Browsing: schools

Learning Analytics is 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. This provides actionable feedback for learners, teachers and school leaders. Learning Analytics can play an important role embedded in the learning process itself, or can provide insights and information for teachers and school leaders when it’s extracted from the learning process. Why is it important? According to the leading research and consultancy bureau Gartner, Learning Analytics is a hype approaching ‘the peak of inflated expectations’. There is a lot of…

The Belgrade consortium meeting of the Open Discovery Space project was a good opportunity for LACE to test the idea of organising workshops on ethical questions and dilemmas of learning analytics. ODS is the biggest European schools project to date with 51 partners sharing its ambition to make a difference for European schools by building communities and sharing resources. The workshop was part of the eConference organised by the Serbian Metropolitan University on 23rd September. Around 20 participants were given a short introduction to learning analytics and potential dilemmas related to sharing of data, and engaged in a animated discussion…

On Wednesday September 24 Chalmers University of Technology in Gothenburg, Sweden, organized a one-day conference on MOOCs and Learning Analytics. About 80 people from all over Sweden attended. MOOCs have had a slow start in Sweden and the idea was to get inspiration from other countries who are more advanced, discuss the pro’s and con’s of MOOCs and to look closer at the role of Learning Analytics in MOOCs. Willem van Valkenburg from Delft University described how they started a few years ago and already in their first five MOOCs they had between 15.000-57.000 participants. Now there are some 300…

A report, conducted under the auspices of the Learning Analytics Workgroup under the leadership of Roy Pea, describes how education data could transform how students are taught; how teachers are prepared and further developed; how education research is conducted; how education-related information is used and managed; and how foundations’ funds are allocated. The report, which is financed by the Bill and Melinda Gates Foundation, points to the ways that business, health and other sectors are beginning to capitalize on the exponential growth of data, but underscores that education lags behind them — and that a major hurdle is its lack…

1st Call for Ethical & Privacy Issues in the Application of Learning Analytics Organised by the EU FP7 project LACE http://www.laceproject.eu and the SURF SIG LA the https://www.surfspace.nl/sig/18-learning-analytics/ Submission Deadline: 15.10.2014,  Workshop will take place in Utrecht 28.10.2014, 11am – 5pm The massive production, collection and processing of information from various learning platforms and online environments used have led to ethical and privacy concerns regarding individual and societal harms. Previously these types of concerns have impacted on areas as diverse as computer science, legal studies and surveillance studies. Within the SURF SIG LA and the FP7 EU LACE project we wish to better understand…

“Everybody’s talking about Big Data and Learning Analytics, but if you don’t solve privacy first it is going to be killed before it has really started.” These are the words of Larry Johnson, CEO of the New Media Consortium (NMC), known for their Horizon Trend Reports about the latest trends in educational technology worldwide. I spoke to Larry just before this summer, a couple of weeks after InBloom, an American platform for central exchange of educational data, announced its closure after heavy protests of parents concerned about student privacy. Privacy and learning analytics At Kennisnet we are investigating the possibilities…

In this video Roy Pea, Professor of Education and Learning Sciences at Stanford University, shares why data and learning analytics are needed to build a contemporary school education at scale. He does not only look into the promises of learning analytics but also the research challenges ahead. He also briefly introduces an American initiative, called the LEAD Commission, which has worked since 2010 to identify a path forward for expanded digital learning in USA. http://t.co/l6omKZdEG6

There are not many schools that have heard about learning analytics. But this does not mean that they are not collecting and making use of data, although it sometimes could be done more systematically. In this blog post I will give some examples of uses of data from Swedish schools on three different levels. Individual level Many cities and regions collect a lot of data from students applying for upper secondary school. These data are sometimes used e.g. to make projections of pupils who are at risk to drop out which can be used to initiate support measures earlier. Class…

Morten Søby, from the Norwegian Centre for ICT in Education, recently publish an article about learning analytics in the Nordic Journal of Digital Literacy. In this article he argues that the challenges for learning analytics will be to build links between data and learning and maintaining focus on the skills and competence we value as a society. Norway will, according to the Norwegian Minister of Education and Research Røe Isaksen, “discuss alternative for an initiative on inter-disciplinary research in the fields of learning science and learning analytics”.