 2013)
(Beer, Jones & Tickner, 2014)
http://bit.ly/lasights
What is LA?
the measurement, collection, analysis, and
reporting of data about learners and their
contexts, for purposes o...
What is LA?
1. The development of new processes and tools
aimed at improving learning and teaching
for individual students...
Dashboards suck
PIRAC
Purpose
Information
Representation
Affordances
Change
(Jones, Beer & Clark, 2013)
PIRAC
Purpose
Information
Representation
Affordances
Change
(Jones, Beer & Clark, 2013)
provide workers with the help they...
Purpose
Information
Representation
Affordances
Change
Purpose
Information
Representation
Affordances
Change
a more widespread problem in
the field of learning analytics:
that i...
Purpose
Information
Representation
Affordances
Change
✔
✔
✔
Purpose
Information
Representation
Affordances
Change
✖
✔
✔
provide workers with the help they need
to perform certain job...
MAV
(Jones & Clark, 2014)
Purpose
Information
Representation
Affordances
Change
✖
✔
✔
provide workers with the help they need
to perform certain job...
…no surprise that those things that
the affordances make easy are apt
to get done, those things that the
affordances make ...
Purpose
Information
Representation
Affordances
Change
✖
✔
✔
✔
Purpose
Information
Representation
Affordances
Change
✔
✔
✔
✔
(Carroll, Kellog & Rosson, 1991, p. 80)
(Carroll, Kellog & Rosson, 1991, p. 80)
https://twitter.com/phillipdawson/status/273906845301764096
The risk is that research and development focuses on
the data which is simplest to log computationally,
perpetuating the d...
(Siemens, 2013, p. 13)
Purpose
InformationRepresentation
Affordances
Change
(Siemens, 2013, p. 13)
Purpose
Information
Representation
Affordances
Change
✖
✔
✔
✔
✔
http://bit.ly/4pathsTalk
What - PIRAC
How – 4Paths
(Trigwell, 2001)
(Mor & Mogilevsky, 2013, p. 1)
Arguably, teachers are the primary
change agents in any educational system
Teachers are often essential actors at learn time,
since they may intervene with respect to the
real-time coordination of ...
4 Paths
Do it to teachers
Do it for teachers Do it with teachers
Teachers DIY
DIT
DIF DIW
DIY
4 Paths
Do it to teachers
Do it for teachers Do it with teachers
Teachers DIY
DIT
DIF DIW
DIY
4 Paths
Do it to teachers
Do it for teachers Do it with teachers
Teachers DIY
DIT
DIF DIW
DIY
Quality teaching requires developing a nuanced
understanding of the complex relationships between
technology, content, and...
Reusability paradox
The more context a learning object
has, the better it is for learning
The less context, the
better for...
4 choices
1. Create highly decontextualised resources that
can be reused broadly but teach very little;
http://bit.ly/choi...
4 choices
2. Build highly contextualised resources that teach
effectively in a single setting but are very
difficult to re...
4 choices
3. We can shoot for the mediocre middle;
http://bit.ly/choices4
Do it with teachers
DIW
4 choices
4. Allow and enable for contextual modification
of the learning object
http://bit.ly/choices4
an organisation is mindless
in innovating with IT when
its actions betray a lack of
attention to organisational
specifics
...
Since mindlessness entails an
inattention to the firm’s own
circumstances, assimilation is
likely to be regarded as
unprob...
http://bit.ly/4pathsTalk
What - PIRAC
How – 4Paths
Buckingham Shum, S. (2012). Learning Analytics. Moscow. Retrieved from
http://iite.unesco.org/pics/publications/en/files/3...
Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for
teacher knowledge. Teachers...
Slide 1: "Gold Rush Days" by Michelle available at http://flickr.com/photos/theotherway/235652252 under Attribution
Licens...
Slide 25, 27, 28: "Leading a Class Activity" by David Woo available at http://flickr.com/photos/Wootang01/3549167416
under...
Four paths for learning analytics: Moving beyond a management fashion
Four paths for learning analytics: Moving beyond a management fashion
Four paths for learning analytics: Moving beyond a management fashion
Four paths for learning analytics: Moving beyond a management fashion
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Four paths for learning analytics: Moving beyond a management fashion

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Talk given at Moodlemoot'AU 2015. More information http://bit.ly/4pathsTalk

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Four paths for learning analytics: Moving beyond a management fashion

  1. 1. Four paths for learning analytics: Moving beyond a management fashion David Jones, @djplaner Colin Beer, @beerc Damien Clark, @damoclarkyhttp://bit.ly/4pathsTalk
  2. 2. http://bit.ly/4pathsTalk
  3. 3. http://bit.ly/4pathsTalk Basing decisions on data and evidence seems stunningly obvious (Siemens and Long, 2011, p. 31) http://bit.ly/4pathsTalk
  4. 4. What - PIRAC How – 4Paths (Jones, Beer & Clark, 2013) (Beer, Jones & Tickner, 2014) http://bit.ly/lasights
  5. 5. What is LA? the measurement, collection, analysis, and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs. (SoLAR, 2011)
  6. 6. What is LA? 1. The development of new processes and tools aimed at improving learning and teaching for individual students & instructors 2. The integration of these tools and processes into the practice of teaching and learning (Elias, 2011, p. 5)
  7. 7. Dashboards suck
  8. 8. PIRAC Purpose Information Representation Affordances Change (Jones, Beer & Clark, 2013)
  9. 9. PIRAC Purpose Information Representation Affordances Change (Jones, Beer & Clark, 2013) provide workers with the help they need to perform certain job tasks, at the time they need that help, and in a form that will be most helpful (Reiser, 2001, p. 63)
  10. 10. Purpose Information Representation Affordances Change
  11. 11. Purpose Information Representation Affordances Change a more widespread problem in the field of learning analytics: that it is being led by data and not pedagogy (Ellis, 2013, p. 663)
  12. 12. Purpose Information Representation Affordances Change ✔ ✔ ✔
  13. 13. Purpose Information Representation Affordances Change ✖ ✔ ✔ provide workers with the help they need to perform certain job tasks, at the time they need that help, and in a form that will be most helpful (Reiser, 2001, p. 63)
  14. 14. MAV (Jones & Clark, 2014)
  15. 15. Purpose Information Representation Affordances Change ✖ ✔ ✔ provide workers with the help they need to perform certain job tasks, at the time they need that help, and in a form that will be most helpful (Reiser, 2001, p. 63)
  16. 16. …no surprise that those things that the affordances make easy are apt to get done, those things that the affordances make difficult are not apt to get done (Norman, 1993, p. 106)
  17. 17. Purpose Information Representation Affordances Change ✖ ✔ ✔ ✔
  18. 18. Purpose Information Representation Affordances Change ✔ ✔ ✔ ✔
  19. 19. (Carroll, Kellog & Rosson, 1991, p. 80)
  20. 20. (Carroll, Kellog & Rosson, 1991, p. 80) https://twitter.com/phillipdawson/status/273906845301764096
  21. 21. The risk is that research and development focuses on the data which is simplest to log computationally, perpetuating the dominant pedagogies and learning outcomes from an industrial era (Buckingham-Shum, 2012, p. 8)
  22. 22. (Siemens, 2013, p. 13)
  23. 23. Purpose InformationRepresentation Affordances Change (Siemens, 2013, p. 13)
  24. 24. Purpose Information Representation Affordances Change ✖ ✔ ✔ ✔ ✔
  25. 25. http://bit.ly/4pathsTalk What - PIRAC How – 4Paths
  26. 26. (Trigwell, 2001)
  27. 27. (Mor & Mogilevsky, 2013, p. 1) Arguably, teachers are the primary change agents in any educational system
  28. 28. Teachers are often essential actors at learn time, since they may intervene with respect to the real-time coordination of classroom events (Dimitriadis & Goodyear, 2013, n.p) The lack of face-to-face contact with the students in many ways puts the online instructor at a disadvantage compared to the traditional classroom-based instructor. (Dietrichson, 2013, p. 333)
  29. 29. 4 Paths Do it to teachers Do it for teachers Do it with teachers Teachers DIY DIT DIF DIW DIY
  30. 30. 4 Paths Do it to teachers Do it for teachers Do it with teachers Teachers DIY DIT DIF DIW DIY
  31. 31. 4 Paths Do it to teachers Do it for teachers Do it with teachers Teachers DIY DIT DIF DIW DIY
  32. 32. Quality teaching requires developing a nuanced understanding of the complex relationships between technology, content, and pedagogy and using this … to develop appropriate, context-specific strategies and representation (Mishra & Koehler, 2006, p. 1029)
  33. 33. Reusability paradox The more context a learning object has, the better it is for learning The less context, the better for reuse http://bit.ly/choices4
  34. 34. 4 choices 1. Create highly decontextualised resources that can be reused broadly but teach very little; http://bit.ly/choices4 Do it to teachers Do it for teachers DIT DIF
  35. 35. 4 choices 2. Build highly contextualised resources that teach effectively in a single setting but are very difficult to reuse elsewhere; http://bit.ly/choices4 Teachers DIY DIY
  36. 36. 4 choices 3. We can shoot for the mediocre middle; http://bit.ly/choices4 Do it with teachers DIW
  37. 37. 4 choices 4. Allow and enable for contextual modification of the learning object http://bit.ly/choices4
  38. 38. an organisation is mindless in innovating with IT when its actions betray a lack of attention to organisational specifics (Swanson & Ramiller, 2004, p. 563)
  39. 39. Since mindlessness entails an inattention to the firm’s own circumstances, assimilation is likely to be regarded as unproblematic… (Swanson & Ramiller, 2004, p. 563) Purposeful adaptation of the innovation based on users’ experience will not be entertained; rather, users will be left to devise work-arounds as needed
  40. 40. http://bit.ly/4pathsTalk
  41. 41. What - PIRAC How – 4Paths
  42. 42. Buckingham Shum, S. (2012). Learning Analytics. Moscow. Retrieved from http://iite.unesco.org/pics/publications/en/files/3214711.pdf Carroll, J. M., Kellog, W. A., & Rosson, M. B. (1991). The Task-Artifact Cycle. In J. M. Carroll (Ed.), Designing Interaction: Psychology at the Human-Computer Interface (pp. 74–102). Cambridge, UK: Cambridge University Press. Retrieved from http://books.google.com/books?id=coY6AAAAIAAJ&pgis=1 Dietrichson, A. (2013). Beyond Clickometry: Analytics for Constructivist Pedagogies. International Journal on E-Learning, 12(4), 333–351. Retrieved from http://www.editlib.org/p/38478/ Dimitriadis, Y., & Goodyear, P. (2013). Forward-oriented design for learning : illustrating the approach. Research in Learning Technology, 21, 1–13. Retrieved from http://www.researchinlearningtechnology.net/index.php/rlt/article/view/20290 Elias, T. (2011). Learning Analytics: Definitions, Processes and Potential. Learning. Retrieved from http://learninganalytics.net/LearningAnalyticsDefinitionsProcessesPotential.pdf Ellis, C. (2013). Broadening the scope and increasing the usefulness of learning analytics: The case for assessment analytics. British Journal of Educational Technology, 44(4), 662–664. doi:10.1111/bjet.12028 Hiltzik, M. (2009). Dealers of Lightning. Harper Collins. Jones, D., Beer, C., & Clark, D. (2013). The IRAC framwork: Locating the performance zone for learning analytics. In H. Carter, M. Gosper, & J. Hedberg (Eds.), Electric Dreams. Proceedings ascilite 2013 (pp. 446–450). Sydney, Australia. Jones, D., & Clark, D. (2014). Breaking BAD to bridge the reality/rhetoric chasm. In B. Hegarty, J. McDonald, & S. Loke (Eds.), Rhetoric and Reality: Critical perspectives on educational technology. Proceedings ascilite Dunedin 2014 (pp. 262–272). Dunedin. Retrieved from http://ascilite2014.otago.ac.nz/files/fullpapers/221-Jones.pdf
  43. 43. Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. Mor, Y., & Mogilevsky, O. (2013). The learning design studio: collaborative design inquiry as teachers’ professional development. Research in Learning Technology, 21. Retrieved from http://www.researchinlearningtechnology.net/index.php/rlt/article/view/22054 Norman, D. A. (1993). Things that make us smart: defending human attributes in the age of the machine. Cambridge, Mass: Perseus. Reading, MA: Addison Wesley. Reiser, R. (2001). A History of Instructional Design and Technology: Part 1: A History of Instructional Media. Educational Technology Research and Development, 49(1), 1042–1629. Siemens, G. (2013). Learning Analytics: The Emergence of a Discipline. American Behavioral Scientist, 57(10), 1371–1379. doi:10.1177/0002764213498851 Siemens, G., & Long, P. (2011). Penetrating the Fog: Analytics in Learning and Education. EDUCAUSE Review, 46(5). Retrieved from http://moourl.com/j6a5d SoLAR. (2011). Open Learning Analytics : an integrated & modularized platform. White Paper. Retrieved from http://solaresearch.org/OpenLearningAnalytics.pdf Swanson, E. B., & Ramiller, N. C. (2004). Innovating mindfully with information technology. MIS Quarterly, 28(4), 553–583. Trigwell, K. (2001). Judging university teaching. The International Journal for Academic Development, 6(1), 65–73.
  44. 44. Slide 1: "Gold Rush Days" by Michelle available at http://flickr.com/photos/theotherway/235652252 under Attribution License https://creativecommons.org/licenses/by/2.0/ Slide 2, 42: "fad" by Max Boschini available at http://flickr.com/photos/boskizzi/3241710 under Attribution-NonCommercial License https://creativecommons.org/licenses/by-nc/2.0/ Slide 3: "Thank you Captain Obvious" by John Haydon available at http://flickr.com/photos/johnscotthaydon/5042881685 under Attribution-NonCommercial-ShareAlike License https://creativecommons.org/licenses/by-nc-sa/2.0/ Slide 4, 24: "Faster than Light" by Miroslav Petrasko available at http://flickr.com/photos/MiroslavPetrasko(hdrshooter.com)/5496004269 under Attribution-NonCommercial-NoDerivs License https://creativecommons.org/licenses/by-nc-nd/2.0/ Slide 5, 6: "Book on Table" by Alex Brown available at http://flickr.com/photos/alexbrn/4631428861 under Attribution License https://creativecommons.org/licenses/by/2.0/ Slide 7, 9, 10, 11, 12, 14, 16: "Van dashboard" by Paul Jerry available at http://flickr.com/photos/PaulJerry/4210992025 under Attribution License https://creativecommons.org/licenses/by/2.0/ Slide 8: "π Day Pie #1 2015" by Dennis Wilkinson available at http://flickr.com/photos/djwtwo/16816717851 under Attribution-NonCommercial-ShareAlike License https://creativecommons.org/licenses/by-nc-sa/2.0/ Slide 15: "Don Norman" by happy.apple available at http://flickr.com/photos/happy.apple/6117336152 under Attribution License https://creativecommons.org/licenses/by/2.0/ Slide 17, 23: "1977 meets 2009" by Simon Collison available at http://flickr.com/photos/SimonCollison/3145232705 under Attribution-NonCommercial-NoDerivs License https://creativecommons.org/licenses/by-nc-nd/2.0/ Slide 20: "Scroll and Click" by SamahR available at http://flickr.com/photos/SamahR/3285292500 under Attribution License https://creativecommons.org/licenses/by/2.0/
  45. 45. Slide 25, 27, 28: "Leading a Class Activity" by David Woo available at http://flickr.com/photos/Wootang01/3549167416 under Attribution-NoDerivs License https://creativecommons.org/licenses/by-nd/2.0/ Slide 29, 30, 31: "navigation (cc)" by Martin Fisch available at http://flickr.com/photos/marfis75/5374308475 under Attribution-ShareAlike License https://creativecommons.org/licenses/by-sa/2.0/ Slide 30, 31: "Bad" by eLKayPics available at http://flickr.com/photos/eLKayPics/12154560676 under Attribution-NonCommercial-NoDerivs License https://creativecommons.org/licenses/by-nc-nd/2.0/ Slide 31: "Calcutta bus, 1978" by Nick available at http://flickr.com/photos/nicksarebi/3430341126 under Attribution License https://creativecommons.org/licenses/by/2.0/ Slide 32: "Context is King" by Rebecca Jackson available at http://flickr.com/photos/_rebeccajackson/17939020696 under Attribution-NonCommercial-NoDerivs License https://creativecommons.org/licenses/by-nc-nd/2.0/ Slide 33: "finite 2" by Newtown grafitti available at http://flickr.com/photos/Newtowngrafitti/5508463205 under Attribution License https://creativecommons.org/licenses/by/2.0/ Slide 40, 41: "MINDLESS" by aka Tman available at http://flickr.com/photos/TreforlutionsTreVizionz/3661161335 under Attribution License https://creativecommons.org/licenses/by/2.0/ Slide 43: "IMG_2368 1" by Jason Tester Guerrilla Futures available at http://flickr.com/photos/{GuerrillaFutures|JasonTester}/17842381242 under Attribution-NoDerivs License https://creativecommons.org/licenses/by-nd/2.0/ Slide 44: "Question Everything (Nullius in verba) Take nobody's word for it" by Duncan Hull available at http://flickr.com/photos/dullhunk/202872717 under Attribution License https://creativecommons.org/licenses/by/2.0/ Slide 45, 46, 47, 48: "The Leeds Library" by Michael D Beckwith available at http://flickr.com/photos/michael_d_beckwith/16438065636 under Attribution License https://creativecommons.org/licenses/by/2.0/

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