supporting higher education to integrate learning analytics_eunis20171107

Supporting Higher Education to Integrate Learning Analytics

http://sheilaproject.eu/

Yi-Shan TsaiUniversity of [email protected]

@yi_shan_tsai

EUNIS Workshop7th November 2017

Teamhttp://sheilaproject.eu/

Supporting Higher Education to Integrate Learning Analytics

• The state of the art

• Direct engagement with key stakeholders

• A comprehensive policy framework


Slide credit: Dragan Gašević (2017) Let’s get there! Towards policy for adoption of learning analytics. LSAC, Amsterdam, The Netherlands.


The state of the artChallenges, adoption and strategy


Adoption challenges

1. Leadership for strategic implementation & monitoring

2. Equal engagement with stakeholders

3. Pedagogy-based approaches to removing learning barriers

4. Training to cultivate data literacy among primary stakeholders

5. Evidence of impact

6. Context-based policies to address privacy & ethics issues and other challenges

Tsai, Y. S., & Gasevic, D. (2017). Learning analytics in higher education –challenges and policies: a review of eight learning analytics policies. InProceedings of the Seventh International Learning Analytics & Knowledge Conference(pp. 233-242).


Essential features of a LA policy…


CHALLENGES

Experts’ perspectives

LA adoption in Europe

• Institutional interviews: 16 countries, 51 HEIs, 64 interviews, 78 participants

N O P L A N S

I N P R E P A R A T I O N

I M P L E M E N T E D 9 7 5

12

18

The adoption of learning analytics (interviews)

Institution-wide Partial/ Pilots Data exploration/cleaning


LA adoption in Europe

• Institutional survey: 22 countries

N O P L A N S

I N P R E P A R A T I O N

I M P L E M E N T E D 2 13

15

16

The adoption of LA

Institution-wide Small scale N/A


LA strategy


No defined strategy

LA

Digitalisation strategiesTeaching & learning strategies

Immature plans for

monitoring & evaluation

StakeholdersInterests and concerns


Interests – senior managers

• To improve student learning performance (16%)

• To improve student satisfaction (13%)

• To improve teaching excellence (13%)

• To improve student retention (11%)

• To explore what learning analytics can do for our institution/ staff/ students (10%)


LA

Learner

driver

Teaching

driver

Institutional

driver

Interests – teaching staff

• An overview of student attendance, submission of assignments, access to coursework and resources, and performance.

• Inform course design.

• Manage a big class.

• Know ‘why’ students struggle.


Interests – students

Personalised approach

• Inform teaching support and curriculum design.

• Support a widening access policy.

• Support students at all achievement levels to improve learning.

• Assist with transitions from pre-tertiary education to higher education, and from higher education to employment.


Concerns – senior managers

• No one-size-fits-all solutions

• Pressure to adopt LA

• How can the institution as a whole benefit from LA?

• The strictness of existing data protection regulations makes adoption more difficult.


Concerns– teaching staff

• Workload

• Judging staff performance

• Not all learning is digital

• No one size-fits-all solution

• Correlation does not suggest causation

• Surveillance on students


Concerns– students

• Data collection is unnecessarily personal

• Data producing stereotypes and biases

• Limitations in quantifying learning

• Worries about human contacts and teaching professionalism being replaced by machines


Concerns– students

Legitimate or illegitimate?

• Purpose

• Anonymity

• Access


Privacy paradox

Transparency

Effective communication

LA policy frameworkFrom ROMA to SHEILA


ROMA (Rapid Outcome Mapping Approach)

Macfadyen, L., Dawson, S., Pardo, A., Gašević, D., (2014). The learning analytics imperative and the sociotechnical challenge: Policy for complex systems. Research & Practice in Assessment, 9(Winter 2014), 17-28.


SHEILA framework


• Become an associate partner of the SHEILA project?

• Visit: http://sheilaproject.eu/

Yi-Shan [email protected]

@yi_shan_tsai
