big data, analytics and the future of learning

Big Data, Analytics and the Future of Learning

Kim FlintoffDLTV Digicon 2016July 2016, Melbourne

Abstract

Einstein's ideas were pivotal in shifting the way we think about the physical world - from the Newtonian to the Quantum models - in turn this changed the way we think about the world and allowed us to develop new ways of engaging with the world.

We are at a similar juncture now with the Information Age and the global Internet of Everything. The development of computational technologies allows us to think about and to make meaning from data about the world in what might be called the age of algorithms and computational thinking.

Data science, conducted with global computational resources changes the way we think about, define and solve problems; and in turn, the ways in which we learn.

An age of creativity for research teams working in partnership with computational resources may be upon us, extending data science impacts across all fields.

Einstein Schrödinger

Gödel Bohr

Presentation Timeline

Building a Digital

Learning Ecosystem

Learning Analytics

Data-Informed Learning

and Teaching

Data Ethics, Privacy and

Security

DiscussionNew forms of

Credentials

TL@C is a university-wide strategy which will apply innovative thinking to our learning and teaching. It will enable us to:

•evolve a contemporary student experience, •align our graduate outcomes with the expectations of employers, and •remain highly competitive in a dynamic global market.

Transforming Learning Learning Futures

Learning at Curtin is "on your terms"!

Personal, collaborative, innovative, richly

interactive, flexible and, above all, global.

Curtin ConvergedLearning Futures

The new Curtin model for Teaching and Learning is Curtin Converged, a mix of traditional lectures, flipped-classes, technology enriched environments and distributed learning techniques (Massive Online Open Courses (MOOCs) and high-end video and 3-D technologies) that actively engage students whether they attend classes on campus or from another location.

Digital Learning StrategyLearning Futures

The purpose of this strategy is to re-imagine the provision of digitally delivered learning focussing on transformed processes, innovative recognised credentialing and the adaptive business models needed to implement change. The scenarios highlight the need for a digitally mature organisation with staff equipped with the necessary skills to lead, create and facilitate digital learning in all modes.

Digital Learning @ CurtinLearning Futures

The strategy is based on eight transformational pillars:

CredentiallingLearning Futures

Big Data and Computational CapacityInstitute for Computation, CISCO IoT Innovation Hub, Pawsey Supercomputing Centre

Computation is an increasingly important activity in most disciplines, leading to new fields such as computational science and engineering, computational humanities, computational finance and many others.

Universities have found it difficult to bring these inherently cross-discipline subjects into the curriculum. By bringing together the leading computational researchers at Curtin, the institute is looking to build the computational skills across the entire university community.

BIG DATA ANALYTICS -- SIMULATION – VISUALISATION – MODELLING AND OPTIMISATION -- EDUCATION

03Developing digitally capable learning spacesFrom collaborative learning spaces to next generation learning spaces.

Curtin has redeveloped a number of its existing teaching and learning spaces with the goal to transform learning at the University. These vibrant new spaces have been designed to increase student engagement, foster collaboration between staff and students and provide flexible, technology-rich environments which support active student learning.

Timeline for development 01

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Flexible Learning Policy and ProceduresBlackboardOLAS

The Move Online2008

eLearning Advisory TeamCurtin Online

Open Universities Australia

Centre for eLearning 2009

eScholarsUnit Outline Builder

Innovation2010

Course redesignHIVE

ART2014

Blackboard AnalyticsCurtin Challenge Platform

Transformation2013

ECHO 360Curtin Teaching and LearningiPad User Group

Restructure2012

Blackboard 9.1Blackboard Collaborate

Managed Hosting

Infrastructure2011

Greater Curtin2030

1,000,000 Learners2017

elsieCurtin Institute for Computation

Consolidation2016

The AgencyedX Consortium

Review2015

Education and Innovation Social and Cultural NetworksUrbanisationBusiness and Research

Medical SchoolInsights Centre for Learning

Analytics

Learning Management SystemsLearning Futures

Mobile SupportLearning Futures

Campus QuestLearning Futures

Games and gamification as data streams in the learning analytics ecosystem.

Curtin ChallengeLearning Futures

Welcome to Curtin Challenge, where you can develop your skills, build your networks, and shape your future. Challenge is a fun and interactive way to learn, and is just one of the many ways Curtin University is transforming your University experience.


Aggregation of data allows rich insights to emerge and more unique and personalised solutions

Learning FuturesSmart Classrooms of the Future

Learning FuturesSmart Classrooms of the Future – The Agency

Learning FuturesSmart Classrooms of the Future – The HIVE

Educational Data MiningFrom “what was” to “what could be”

“Goals of EDM:1. Predicting students’ future learning behavior

by creating student models that incorporate

such detailed information as students’

knowledge, motivation, metacognition, and

attitudes;

2. Discovering or improving domain models that

characterize the content to be learned and

optimal instructional sequences;

3. Studying the effects of different kinds of

pedagogical support that can be provided by

learning software; and

4. Advancing scientific knowledge about

learning and learners through building

computational models that incorporate models

of the student, the domain, and the software’s

pedagogy.”

Ethics and data collectionEthics, security and privacy

Key questions

Who is allowed to collect data?

What can they do with it?What limits should be in place?Who owns data?

What data should be public domain?

At what point does tracking become stalking?At what point does data hoarding become a restrictive practice?

Photo credit: We are Anonymous - https://www.flickr.com/photos/equinoxefr/6856903841/

https://www.flickr.com/photos/equinoxefr/6856903841/

Valu

e

Difficulty

Information

Optimization

Descriptive Analytics

Diagnostic Analytics

Predictive Analytics

Prescriptive Analytics

Hindsight

Insight

ForesightWhat

happened?

Why did it happen?

What will happen?

What should I do?

Future Focussed Analytics From “what was” to “what could be”

Personalisation at scaleLearning Futures

Curtin University has embarked on an ambitious project to expand its educational offerings to the world - aiming to engage one million learners across the globe by 2017.

Digital Enhancements to AssessmentLearning Futures

1. An authentic learning experience involving digital media, with

2. Embedded continuous unobtrusive measures of performance, learning and knowledge, which

3. Creates highly detailed, high resolution data records which can be computationally analyzed and displayed so that

4. Learners and teachers can immediately utilize the information to improve learning.

Gibson, D. C., & Webb, M. (2013). Assessment as, for and of 21st century learning. In International Summit on ICT in Education (p. 17). Torun: EDUsummIT 2013.

Retrieved from http://www.edusummit.nl/fileadmin/contentelementen/kennisnet/EDUSummIT/Documenten/2013/6_WCCE_2013-_Educational_Assessment_supported_by_IT_1_.pdf

Good ByeSee you next time, have nice day