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

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Presentation on theme: "What everyday teachers will learn from analytics in 2013 Phillip Dawson Office of the PVC (Learning & Teaching) Monash University."— 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 BaileyRaeWeaver CC-BYhttp://flic.kr/p/6wSiYJ

4 Flickr user BaileyRaeWeaver CC-BYhttp://flic.kr/p/6wSiYJ “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”

5 Flickr user BaileyRaeWeaver CC-BYhttp://flic.kr/p/6wSiYJ [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)

6 Flickr user sndrv CC-BYhttp://www.flickr.com/photos/sndrv/ / Flickr user dpape CC-BYhttp://www.flickr.com/photos/dpape/ /

7 Sci-fi LA vs Mundane LA Flickr user sndrv CC-BYhttp://www.flickr.com/photos/sndrv/ / Flickr user dpape CC-BYhttp://www.flickr.com/photos/dpape/ /

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

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)documentationdemo vid – Gismo Gismo – Analytics and Recommendations Analytics and Recommendations Vendor-supplied reports – (eg Desire2Learn)Desire2Learn

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?

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

22 What will everyday teachers will learn from analytics in 2013?

23 Problem! Solution?

24 Teaching/LearningAssessmentObjectives/Outcomes (Biggs, 1999)

25 Flickr user BaileyRaeWeaver CC-BYhttp://flic.kr/p/6wSiYJ [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)

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

27 More information This presentation includes ideas from research supported by the Australian government Office for Learning and Teaching, and the NetSpot Innovation Fund

28 References Biggs, J. (1999). What the Student Does: teaching for enhanced learning. Higher Education Research & Development, 18(1), doi: / Selwyn, N. (2011). Editorial: In praise of pessimism— the need for negativity in educational technology. British Journal of Educational Technology, 42(5), doi: /j x Society for Learning Analytics Research. (2013). About Retrieved January 30, 2013, from


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