1 / 28

What everyday teachers will learn from analytics in 2013

What everyday teachers will learn from analytics in 2013. Phillip Dawson Office of the PVC (Learning & Teaching) Monash University.

ulla
Download Presentation

What everyday teachers will learn from analytics in 2013

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. What everyday teachers will learn from analytics in 2013 Phillip Dawson Office of the PVC (Learning & Teaching) Monash University

  2. “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)

  3. Flickr user BaileyRaeWeaverhttp://flic.kr/p/6wSiYJ CC-BY

  4. “In praise of pessimism” (Selwyn) • Educational technology as a “positive project” • Educational technology as a “computerisation movement” • Focused on “proof of concept” • “State of the art” vs “State of the actual” Flickr user BaileyRaeWeaverhttp://flic.kr/p/6wSiYJ CC-BY

  5. [we should be] “refocusing the imaginations of educational technologists away from some of the wilder ‘science fictions’ of their particular areas of technological interest and instead encouraging greater engagement with the ‘social facts’ of education, technology and society” (Selwyn, 2011, p. 717) Flickr user BaileyRaeWeaverhttp://flic.kr/p/6wSiYJ CC-BY

  6. Flickr user sndrvhttp://www.flickr.com/photos/sndrv/4519088620/ CC-BY Flickr user dpapehttp://www.flickr.com/photos/dpape/2720632752/ CC-BY

  7. Flickr user sndrvhttp://www.flickr.com/photos/sndrv/4519088620/ CC-BY Sci-fi LA vs Mundane LA Flickr user dpapehttp://www.flickr.com/photos/dpape/2720632752/ CC-BY

  8. Sci-fi vs Mundane LA Sci-fi: • Promises • Vaporware • “Proof of concept” • Closed (or magic) • Amazing • Optimistic • Expensive Mundane • Realities • Available now • Enterprise • Open (source or algos) • Unimpressive • Pessimistic • Free/cheap

  9. What are the affordances of mundane LA for everyday teachers? • In groups, 10 minutes • Lots of affordances • Tools must be: • real • available • enterprise • We will share back Eg: • Count the number of accesses of a resource • Tells you who has submitted their assignments

  10. Mundane affordances • <this slide will be used during presentation to write down the affordances of mundane LA tools>

  11. A typical mundane LA tool • Gathers data on student use of parts of LMS • No integration with Student Management Systems • Teacher dashboards • Reports • Some synthesis • Inconsistent design and language • At code + UI levels

  12. State of the Actual:Free/open/built-in LA • Open-source tools • Engagement Analytics (documentation, demo vid) • Gismo • Analytics and Recommendations • Vendor-supplied reports • (egDesire2Learn)

  13. The following are real-life challenges a university teacher has faced in 2013

  14. It’s the end of week 2 and “student X” hasn’t ever logged in. What do we do?

  15. Issues • How can we make follow-up effective • Personal or robotic? • Paint a grim picture? • Refer on or see personally? • Specific guidance

  16. It’s the week of the census and modeling suggests “student X” is 70% likely to fail. What do we do?

  17. Issues • Do students have a • Right to try (and fail?) • Right to give up • Right to be strategic • Will draconian measures lead to ‘gaming’? • Student-identified triggers

  18. It’s week 10 and “student X” already has 60% of the course grade but hasn’t logged in for two weeks. What do we do?

  19. “I think a lot of us have good intentions, we just don't have the time” – science lecturer

  20. What will everyday teachers will learn from analytics in 2013?

  21. Problem! Solution?

  22. (Biggs, 1999)

  23. [we should be] “refocusing the imaginations of educational technologists away from some of the wilder ‘science fictions’ of their particular areas of technological interest and instead encouraging greater engagement with the ‘social facts’ of education, technology and society” (Selwyn, 2011, p. 717) Flickr user BaileyRaeWeaverhttp://flic.kr/p/6wSiYJ CC-BY

  24. What are the “‘social facts’ of education, technology and society” analytics will highlight in 2013/14?

  25. More information http://philldawson.com This presentation includes ideas from research supported by the Australian government Office for Learning and Teaching, and the NetSpot Innovation Fund

  26. References • Biggs, J. (1999). What the Student Does: teaching for enhanced learning. Higher Education Research & Development, 18(1), 57-75. doi: 10.1080/0729436990180105 • Selwyn, N. (2011). Editorial: In praise of pessimism—the need for negativity in educational technology. British Journal of Educational Technology, 42(5), 713-718. doi: 10.1111/j.1467-8535.2011.01215.x • Society for Learning Analytics Research. (2013). About Retrieved January 30, 2013, from http://www.solaresearch.org/mission/about/

More Related