Leveraging the full value of learning analytics: The power of learning design
1. Leveraging the full value of
learning analytics: The power of
learning design
@DrBartRienties
Reader in Learning Analytics
9th of October 2015
Milton Keynes
14. Assimilative Finding and
handling
information
Communicati
on
Productive Experiential Interactive/
Adaptive
Assessment
Type of
activity
Attending to
information
Searching for
and
processing
information
Discussing
module related
content with at
least one other
person (student
or tutor)
Actively
constructing an
artefact
Applying
learning in a
real-world
setting
Applying
learning in a
simulated
setting
All forms of
assessment,
whether
continuous,
end of
module, or
formative
(assessment
for learning)
Examples of
activity
Read, Watch,
Listen, Think
about,
Access,
Observe,
Review, Study
List, Analyse,
Collate, Plot,
Find,
Discover,
Access, Use,
Gather, Order,
Classify,
Select,
Assess,
Manipulate
Communicate,
Debate,
Discuss, Argue,
Share, Report,
Collaborate,
Present,
Describe,
Question
Create, Build,
Make, Design,
Construct,
Contribute,
Complete,
Produce, Write,
Draw, Refine,
Compose,
Synthesise,
Remix
Practice,
Apply, Mimic,
Experience,
Explore,
Investigate,
Perform,
Engage
Explore,
Experiment,
Trial, Improve,
Model,
Simulate
Write,
Present,
Report,
Demonstrate,
Critique
15.
16. Method – data sets
• Combination of two different data sets:
• learning design data (157 modules)
• student feedback data (51)
• VLE data (42 modules)
• Academic Performance (51)
• Data sets merged and cleaned
• 29537 students undertook these modules
17. Toetenel, L. & Rienties, B. (Forthcoming). Analysing 157 Learning Designs using Learning Analytic approaches as a means to evaluate the impact of
pedagogical decision-making. British Journal of Educational Technology.
18. Toetenel, L. & Rienties, B. (Forthcoming). Analysing 157 Learning Designs using Learning Analytic approaches as a means to evaluate the impact of
pedagogical decision-making. British Journal of Educational Technology.
25. M SD
1
Assimilative
2
Finding
info
3
Communication
4
Productive
5
Experiential
6
Interactive
7
Assessment total
9 Overall I am satisfied with the quality
of the course 81.29 14.51 .253 -.259 -.315* -.11 .018 .135 -.034 .002
10 Overall I am satisfied with my study
experience 80.52 13.20 .303* -.336* -.333* -.082 -.208 .137 .039 -.069
11 The module provided good value for
money 66.86 16.28 .312* -.345* -.420** -.163 -.035 .197 .025 -.05
12 I was satisfied with the support
provided by my tutor on this module 83.42 13.10 .230 -.231 -.263 -.049 -.051 .189 -.065 -.1
13 Overall I am satisfied with the
teaching materials on this module 78.52 15.51 .291* -.257 -.323* -.091 -.134 .16 -.021 -.063
14 Overall I was able to keep up with
the workload on this module 78.75 11.75 .182 -0.259 -.337* -.006 -.274 .012 .166 -.479**
15 The learning outcomes of this
module were clearly stated 89.09 7.01 .287* -.350* -.292* -.211 -.156 .206 .104 -.037
16 I would recommend this module to
other students 74.30 16.15 .204 -.285* -.310* -.086 -.065 .163 .052 -.036
17 The module met my expectations 74.26 14.44 .267 -.311* -.381** -.049 -.148 .152 .032 -.041
18 I enjoyed studying this module 75.40 15.49 .212 -.233 -.239 -.068 -.1 .207 -.017 .016
19 Average learning experience 77.53 13.34 .277* -.308* -.346* -.106 -.103 .177 .017 -.036
20 Average Support and workload 81.09 9.22 .277* -.327* -.399** -.038 -.211 .139 .061 -.377**
30. Toetenel, L., Rienties, B. (Submitted) Learning Design – creative design to visualise learning activities. Open Learning.
31.
32.
33. Leveraging the full value of
learning analytics: The power of
learning design
@DrBartRienties
Reader in Learning Analytics
9th of October 2015
Milton Keynes
Editor's Notes
Learning Design Team has mapped 100+ modules
For each module, the learning design team together with module chairs create activity charts of what kind of activities students are expected to do in a week.
For each module, detailed information is available about the design philosophy, support materials, etc.
Explain seven categories
5131 students responded – 28%, between 18-76%
This came as a surprise as LD is implemented as a unique, creative process.
Cluster analysis of 40 modules (>19k students) indicate that module teams design four different types of modules: constructivist, assessment driven, balanced, or socio-constructivist. The LAK paper by Rienties and colleagues indicates that VLE engagement is higher in modules with socio-constructivist or balanced variety learning designs, and lower for constructivist designs. In terms of learning outcomes, students rate constructivist modules higher, and socio-constructivist modules lower. However, in terms of student retention (% of students passed) constructivist modules have lower retention, while socio-constructivist have higher. Thus, learning design strongly influences behaviour, experience and performance. (and we believe we are the first to have mapped this with such a large cohort).
Cluster analysis of 40 modules (>19k students) indicate that module teams design four different types of modules: constructivist, assessment driven, balanced, or socio-constructivist. The LAK paper by Rienties and colleagues indicates that VLE engagement is higher in modules with socio-constructivist or balanced variety learning designs, and lower for constructivist designs. In terms of learning outcomes, students rate constructivist modules higher, and socio-constructivist modules lower. However, in terms of student retention (% of students passed) constructivist modules have lower retention, while socio-constructivist have higher. Thus, learning design strongly influences behaviour, experience and performance. (and we believe we are the first to have mapped this with such a large cohort).