An introduction to UTS:CIC http://utscic.edu.au — human-centred data science for societal learning

1. The Connected Intelligence Centre
Simon Buckingham Shum
Roberto Martinez-Maldonado
Simon Knight
utscic.edu.au

2. utscic.edu.au
CIC works as a creative incubator to catalyse
thinking about the use of data and analytics
among students, educators, researchers
and leaders. We do this through research,
prototyping, evaluation, embedding and
education.
So we work with faculties
Business
Communication
Education
Engineering
Health
Information Technology
Law
Science
and support units
Careers
HELPS
Library
IML
ITD
Jumbunna IHL
U:PASS
Student Services

3. http://uts.edu.au/future-students/analytics-and-data-science

4. internal data challenges
“The future is already here
— it’s just not very evenly distributed”
(William Gibson)
4

5. CIC as a broker: convene an internal data
challenge with analytics groups in UTS
5

6. How do we design and test
data science and analytics for
6
?

7. analytics for
academic writing
7

8. Analytical academic writing (Civil Law)
8

9. Reflective academic writing (Nursing)
9

10. 10
UTS
CIVIL
LAW
STUDENT
VIEWS
“takes
the
emo0on
out
of
having
your
work
scru0nized”
respondent
12;
“it
was
not
embarrassing
in
the
way
that
it
can
be
when
a
tutor
or
marker
gives
feedback”
student
7
reflec1on
notes
“I
definitely
found
it
useful.
It
also
made
me
realise
that
I
tend
to
use
bold,
certain
language
in
making
my
point
towards
the
end
of
each
paragraph
rather
than
up
front
at
the
beginning
(when
introducing
my
point).”
Respondent
5
“I
realise
now
what
descrip0ve
wri0ng
is
-­‐
the
soCware
had
quite
a
bit
to
say
about
my
lack
of
jus0fica0on
-­‐
also
true
-­‐
pressed
for
0me
and
difficult
circumstances
have
caused
this
for
me
in
this
instance
-­‐
good
to
see
it
sampled.”
Respondent
9

11. 11
UTS
CIVIL
LAW
STUDENT
VIEWS
it
is
possible
to
make
a
clearly
stated
point
in
an
academic
way
without
using
one
of
the
markers
…saying
that
if
a
paper
does
not
use
specified
'signposts'
suggests
that
the
wri0ng
is
not
clear
and
‘academic’
(see
’0ps’
on
the
results
page),
constricts
wri0ng
style.
I
think
it
is
possible
to
be
clear
about
your
posi0on
without
explicitly
saying
'my
posi0on
is…’.
respondent
11
“found
that
the
tool
was
limited
in
its
ability
to
pick
up
on
summary
sentences.
It
was
able
to
detect
phrases
such
as
‘ul0mately,
this
essay
will
conclude,’
or
‘in
conclusion,’
but
the
use
of
adverbs
such
as
‘thus,’
and
‘evidently,’
in
conclusive
statements
failed
to
be
recognized.”…
“Another
limita0on
is
that
certain
sentences,
which
were
recounts
or
mere
descrip0ons
were
deemed
important,
whilst
more
substan0ve
parts
of
the
essay
containing
arguments
and
original
voice
failed
to
be
detected.”

12. AWA: Hybrid university/commercial partnership
12
Ágnes Sándor
Xerox Research Centre Europe
Grenoble
(linguist: modelling
academic writing)
Natural
Language
Processing
Rosalie Goldsmith
Institute for Multimedia Learning
(researcher in reflective writing
in engineering)
Philippa Ryan
Faculty of Law
(academic teaching civil law)
Reflective
writing
rubrics
Civil Law
student
writing
Simon Buckingham Shum
Shawn Wang, Simon Knight
Connected Intelligence Centre
(learning analytics researchers and web developer)
User requirements, interface design and
evaluation, data collection & analysis
<text analytics service X>
<text analytics service Y>
<text analytics service Z>
<academic A>
<academic B>
<academic C>

13. social learning analytics
from external websites
13

14. OLT-funded project:
Enabling connected learning via open source analytics
in “the wild”: Learning Analytics beyond the LMS
14
Queensland
University
of
Technology
(Kirsty
KiQo,
PI)
University
of
Technology
Sydney
University
of
South
Australia
University
of
Sydney
University
of
Texas,
Arlington
www.beyondlms.org

15. Infrastructure to harvest activity outside the LMS
15
?
?
xAPI

16. Are the students doing what I hoped?
Learning Analytics . . . Learning Design
16
Could you say what
you hope to see?
What would
STUDENTS see?
How should that be
visualised?
What would you do
as an intervention?

17. Connected Learning Analytics Toolkit
Sentiment Analysis
17

18. Connected Learning Analytics Toolkit: SNA
18

19. 19
Connected Learning Analytics Toolkit
Inspecting the activity behind the social ties in the network

20. Connected
Learning Analytics
Toolkit
Topic Modelling
20

21. Connected Learning Analytics Toolkit: Next steps
Testbeds in partner universities with academics using social media in their
learning designs
Configurable dashboards to show indicators that the educator can define
Evaluation studies with students
21

22. blended-learning
analytics across
contexts
22

23. cic.uts.edu.aucic.uts.edu.au
Issue Mapping: Questions, Answers, Pros + Cons

24. cic.uts.edu.aucic.uts.edu.au
Learning Analytics in Complex Situations
https://www.youtube.com/watch?v=Th8fnaCZ20E

25. co-designing a learning
space with students
(to seed future analytics)
25

27. Design process
1. Why do you participate in online environments?
2. Thinking about specific activities involving tools or online spaces,
do you have any examples of great practice?
3. In your MDSI experience thus far, what obstacles have you
encountered in online learning? What has prevented you from
participating as you would have liked?
4. If you could design anything to support your learning, what would
it be?

29. Themes
§ How do we ensure our site is responsive, and well designed?
§ How do we tackle the need for a sustainable, searchable, tagged knowledge base & Q&A
space?
§ How do we integrate external tools and platforms effectively?
§ How do we guide learners through resources? (E.g. sticky posts and collaborative filtering)
§ How do we manage identities internally and externally, integrating existing profiles, and
crediting engagement & participation (reputation management)?
§ How do we create a constructive feedback and discussion area (possibly with multimedia
tools)?
§ How to we engage with industry through the site, and understand what they’re looking for?
§ How do we build a space for constructive-community-based feedback and formative
iteration, with possible ‘employer-ready’ output?
§ How do we gamify and show participation to support learning and effective community?

30. The Connected Intelligence Centre
Simon Buckingham Shum
Simon Knight
Roberto Martinez-Maldonado
utscic.edu.au