Learning Analytics for C21 Dispositions & Skills
•
4 recomendaciones•1,502 vistas
EDUCAUSE Learning Initiative talk: http://net.educause.edu/eliweb121
Recomendados
Más contenido relacionado
Similar a Learning Analytics for C21 Dispositions & Skills
Similar a Learning Analytics for C21 Dispositions & Skills (20)
Más de Simon Buckingham Shum
Más de Simon Buckingham Shum (20)
Último
Último (20)
Learning Analytics for C21 Dispositions & Skills
- 1. LEARNING ANALYTICS FOR C21 DISPOSITIONS & SKILLS Simon Buckingham Shum Knowledge Media Institute, Open U. UK http://simon.buckinghamshum.net @sbskmi http://net.educause.edu/eliweb121
- 2. L.A. FRAMEWORK TO THINK WITH… Discipline knowledge Educator owns and manages a single dataset 2
- 3. L.A. FRAMEWORK TO THINK WITH… Discipline knowledge Educator owns and manages a single dataset Educator owns and manages mul2ple datasets 3
- 4. L.A. FRAMEWORK TO THINK WITH… Discipline knowledge Educator owns and manages a single dataset Educator owns and manages mul2ple datasets Learners add their own datasets 4
- 5. L.A. FRAMEWORK TO THINK WITH… Discipline knowledge Educator owns and manages a single dataset Educator owns and manages mul2ple datasets Learners add their own datasets Hybrid closed + open datasets 5
- 6. L.A. FRAMEWORK TO THINK WITH… Discipline knowledge Educator owns and manages a single dataset Educator owns and manages mul2ple datasets Learners add their own datasets Hybrid closed + open datasets Hybrid closed + open analy2cs 6
- 7. L.A. FRAMEWORK TO THINK WITH… Discipline knowledge Educator owns and manages a single dataset Focus of most LA Educator owns and effort manages mul2ple datasets Learners add their own beginning to move datasets towards these more Hybrid closed + open complex spaces datasets Hybrid closed + open analy2cs 7
- 8. L.A. FRAMEWORK TO THINK WITH… Discipline knowledge Educator owns and manages a single dataset Focus of most LA Educator owns and effort manages mul2ple datasets Learners add their own beginning to move datasets towards these more Hybrid closed + open complex spaces datasets Hybrid closed + open analy2cs http://solaresearch.org/OpenLearningAnalytics.pdf 8
- 9. L.A. FRAMEWORK TO THINK WITH… Discipline knowledge C21 Learning Capaci5es Educator owns and manages a single dataset Focus of most LA Educator owns and effort manages mul2ple datasets cri5cal for Learners add their own beginning to move learner datasets towards these more engagement, Hybrid closed + open complex spaces datasets and authen5c Hybrid closed + open learning analy2cs 9
- 10. LEARNING ANALYTICS FOR THIS? “We are preparing students for jobs that do not exist yet, that will use technologies that have not been invented yet, in order to solve problems that are not even problems yet.” “Shift Happens” http://shifthappens.wikispaces.com 10
- 11. LEARNING ANALYTICS FOR THIS? “The test of successful education is not the amount of knowledge that pupils take away from school, but their appetite to know and their capacity to learn.” Sir Richard Livingstone, 1941 11
- 12. ANALYTICS FOR… C21 SKILLS? LEARNING HOW TO LEARN? AUTHENTIC ENQUIRY? social capital critical questioning argumentation citizenship habits of mind resilience collaboration creativity metacognition identity readiness sensemaking engagement motivation emotional intelligence 12 12
- 13. L.A. FRAMEWORK TO THINK WITH… Discipline knowledge C21 Learning Capaci5es Educator owns and manages a single dataset Focus of most LA More LA effort Educator owns and effort needed manages mul2ple datasets Learners add their own beginning to move e.g. datasets towards these more 1. Disposition Hybrid closed + open complex spaces Analytics datasets 2. Discourse Hybrid closed + open Analytics analy2cs 13
- 15. ELLI: EFFECTIVE LIFELONG LEARNING INVENTORY WEB QUESTIONNAIRE 72 ITEMS (CHILDREN AND ADULT VERSIONS: USED IN SCHOOLS, UNIVERSITIES AND WORKPLACE) Buckingham Shum, S. and Deakin Crick, R. (2012). Learning Disposi5ons and Transferable Competencies: Pedagogy, Modelling, and Learning Analy5cs. Accepted to 2nd Interna*onal Conference on Learning Analy*cs & Knowledge (Vancouver, 29 Apr – 2 May, 2012). 15
- 16. VALIDATED AS LOADING ONTO 7 DIMENSIONS OF “LEARNING POWER” Being Stuck & Static Changing & Learning Data Accumulation Meaning Making Passivity Critical Curiosity Being Rule Bound Creativity Isolation & Dependence Learning Relationships Being Robotic Strategic Awareness Fragility & Dependence Resilience 16
- 17. ELLI GENERATES A 7-DIMENSIONAL SPIDER DIAGRAM OF HOW THE LEARNER SEES THEMSELF Basis for a mentored-‐ discussion on how the learner sees him/herself, and strategies for strengthening the profile Bristol and Open University are now embedding ELLI in learning software. 17 17
- 18. ADDING IMAGERY TO ELLI DIMENSIONS TO CONNECT WITH LEARNER IDENTITY 18
- 19. ELLI GENERATES COHORT DATA FOR EACH DIMENSION 19
- 20. …DRILLING DOWN ON A SPECIFIC DIMENSION 20
- 21. ENQUIRYBLOGGER: TUNING WORDPRESS AS AN ELLI-BASED LEARNING JOURNAL Standard Wordpress editor Categories from ELLI Plugin visualizes blog categories, mirroring the ELLI spider 21 21
- 23. LEARNINGEMERGENCE.NET more on analytics for learning to learn and authentic enquiry 23
- 24. Analytics for learning conversations 24
- 25. DISCOURSE LEARNING ANALYTICS Effective learning conversations display some typical characteristics which learners can and should be helped to master Learners’ written, online conversations can be analysed computationally for patterns signifying weaker and stronger forms of contribution 25
- 26. SOCIO-CULTURAL DISCOURSE ANALYSIS (MERCER ET AL, OU) • Disputational talk, characterised by disagreement and individualised decision making. • Cumulative talk, in which speakers build positively but uncritically on what the others have said. • Exploratory talk, in which partners engage critically but constructively with each other's ideas. Mercer, N. (2004). Sociocultural discourse analysis: analysing classroom talk as a social mode of thinking. Journal of Applied Linguistics, 1(2), 137-168. 26
- 27. SOCIO-CULTURAL DISCOURSE ANALYSIS (MERCER ET AL, OU) • Exploratory talk, in which partners engage critically but constructively with each other's ideas. • Statements and suggestions are offered for joint consideration. • These may be challenged and counter-challenged, but challenges are justified and alternative hypotheses are offered. • Partners all actively participate and opinions are sought and considered before decisions are jointly made. • Compared with the other two types, in Exploratory talk knowledge is made more publicly accountable and reasoning is more visible in the talk. Mercer, N. (2004). Sociocultural discourse analysis: analysing classroom talk as a social mode of thinking. Journal of Applied Linguistics, 1(2), 137-168. 27
- 28. ANALYTICS FOR IDENTIFYING EXPLORATORY TALK Elluminate sessions can be very long – lasting for hours or even covering days of a conference It would be useful if we could identify where quality learning conversations seem to be taking place, so we can recommend those sessions, and not have to sit through online chat about virtual biscuits Ferguson, R. and Buckingham Shum, S. Learning analytics to identify exploratory dialogue within synchronous text chat. 28 1st International Conference on Learning Analytics & Knowledge (Banff, Canada, 27 Mar-1 Apr, 2011)
- 29. KMI’S COHERE: A WEB DELIBERATION PLATFORM ENABLING SEMANTIC SOCIAL NETWORK AND DISCOURSE NETWORK ANALYTICS Rebecca is playing the role of broker, connecting 2 peers’ contributions in meaningful ways De Liddo, A., Buckingham Shum, S., Quinto, I., Bachler, M. and Cannavacciuolo, L. Discourse-centric learning analytics. 1st 29 International Conference on Learning Analytics & Knowledge (Banff, 27 Mar-1 Apr, 2011)
- 30. DISCOURSE ANALYSIS Xerox’s parser can detect the presence of ‘knowledge-‐level’ moves in text: BACKGROUND KNOWLEDGE: NOVELTY: OPEN QUESTION: Recent studies indicate … ... new insights provide direct evidence ... … li[le is known … … the previously proposed … ... we suggest a new ... approach ... … role … has been elusive Current data is insufficient … … is universally accepted ... ... results define a novel role ... CONRASTING IDEAS: SIGNIFICANCE: SUMMARIZING: … unorthodox view resolves … studies ... have provided important The goal of this study ... paradoxes … advances Here, we show ... In contrast with previous Knowledge ... is crucial for ... Altogether, our results ... indicate hypotheses ... understanding ... inconsistent with past findings ... valuable informa2on ... from studies GENERALIZING: SURPRISE: ... emerging as a promising approach We have recently observed ... Our understanding ... has grown surprisingly exponen2ally ... We have iden2fied ... unusual Ágnes Sándor & OLnet Project: ... growing recogni2on of the The recent discovery ... suggests http://olnet.org/node/512 importance ... intriguing roles De Liddo, A., Sándor, Á. and Buckingham Shum, S. (In Press). Contested Collective Intelligence: Rationale, 30 Technologies, and a Human-Machine Annotation Study. Computer Supported Cooperative Work Journal
- 31. NEXT STEPS SOCIAL LEARNING ANALYTICS: Develop this framework to integrate social, discourse, disposition and other process-centric analytics DISPOSITION ANALYTICS: Extendthe capabilities of the ELLI ‘learning power’ platform using real-time analytics data from online learner activity DISCOURSE ANALYTICS: human+machine annotation of written discourse and argument maps 31
- 32. IN MORE DETAIL… Social Learning Analy5cs § Buckingham Shum, S. and Ferguson, R. (2011). Social Learning Analy5cs. Available as: Technical Report KMI-‐11-‐01, Knowledge Media Ins2tute, The Open University, UK. h[p://kmi.open.ac.uk/publica2ons/techreport/kmi-‐11-‐01 Discourse Analy5cs § De Liddo, A., Buckingham Shum, S., Quinto, I., Bachler, M. and Cannavacciuolo, L. (2011). Discourse-‐Centric Learning Analy5cs. 1st Interna*onal Conference on Learning Analy*cs & Knowledge (Banff, 27 Mar-‐1 Apr, 2011). Eprint: h[p://oro.open.ac.uk/25829 § Ferguson, R. and Buckingham Shum, S. (2011). Learning Analy5cs to Iden5fy Exploratory Dialogue Within Synchronous Text Chat. 1st Interna*onal Conference on Learning Analy*cs & Knowledge (Banff, Canada, 27 Mar-‐1 Apr, 2011). Eprint: h[p://oro.open.ac.uk/28955 § De Liddo, A., Sándor, Á. and Buckingham Shum, S. (2012, In Press). Contested Collec5ve Intelligence: Ra5onale, Technologies, and a Human-‐Machine Annota5on Study. Computer Supported Coopera*ve Work. DOI: 10.1007/s10606-‐011-‐9155-‐x. h[p://www.springerlink.com/content/23n1408l9g06v062 Disposi5on Analy5cs § Ferguson, R., Buckingham Shum, S. and Deakin Crick, R. (2011). EnquiryBlogger: Using Widgets to Support Awareness and Reflec5on in a PLE SeQng. 1st Workshop on Awareness and Reflec*on in Personal Learning Environments, PLE Conference 2011, 11-‐13 July 2011, Southampton, UK. Eprint: h[p://oro.open.ac.uk/30598 § Buckingham Shum, S. and Deakin Crick, R (2012). Learning Disposi5ons and Transferable Competencies: Pedagogy, Modelling, and Learning Analy5cs. Accepted to 2nd Interna*onal Conference on Learning Analy*cs & Knowledge (Vancouver, 29 Apr – 2 May, 2012). Working drap under revision: h[p://projects.kmi.open.ac.uk/hyperdiscourse/docs/SBS-‐RDC-‐review.pdf
- 33. SUMMARY Discipline knowledge C21 Learning Capaci5es Educator owns and manages a single dataset Focus of most LA More LA effort Educator owns and effort needed manages mul2ple datasets Learners add their own mastery of core We need analytics datasets knowledge and tuned to generic Hybrid closed + open skills in training is capacities which datasets vital, but no longer equip learners for Hybrid closed + open sufficient novel challenges analy2cs 33
Notas del editor
- Another analytic afforded by semantic discourse of this sort concerns the degree to which users’ act as information brokers between others. Since connecting is an explicit, reflective act in Cohere, it is straightforward to count how many times learners create semantic connections between nodes authored by others (Figure 9).