WHAT CAN LEARNING/ACADEMIC ANALYTICS CONTRIBUTE TO DISABLED STUDENTS’ LEARNING;

AND TO ACCESSIBILITY IN E-LEARNING SYSTEMS?Martyn Cooper (OU - IET)

martyn.cooper@open.ac.uk

Learning Analytics symposiumA SoLAR Storm event hosted by The Open University1.25-4.30pm BST, Thursday 25 October 2012

Programme

• 1.25pm BST Welcome from Simon Buckingham Shum• 1.30 pm BST Bieke Schreurs from OU NL will talk about her work in

progress as an intern developing social network analytics for the SocialLearn project, together with Maarten de Laat and Chris Teplovs

• 2.00pm BST Martyn Cooper: What Can Learning/Academic Analytics Contribute to Disabled Students’ Learning and to Accessibility in e-Learning Systems?

• 2.30pm BST Gill Kirkup: Data Wrangling – Bridging the Gap between Analytics and Users

• 3.00pm BST Denise Whitelock: Good Pedagogical Practice Driving Learning Analytics: OpenMentor, Open Comment and SAFeSEA

• 3.30pm BST Discussion

LA/AA for Disabled Students/AccessibilityA New Area of Work – since Dec 2011

We are all learners here!

New Ideas/new possibilities

Welcome

Explore the potential for improving accessibility

Enhanced support for disabled students

Issues

Overview

Accessibility Case Study• Accessibility refers

here to properties of VLEs and Learning Recourses that make them useable by disabled students

• The OU currently (Sep 2012) has 17,000+ students declaring a disability

NEW WORK

In last week:Analysis of completion and pass rates• Disabled students vs. those not

declaring a disability• Data visualization (shard

diagrams)• % of students on all modules

with 10+ disabled students completing / passing (2010/11)

• Supported by IET’s Student Statistics Team – thanks to Naomi Jeffery

Shard Diagrams

1 2 5 6 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 41 42 44 45 46 47 48 49 50 53 54 55 56 57 58 59 65 67 68 70 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 128 129 131 132 133 135 136 137 138 139 140 141 142 143 145 146 147 148 149 150 151 152 153 154 156 157 158 159 160 163 164 165 166 167 168 169 170 173 175 176 177 178 184 186 189 190 191 192 195 196 202 203 204 205 208 209 210 211 212 213 216 217 218 219 220 221 222 224 225 226 227 228 229 230 231 232 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 253 256 257 258 261 262 263 265 266 267 268 269 270 271 272 274 275 276 278 279 280 281 283 284 285 380 381 382 386 393 396 398 399 400 401 402 403 405 406 407 418 419 420 421 422 423 444 445 458 460 461 462 464 467 468 474 475 476 477 478 479 480 481 482 483 484 485 487 488 491 492 493 494 495 496 497 498 499 500 501 502 503 504 506 507 513 517 518 526 527 528 529 530 531 532 533 534 539 540 545 546 547 548 549 550 551 552 553 554 555 556 558 559 561 565 566 571 577 578 581 620 621 622 623 624 625 626 627 628 629 630 631 632 633 634 635 636 637 638 639 642 643 644 645 646 647 648 649 650 651 652 653 654 655 656 657 658 659 660 661 662 663 664 665 666 667 668 669 670 671 672 673 675 677 679 681 682 683 684 685 686 687 688 689 690 691 692 693 694 695 696 697 698 700 701 702 703 704 705 706 707 708 709 710 711 712 713 714 716 718 719 722 725

Start Complete Pass Start Complete Pass Start Complete Pass Start Complete Pass Start Complete Pass Start Complete Pass Start Complete Pass Start Complete Pass Start Complete Pass Start Complete Pass Start Complete Pass Start Complete Pass Start Complete Pass Start Complete Pass Start Complete Pass Start Complete Pass Start Complete Pass Start Complete Pass Start Complete Pass Start Complete Pass Start Complete Pass Start Complete Pass Start Complete Pass Start Complete Pass Start Complete Pass Start Complete Pass Start Complete Pass Start Complete Pass Start Complete Pass Start Complete Pass Start Complete Pass Start Complete Pass Start Complete Pass Start Complete Pass Start Complete Pass Start Complete Pass Start Complete Pass Start Complete Pass Start Complete Pass Start Complete Pass Start Complete Pass Start Complete Pass Start Complete Pass Start Complete Pass Start Complete Pass Start Complete Pass Start Complete Pass Start Complete Pass Start Complete Pass Start Complete Pass 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Module level completion and pass rates for all 2010/11 presentations with at least 10 disabled students.Where the completion and pass rates are higher for disabled students the shard has a pink tip.

Where disabled students perform less well than those not declaring a disability, the shard has a grey tip.

Measure Names

Disabled

Not disabled

Disabled and Not disabled for each Milestone broken down by course_anon. Color shows details about Disabled and Not disabled.

Case Study: Support for disabled students (dashboards)

The Learning Analytics Cycle

Scenario Kris is a disabled student who has access to a dashboard of analytics that provide him with feedback when he is at his computer or using a mobile device. He has set the dashboard to send him a weekly summary of his activity on university sites and on a set of external sites where he has chosen to share his data with the analytics system. He receives basic statistics on attendance, participation and marks on his formal assignments and exams. He receives personalised recommendations suggesting resources and contacts available at his location and relevant to his range of learning interests. However, what he finds most useful for reflection are the visual ‘mirrors’ that the system presents to him, plus suggestions of ways in which he might become a more effective, strategic learner.

Discussion• What we can learn from LA

about disabled students?• How else might approaches

enhance accessibility• Issues?

Who’s Who

Lead Contact informationMartyn Cooper (IET)

martyn.cooper@open.ac.uk

Rebecca Ferguson (IET)

Annika Wolff (KMi)

Naomi Jeffery (IET Student Survey & Statistics Team)

Summary

• Academic analytics has potential to identify where remedial action on accessibility might be needed – promotes continued improvement!

• Any learning analytics advantage for students should be extended to disabled students

• Specialist disability support can be brought to bear in a timely fashion for disabled students

Resources

• Martyn’s Blog: http://martyncooper.wordpress.com/

• LinkedIn Group: “Learning Analytics for Accessibility”http://tinyurl.com/csyklmd

• This slide deck and related resources:Slide Share (tbc)

QUESTIONS?

APPENDIX – WHITE PAPER TO BE PUBLISHED SOON

URL tbc