LEARNING ANALYTICS IN SCHOOLS https://latte-analytics.sydney.edu.au/school/ for updates. Date: Monday 5 March, 2018 Time: 8.30am—3.15pm Venue: SMC Conference & Function Centre, 66 Goulburn Street, Sydney NSW 2000 In association with the 8th International Conference on Learning Analytics & Knowledge, Society for Learning Analytics Research Briefing papers: https://latte-analytics.sydney.edu.au/wp-content/uploads/2017/10/k12_papers-1.pdf You are warmly invited to join this inaugural event! The data and analytics revolutions are disrupting and already transforming many sectors in society: finance, health, shopping, politics. Data is not new to education, but for many, it is still challenging to articulate the connection between the potential of using data to support decision making, and the every day-to-day operations occurring in learning environments. School leaders, teachers, data analysts, academics, policy makers and all other interested parties are invited to join a professional learning and development day focused on the practical applications of Learning Analytics in school (K-12) education. Drawing on national and international expertise, speakers include innovative school leaders and teachers, school data analysts, university researchers, government and software companies. Whether you already know a bit about Learning Analytics, are brand new to it, or already use it in the classroom, there will be insightful sessions with pertinent applications for all levels of knowledge and understanding. You will leave with a deeper understanding of: The diverse forms that Learning Analytics can take, and especially how technology extends this far beyond conventional school data to create better feedback How such data is being used by school leaders to support strategic reflection How new kinds of data are being used by teachers to support their practice The practicalities of initiating such work in your own school This is the first event of its kind in Australia, and a new initiative for the international LAK conference, so you will make many professional connections as we forge this new network.

1. Formative learning analytics to foster 21st century
competencies in Singapore secondary schools
Copyright © 2018 Jennifer Pei-Ling TAN and Elizabeth KOH, National Institute of Education Singapore. All rights reserved. Do not reproduce or modify without written permission from author.
Jennifer Pei-Ling Tan
Senior Research Scientist
Assistant Dean (Knowledge Mobilisation)
jen.tan@nie.edu.sg
Learning Analytics in Schools, LAK March 2018, Sydney
Elizabeth Koh
Research Scientist
Assistant Dean (Research Translation)

2. USA P21 Global Framework
Copyright © 2017 Jennifer Pei-Ling TAN, National Institute of Education Singapore. All rights reserved. Do not reproduce or modify without written permission from author.
Formalised in The Treasure Within, UNESCO Delors’ Report, 1996
Proliferation of national and international 21c frameworks
Singapore MOE 21CC FrameworkAustralian Curriculum
‘21st Century Curriculum’: Reality or Rhetoric?

3. ‘21st Century Curriculum’: Reality or Rhetoric?
International studies on change of instructional core in classrooms
Elmore, 1996; Tan, 2009; Voogt & Roblin, 2012; Law, 2009, Hogan et al, 2013; Caleon et al, 2013; Rahim et al., 2012
Consistent Finding
Pockets of innovation but
Exceptions prove the rule
TEL, CSCL
Mobile, Game-based
learning

4. A MAJOR KNOWLEDGE-PRACTICE GAP
Copyright © 2017 Jennifer Pei-Ling TAN, National Institute of Education Singapore. All rights reserved. Do not reproduce or modify without written permission from author.
How do we effectively design, scaffold and assess learning of
21st century literacies in schools and classrooms?
Inspires our research…
student-generative
collaborative dialogic learning
digital formative LA feedback
collaborative
creativity
criticality

5. OUR DESIGN-BASED LEARNING INNOVATIONS PORTFOLIO

6. • Collaborative web reader with formative LA
visualisations
• Foster critical reading skills, promote
metacognition, self/peer-regulated learning
• Upper secondary, English Language
• Co-designed with teachers, school leaders,
policymakers
• Since 2015: 1000+ students, 5+ schools, 15+
teachers
• ‘Scaling’ to national P-12 student digital
learning space, and other school-based
primary and tertiary (teacher education)
settings underway
• Team-and-Self Diagnostic Learning System
with formative LA visualisations
• Foster teamwork competency awareness
and growth
• Lower secondary, Interdisciplinary Project
• Co-designed with teachers, school
leaders, policymakers
• Since 2016: 250 students, 2 schools, 12
teachers
• ‘Specialization’ in disciplinary subjects
underway

7. dynamic student/teacher LA making visible
critical thinking as a rich social practice
dynamic student/teacher LA making visible
teamwork as a reflective discourse

8. • Collective
• Reciprocal
• Purposeful
• Supportive
• Cumulative
TECHNO-PEDAGOGICAL DESIGN
Four Nested Pedagogical Frameworks & Learning Principles
Dialogic
CSCL
Multiliteracies
AfL
• Situated practice
• Overt instruction
• Critical Framing
• Transformed practice
Multiliteracies
• Responsive
• Agentic
• Adaptive
• Salient
• Reflexive
Assessment for Learning Dialogic Learning
• Group meaning making
• Group knowledge
• Shared knowledge artifacts
• Synergistic learning networks/interactions
Computer-Supported Collaborative Learning

9. POTENTIAL OF LA FOR SCHOOLS:
LEARNING AND TEACHING GAINS

10. LEARNING GAINS (Trial Cycles 1-4)
Student Voices: Fostering SDL through dynamic visual learning analytics
 “… provides a platform for self-reflection… I can take a deeper look in my attitude towards learning English… better
improve myself.
 "… helps me see what types of questions I am most confident in answering and which types I rarely answer.
Therefore, I know where I have to improve and practice more on.
 “I found the WiREAD Network useful… we could see who are the more active and less active ones… improve on our
connections with one another… engaging with the less active people so no one would be left out during discussion.

11. TEACHING GAINS (Trial Cycles 1-4)
Teacher LA dashboard stimulated positive shifts to pedagogical practices

12. Learning gains through
MGB
• In trial cycle 1, for both intervention projects, we found that students’ personal
teamwork reflective goal-setting was positively related to higher peer-rated
teamwork scores
• Students shared with us during the FGD:
12
S1: “This [personal visual analytic] is good. This is very important in
keeping track of our progress and how we performed in our group so
that we can do something to help the current situation. For example,
in this moment in time, we have to select a dimension with the lowest
rating or greatest difference. So we can choose the weakest one, what
causes the weakest one, (S2 agrees, “Yes yes”) and what we can
improve step by step in improving the situation. Then we just check
time by time to see whether we improve or not. If we don’t improve,
we can reflect, how can we do better, how can I improve. For
example, if I don’t do well in coordination… What can I help to do to
coordinate well in the group.”

13. Results show LA’s potential for enhancing learning & teaching
• making visible 21CC learning processes and outcomes in a dynamic manner
• cultivating connective literacy and other 21C literacies: collaboration, creativity, criticality
among students
• fostering greater self-awareness, reflective and self/socio-regulatory learning dispositions
• empowering autonomy and relevance as a critical feature of learning (and teaching)
• enhancing learning motivation and engagement
• enabling teachers’ real-time formative monitoring of students’ participation and progress, so
as to provide more meaningful formative feedback
• facilitating teachers’ learning from the process of practitioner inquiry and adaptive expertise
around data-informed pedagogy

14. PEDAGOGICAL COMPLEXITIES:
LA DASHBOARDS A ‘DOUBLED-EDGED SWORD’?
SHIFTING CULTURES: STUDYING ‘TRUMPS’ LEARNING ?

15. LA ‘DOUBLE-EDGED SWORD’? DATA LITERACY AN IMPERATIVE!
PERSONAL BEST cx. PEER BEST LEARNER DASHBOARDS
Students described peer-referenced LA visuals as “fun” and “interesting”, stimulating “healthy peer
pressure” and formal “competition”, driving them to engage with learning in more substantive ways: “the
spider web… looks like a mini game, so that it’s a race to get to the center and to get as big as you can”
ₓ“working to a brighter and larger spot has turned into a competition… provides added stress that we do
not need, as people have their own pace of learning and may be slower… may be laughed at by
classmates and thus it is not as useful for learning as it may emotionally affect others”
VISIBLE PEER COMPARISONS: A GOOD THING…
OR BAD…?

16. STUDENTS RECURRENTLY EXPRESSED
OVERWHELMING APPRECIATION FOR WIREAD
SO…
HIGH OR LOW STUDENT PARTICIPATION / USAGE?
SHIFTING CULTURES

17. WHY LOW STUDENT PARTICIPATION / USE?
STUDENTS’ REASONING LOGICS…
• “Exams… because we have to cram in for other subjects… we have no time to log
in”… “I am busy with school to the point I forget about WiRead”
• “Just categorized as homework in our brain”… “If you use it at your own time, it feels
like you are doing extra work.”
• “main problem… even though presented opinion… don’t know whether right or
wrong… unlike school work…”
• “more… teacher guidance… comments about performance in class and on WiREAD”
• “There should be a function for teachers to grade the posts”
• “It does not teach me how to score well in English”
(EXAM) PERFORMANCE VS. (LEARNING) MASTERY

18. PEDAGOGICAL TENSIONS: FOUR CULTURAL SHIFTS
MAINSTREAM SCHOOLING
• INDIVIDUALISED
• NORM-REFERENCED GOALS
• EXAM PERFORMANCE
• STANDARDISED STRUCTURE
21C LITERACIES LEARNING
• SOCIALISED
• PERSONAL BEST GOALS
• LEARNING MASTERY
• SCAFFOLDED AGENCY
Not ‘EITHER-OR’ but ‘BOTH-AND’ logic
Whose mindsets are hardest to change?

19. SCHOOLING CULTURE: STUDYING ‘TRUMPS’ LEARNING?

20. SITUATING LA WITHIN THE PEDAGOGIC ECOLOGY
Learning cannot be divorced from pedagogy.
Learning analytics, by implication, cannot be divorced from pedagogy.
Learning, LA and pedagogy are conjoined endeavours.
To situate LA pedagogically, and to privilege student and teacher voices is paramount.
IF YOU WANT TO GO FAST, GO ALONE. IF YOU WANT TO GO FAR, GO TOGETHER.
(AFRICAN PROVERB)

21. Formative learning analytics to foster 21st century
competencies in Singapore secondary schools
Copyright © 2018 Jennifer Pei-Ling TAN and Elizabeth KOH, National Institute of Education Singapore. All rights reserved. Do not reproduce or modify without written permission from author.
Jennifer Pei-Ling Tan
Senior Research Scientist
Assistant Dean (Knowledge Mobilisation)
jen.tan@nie.edu.sg
Learning Analytics in Schools, LAK March 2018, Sydney
Elizabeth Koh
Research Scientist
Assistant Dean (Research Translation)