Lighting the UK SoLAR Flare

I’m delighted to announce that CETIS and the OU are co-sponsoring the first UK SoLAR Flare meeting on Monday 19th November in Milton Keynes.

This is the first UK gathering dedicated to the field of Learning Analytics. Under the auspices of SoLAR (Society for Learning Analytics Research).

Part of SoLAR’s mission is to improve the quality of dialogue within and across the many stakeholders impacted by Learning Analytics. Flare events are “a series of regional practitioner-focused events to facilitate the exchange of information, case studies, ideas, and early stage research.”

We are therefore inviting technology specialists, researchers, educators, ICT purchasing decision-makers, senior leaders, business intelligence analysts, policy makers, funders, students, and companies to join us in Milton Keynes for this inaugural event.

We’ve designed the day to maximise social learning with plenty of opportunity to meet with peers and explore collaboration possibilities, the chance to hear — and share — lightning updates on what’s happening and the opportunity to shape future Flares.

So if you’re involved in any aspect of analytics and want to share your work, or would just like to find out more, join us in Milton Keynes. The event is free to attend, but places are limited, so book quickly.

Big data, learning analytics, a crack team from the OU . . . and me

Yesterday I was part of a panel in the Big Data and Learning Analtyics Symposium at ALT-C.   Simon Buckingham Schum, Rebecca Fergusson, Noami Jeffrey, Kevin Mayles and Richard Nurse the “crack team” from the OU gave a really useful overview of the range of work they are all undertaking in the OU. Simon’s blog has details of the session and our introductory slides.

We were pleasantly surprised by the number of delegates who came to the session given we were scheduled at the same time as yesterday’s invitied speakers Professor Mark Stubbs and Sarah Porter. The level of discussion and interest indicated the growing realisation of the potential and the challenges for analytics across the education sector.

As ever it is hard to report effectively on a discussion session however a few issues which seemed to resonate with everyone in the room were:

*the danger of recommendation systems reducing and not extending choice 
*data driven v data deterimistic decision making
*the difference between measuring success and success in learning – they are not the same
*the danger of “seduction by stats” by senior management
*the need for the development of new skills sets and roles within institutions based on data science but with the ability to communicate with all staff to help question the data. 
*the increased need for development of statistical literacy for all staff and students 
*the potential for learning analytics in terms of expanding the flipped classroom model allowing teachers and students more time for sense making and actually thinking about the teaching and learning process.

Many of these issues will be covered in a series of papers we will be releasing next month as part of our Reconnoitre work.  And the discussions will be continued at a SoLAR meeting in November which we are co-hosting with the OU (more details on that in the next few days).



Confronting Big Data and Learning Analytics @ #altc2012

Next Thursday morning I’m participating in the Big Data and Learning Analytics symposium at ALT-C 2012 with colleagues from the OU, Simon BuckinghamShum, Rebecca Ferguson, Naomi Jeffery, Kevin Mayles and Richard Nurse.

The session will start will a brief overview from me of the analytics reconnoitre that CETIS is currently undertaking for JISC, followed by short overviews from different parts of the OU on a number of analytics projects and initiatives being undertaken there. We hope the session will:

“air some of the critical arguments around the limits of decontextualised data and automated analytics, which often appear reductionist in nature, failing to illuminate higher order learning. There are complex ethical issues around data fusion, and it is not clear to what extent learners are empowered, in contrast to being merely the objects of tracking technology. Educators may also find themselves at the receiving end of a new battery of institutional ‘performance indicators’ that do not reflect what they consider to be authentic learning and teaching.”

We’re really keen to have open discussion with delegates and engage with their views and experiences in relation to big data and learning analytics. So, come and join us bright and early (well, 9am) on Thursday. If you can’t make the session, but have some views/experiences then please feel free to leave comments here and I’ll do my best to raise them at the session and in my write up of the it.

More information about the session is available here.

Some thoughts on web analytics uisng our work on analytics

As I’ve mentioned before, CETIS are in the middle of a piece of work for JISC around analytics in education (our Analytics Reconnoitre project). You may have noticed a number of blog posts from myself and colleagues around various aspects of analytics in education. We think this is a “hot topic” but is it? Can our analytics help us to gauge interest?

CETIS, like many others, is increasingly using Google Analytics to monitor traffic on our website. We are also lucky to have in Martin Hawksey, a resident google spreadsheet genius. Since Martin has come to work with us, we have been looking at ways we can use some of his “stuff” to help us develop our communications work, and gain more of an understanding of how people interact with our overall web presence.

As part of the recent CETIS OER visualisation project, Martin has explored ways of tracking social sharing of resources. Using this technique Martin has adapted one of his spreadsheet so that it not only takes in google analytics from our CETIS blog posts, but also combines the number of shares a post is getting from these social sharing sites: Buzz, Reddit, Stumbleupon, Diggs, Pinterest, Delicious, Google+, Facebook and Twitter. By adding the the rss feed from our Analytics topic area, we get a table like this which combines the visit and comments information with the number of shares a post gets on each of the sharing sites.

social sharing stats for JISC CETIS analytics topic feed

(NB Martin’s blog is not hosted on our CETIS server so we can’t automagically pull his page view info in this way which is why there is a 0 value in the page view column for his posts, but I think we can safely say that he gets quite a few page views)

From this table it is apparent that Twitter is the main way our posts are being shared. Linkedin comes in second with delicious and google+ also generating a few “shares”. The others get virtually no traffic. We already knew that twitter is a key amplification tool for us, and again Martin’s magic has allowed us to create a view of the top click throughs from Twitter on our blog posts.

JISC CETIS Top twitter distributers

We could maybe be accused of playing the system, as you can see a number of our top re-tweeters are staff members – but if we can’t promote our own stuff, then we can hardly expect anyone else to!

But I digress, back to the main point. We can now get an overview of traffic on a particular topic area, and see not only the number of visits and comments it is getting but also where else it is being shared. We can then start to make comparisons across topic areas.

This is useful on a number of levels beyond basic web stats. Firstly, it gives us another view on how our audience shares and values our posts. I think we can say that if someone book marks a post, they do place some value on it. I would hesitate to start to quantify what that value is, but increasingly we are being asked about ROI so it is something we need to consider. Similarly with re-tweets, if something is re-tweeted they people want to share that resource and so feel that it is of value to their twitter network. I don’t see a lot of bot retweets in the my network. It also allows us to share and evaluate more information not only internally, but also with our funders (and through posts like this) our community.

It also raises some questions wider questions about resource sharing and web analytics in general. Martin raised this issue last year with this post which sparked this reply from me. The questions I raised there are still on my mind, and increasingly as I explore this more in the context of CETIS, I think I am beginning to see more evidence of the habits and practice of our community.

Twitter is a useful dissemination channel, and increasingly a key way for peer sharing of information. The use of other social sharing sites, would appear to be not so much. Tho’ I was surprised to see relatively high numbers for linked in. Again this might be down to the “professional” nature of linked in – or the fact that I am an unashamed social media tart, and repost all my blog posts in linked in too 🙂 We also have sharing buttons on the bottom of our posts which have very obvious buttons for twitter, linked in and Facebook.

In terms of other social sharing sites, are these just more a question of people’s own work practices and digital literacies? Are these spaces seen as more private? Or is it just that people still don’t really use them that much, did the delicious debacle affect our trust in such sites? Should we encourage more sharing by having more obvious buttons for the other sites listed in the table? And more importantly should JISC and its funded services and projects be looking towards these sites for more measures of impact and engagement? Martin’s work illustrates how you can relatively easily combine data from different sources, and now there are some templates available there really isn’t a huge time cost to adapt them, but are they gathering the relevant data? Do we need to actively encourage more use of social sharing sites? I’d be really interested to hear of any thoughts/ experiences other have of any of these issues.

Some useful resources around learning analytics

As I’ve mentioned before, and also highlighted in a number of recent posts by my colleagues Adam Cooper and Martin Hawskey, CETIS is undertaking some work around analytics in education which we are calling our Analytics Reconnoitre.

In addition to my recent posts from the LAK12 conference, I thought it would be useful to highlight the growing number of resources that the our colleagues in Educause have been producing around learning analytics. A series of briefing papers and webinars are available which covering a range of issues around the domain. For those of you not so familiar with the area, a good starting point is the “Analytics in Education: Establishing a Common Language” paper which gives a very clear outline of a range of terms being used in the domain and how they relate to teaching and learning.

For those of you who want to delve a bit deeper the resource page also links to the excellent “The State of Learning Analytics in 2012: A Review and Future Challenges” report by Rebecca Ferguson, from the OU’s KMI, which gives a comprehensive overview of the domain.

5 things from LAK12

Following that challenge, I’m going to try and summarise my experiences and reflections on the recent LAK12 conference in the five areas that seemed to resonate with me over the 4 days of the conference (including the pre conference workshop day) which are: research, vendors, assessment, ethics and students.

Learning Analytics is a newly emerging research domain. This was only the second LAK conference, and to an extent the focus of the conference was on trying to establish and benchmark the domain. Aberlardo has summarised this aspect of the conference far better than I could. Although I went to the conference with an open mind, and didn’t have set expectations I was struck by the research focus of the papers, and the lack of large(r) scale implementations. Perhaps this is due to the ‘buzzy-ness’ of the term learning analytics just now (more on that in the vendor section of this post) – and is not meant in any way as a critisism of the conference or the quality of the papers, both of which were excellent. On reflection I think that the pre-conference workshops gave more of an opportunity for discuss than the traditional paper presentation with short Q&A format which the conference followed. Perhaps for LAK13 a mix of presentation formats might be included. With any domain which hopes to impact on teaching and learning there are difficulties breaching the research and practice divide and personally I find workshops give more opportunity for discussion. That said, I did see a lot of interesting presentations which did have potential, including a reintroduction to SNAPP which Lori Lockyer and Shane Dawson presented at the Learning Analytics meets Learning Design workshop; a number of very interesting presentations from the OU on various aspects of their work in research and now applying analytics; the Mirror project, an EU funded work based learning project which includes a range of digital, physical and emotional analytics and the GLASS system presented by Derek Leony, Carlos III, Madrid to name just a few.

George Seimens presented his vision(s) for the domain in his keynote (this was the first keynote I have seen where the presenter’s ideas were shared openly during the presentation – such a great example of openness in practice). There was also an informative panel session around the differences and potential synergies with the Educational Data Mining community. SOLAR (the society for learning analytics research ) is planning a series of events to continue these discussions and scoping of the domain, and we at CETIS will be involved in helping with a UK event later this year.

There were lots of vendors around. I didn’t get any impression of any kind of hard sell, but every educational tool be it LMS/VLE/CMS now has a very large, shiny new analytics badge on it – even if what is being offered is actually the same as before, but just with parts re-labelled. I’m not sure how much (or any) of the forward thinking research that was presented will filter down into large scale tools, but I guess that’s an answer in itself for the need for the research in this area. So we in the education community can be informed and ask questions challenging the vendors and the systems they present. I was impressed with a (new to me) system called canvas analytics which colleagues from the community college sector in Washington State briefly showed me. It seems to allow flexibility and customisation of features and UI, is cloud based and so has a more distributed architecture, has CC licensing built in, and a crowd sourced feature request facility.

With so many potential sources of data it is crucial that systems are flexible and can pull and push data out to a variety of end points. This allows users – both at the institutional back end and the UI end – flexibility over what they use. CETIS have been supporting JISC to explore notions of flexible provision through a number of programmes including DVLE.

Lori Lockyer made an timely reflection on the development of learning design drawing parallels with the learning analytics. This made me immediately think of the slight misnomer of learning design, which in many cases was actually more about teaching design. With learning analytics there are similar parallels but what also crossed my mind on more than one occasion was the notion of marketing analytics as a key driver in this space. This was probably more noticeable due to the North American slant of the conference. But I was once again struck by the differences in approaches to marketing of students in North America and the UK. Universities and colleges in the US have relatively huge marketing budgets compared to us, they need to get students into their classes and keep them there. Having a system or integrated systems which manage retention numbers, and if you like the more business intelligence end of the analytics spectrum, could gain traction far more quickly than ones that are exploring the much harder to qualify effective learning analytics. Could this lead us into a similar situation with VLEs/LMSs where there was a perceived need to have one (“everyone else has got one”), vendors sold the sector something which kind of looked like it did the job? Given my comments earlier about flexibility and pervasiveness of web services, I hope not, but some dark thoughts did cross my mind and I was drawn back to Gardner Campbell’s presentation questioning some of the narrow definitions of learning analytics.

It’s still the bottom line, and the key driver for most educational systems, and in turn analytics about those systems. Improving assessment numbers gets senior management attention. The Signals project at Purdue is one of the leading lights in the domain of learning analytics, and John Campbell and the team there have, and continue to do an excellent job of gathering data from mainly their LMS and feed it back to students in ways that do have an impact. But again, going back to Gardner Campbell’s presentation, learning analytics as a research domain is not just about assessment. So, I was heartened to see lots of references to the potential for analytics to be used in terms of measuring competencies, which I think could have potential for students as it might help to contextualise existing and newly developed/ing competencies, and allow some more flexible approaches to recognition of competencies to be developed. More opportunities to explore the context of learning and not just sell the content? Again, relating back the role of vendors, I was reminded of how content driven the North American systems is. Vendors are increasingly offering competitive alternatives for elective courses with accreditation, as well as OERs (and of course collecting the data). In terms of wider systems, I’m sure that an end to end analytics system with content and assessment all bundled in is not that far off being offered, if it isn’t already.

Data and ethics, collect one and ignore the other at your peril! My first workshop was one run by Sharon Slade and Finella Gaphin from the OU and I have to say, I think it was a great start to the whole week (not just because we got to play snakes and ladders) as ethics and our approaches to them underline all the activity in this area. Most attention just now is focusing on issues of privacy, but there are a host of other issues including:
*power – who gets to decided what is done with the data?
*rights – does everyone have the same rights to use data? who can mine data for other purposes?
*ownership – do students own their data – what are the consequences of opt outs?
*responsibility – is there shared responsibility between institutions and students?

Doug Clow live blogged the workshop if you want more detailed information, and it is hoped that a basis for a code of conduct can be developed from the session.

Last, but certainly not least, students. The student voice was at times deafening by its silence. At several points during the conference, particularly during the panel session on Building Organisational Capacity by Linda Baer and Dan Norris, I felt a growing concern about things being done “to” and not “with” students. Linda and Dan are conducting some insightful research into organisational capacity building and have already interviewed many (North American) institutions and vendors but there was very little mention of students. If learning analytics are going to really impact on learning and help transform pedagogical approaches, then shouldn’t we be talking about them to the students? What does really work for them? Are they aware of what data is being collected about them? Are they willing to let more data from informal sources e.g. Facebook, 4square etc be used in the context of learning analytics? Are they aware of their data exhaust? As well as these issues, Simon Buckingham-Schum made the very pertinent point, that if students were given access to their data, would they actually be able to do anything with it?

And also if we are collecting data about students shouldn’t we be also collecting similar data about teaching staff?

I don’t want to add yet another literacy to the seemingly never ending list, but this does tie in with the wider context of digital literacy development. Sense making of data and visualisations is key if learning analytics is to gain traction in practice, and it’s not just students who are falling short, it’s probably all of us. I saw lots of “pretty pictures” in terms of network visualisations, potential dashboard views, etc over the week – but did I really understand them? Do I have the necessary skills to properly de-code and make sense of them? Sometimes, but not all the time. I think visualisations should come with a big question mark symbol attached or overlaid – they should always raise questions. at the moment I don’t think enough people have the skills to be able to confidently question them.

Overall it was a very thought provoking week, with too much to included in one post but if you have a chance take a look at Katy Borner’s keynote Visual Analytics in Support of Education one of my highlights.

So, thanks to all the organisers for creating such a great atmosphere for sharing and learning. I’m looking forward to LAK13 and what advances will be made in the coming year and if a European location will bring some a different slant to the conference.

LAK12 Useful links and resources

There has been a huge amount of activty at this year’s LAK confrence. I’m still cogitating about the issues raised and will post my reflections over the next few days. However, in the meantime there were a number of really interesting tools and resources which were presented and which are available from this Diigo site George Siemens has set up.

Doug Clow has been doing a splendid (and quite awe inspiring) job of live blogging and has summary links of resources and his posts here. Myles Danson has also done some useful live blog posts from sessions too. We also have some really useful twitter activity summaries from Tony Hirst and Martin Hawkesy.

*Update – Audrey Watters review of the conference.

And just in case you missed them 🙂 below is a time line view of my collected tweets and a few pictures from the past few days.

LAK12 Pre conference workshop quick overview

I’ve had a very informative and stimulating day at the preconference workshops for the LAK12 conference. This is just a very quick post with links to some great summaries and resources that people have contributed.

*Learning Analtyics and Ethics live blog summary from Doug Clow (thanks, Doug you truly are a conference reporting machine!)

*Learning Analytics and Linked Data collective google doc – various contributors.

There has also been quite a bit of twitter activity and Tony Hirst was quick off the mark to visualise the connections. Martin Hawskey has also produced an alternative visualisation based on the twitter archive I set up last week I set up last week; and here’s another summary view from Tweetlevel.

I’ll hopefully do some more considered posts myself during the week. Based on today’s sessions this is shaping up to be a great conference.

Learning Analytics, where do you stand?

For? Against? Not bovvered? Don’t understand the question?

The term learning analytics is certainly trending in all the right ways on all the horizons scans. As with many “new” terms there are still some mis-conceptions about what it actually is or perhaps more accurately what it actually encompasses. For example, whilst talking with colleagues from the SURF Foundation earlier this week, they mentioned the “issues around using data to improve student retention” session at the CETIS conference. SURF have just funded a learning analytics programme of work which closely matches many of the examples and issues shared and discussed there. They were quite surprised that the session hadn’t be called “learning analytics”. Student retention is indeed a part of learning analytics, but not the only part.

However, back to my original question and the prompt for it. I’ve just caught up with the presentation Gardner Campbell gave to the LAK12 MOOC last week titled “Here I Stand” in which he presents a very compelling argument against some of the trends which are beginning to emerge in field of learning analytics.

Gardner is concerned that there is a danger of that the more reductive models of analytics may actually force us backwards in our models of teaching and learning. Drawing an analogy between M theory – in particular Stephen Hawkins description of there being not being one M theory but a “family of theories” – and how knowledge and learning actually occur. He is concerned that current learning analytics systems are based too much on “the math” and don’t actually show the human side of learning and the bigger picture of human interaction and knowledge transfer. As he pointed out “student success is not the same as success as a student”.

Some of the rubrics we might be tempted to use to (and in cases already are) build learning analytics systems reduce the educational experience to a simplistic management model. Typically systems are looking for signs pointing to failure, and not for the key moments of success in learning. What we should be working towards are system(s) that are adaptive, allow for reflection and can learn themselves.

This did make me think of the presentation at FOFE11 from IBM about their learning analytics system, which certainly scared the life out of me and many other’s I’ve spoken too. It also raised a lot of questions from the audience (and the twitter backchannel) about the educational value of the experience of failure. At the same time I was reflecting on the whole terminology issue again. Common understandings – why are they so difficult in education? When learning design was the “in thing”, I think it was John Casey who pointed out that what we were actually talking about most of the time was actually “teaching design”. Are we in danger of the same thing happening to the learning side of learning analytics being hi-jacked by narrower, or perhaps to be fairer, more tightly defined management and accountability driven analytics ?

To try and mitigate this we need to ensure that all key stakeholders are starting to ask (and answering) the questions Gardner raised in his presentation. What are the really useful “analytics” which can help me as a learner, teacher, administrator, etc? Which systems provide that data just now ? How can/do these stakeholders access and share the data in meaningful ways? How can we improve and build on these systems in ways which take into account the complexity of learning? Or as Gardner said, how can we start framing systems and questions around wisdom? But before we can do any of that we need to make sure that our stakeholders are informed enough to take a stand, and not just have to accept whatever system they are given.

At CETIS we are about to embark on an analytics landscape study, which we are calling an Analytics Reconnoitre. We are going to look at the field of learning analytics from a holistic perspective, review recent work and (hopefully) produce some pragmatic briefings on the who, where, why, what and when’s of learning analytics and point to useful resources and real world examples. This will build and complement work already funded by JISC such as the Relationship Management Programme, the Business Intelligence Infokit and the Activity Data Programme synthesis. We’ll also be looking to emerging communities of practice, both here in the UK and internationally to join up on thinking and future developments. Hopefully this work will contribute to the growing body of knowledge and experience in the field of learning analytics and well as raising some key questions (and hopefully some answers) around around its many facets.