leveraging the full value of learning analytics: the power of learning design

Leveraging the full value of learning analytics: The power of learning design

@DrBartRienties

Reader in Learning Analytics

9th of October 2015Milton Keynes

Belinda’s part here

http://bcomposes.wordpress.com/

  Assimilative Finding and handling information

Communication

Productive Experiential Interactive/

Adaptive

Assessment

Type of activity

Attending to information

Searching for and processing information

Discussing module related content with at least one other person (student or tutor)

Actively constructing an artefact

Applying learning in a real-world setting

Applying learning in a simulated setting

All forms of assessment, whether continuous, end of module, or formative (assessment for learning)

Examples of activity

Read, Watch, Listen, Think about, Access, Observe, Review, Study

List, Analyse, Collate, Plot, Find, Discover, Access, Use, Gather, Order, Classify, Select, Assess, Manipulate

Communicate, Debate, Discuss, Argue, Share, Report, Collaborate, Present, Describe, Question

Create, Build, Make, Design, Construct, Contribute, Complete, Produce, Write, Draw, Refine, Compose, Synthesise, Remix

Practice, Apply, Mimic, Experience, Explore, Investigate, Perform, Engage

Explore, Experiment, Trial, Improve, Model, Simulate

Write, Present, Report, Demonstrate, Critique

Method – data sets• Combination of two different data sets:

• learning design data (157 modules)• student feedback data (51)• VLE data (42 modules)• Academic Performance (51)

• Data sets merged and cleaned• 29537 students undertook these modules

Toetenel, L. & Rienties, B. (Forthcoming). Analysing 157 Learning Designs using Learning Analytic approaches as a means to evaluate the impact of pedagogical decision-making. British Journal of Educational Technology.

Toetenel, L. & Rienties, B. (Forthcoming). Analysing 157 Learning Designs using Learning Analytic approaches as a means to evaluate the impact of pedagogical decision-making. British Journal of Educational Technology.

Findings: Patterns in LD

assimilative findinginfo communication productive experiential interactive assessment

-0.0999999999999998

2.4980018054066E-16

0.1

0.2

0.3

0.4

0.5

0.6

Cluster 1: constructivistCluster 2: assessment-drivenCluster 3: balanced-varietyCluster 4: social constructivist

Constructivist Learning Design

Assessment Learning Design

Balanced-variety Learning Design

Socio-construct. Learning Design

VLE Engagement

Student Satisfaction

Student retention

Learning Design40+ modules

Week 1 Week 2 Week30+

Rienties, B., Toetenel, L., Bryan, A. (2015). “Scaling up” learning design: impact of learning design activities on LMS behavior and performance. Learning Analytics Knowledge conference.

Cluster 1 Constructive

Cluster 4 Socio-constructive

M SD Assimilative Finding

information Communication Productive Experiential Interactive Assessment total

VLE visits 123.01 66.35 .069 .334 .493** -.102 .327 -.106 -.435* .581**

Average Time per week 57.42 39.97 -.063 .313* .357* -.038 .341* -.159 -.253 .494**

Week-2 59.08 32.30 -.015 .072 -.057 -.087 .108 -.016 .03 .236

Week-1 84.97 46.55 -.138 .2 .077 -.033 .137 .025 .021 .19

Week0 133.29 103.55 -.131 .25 .467** -.116 0 .105 -.034 .377*

Week1 147.93 118.03 -.239 .608** .692** -.051 .13 -.041 -.175 .381*

Week2 151.44 118.16 -.27 .649** .723** -.029 .193 -.055 -.208 .381*

Week3 136.10 106.53 -.169 .452** .581** -.026 .284 -.048 -.262 .514**

Week4 165.03 210.88 -.184 .787** .579** .004 .054 -.055 -.253 .159

Week5 148.85 144.59 -.233 .714** .616** .046 .101 -.095 -.231 .272

Week6 130.41 117.27 -.135 .632** .606** -.022 .093 -.164 -.245 .308*

Week7 113.30 93.13 -.117 .545** .513** -.07 .132 -.181 -.185 .256

Week8 112.50 89.95 -.113 .564** .510** -.021 .119 -.172 -.227 .183

Week9 108.17 95.11 -.232 .682** .655** .013 .117 -.087 -.222 .212

Week10 105.27 99.97 -.156 .618** .660** -.024 .098 -.056 -.263 .331*

M SD 1

Assimilative

2 Finding

info 3

Communication 4

Productive 5

Experiential 6

Interactive 7

Assessment total

9 Overall I am satisfied with the quality of the course 81.29 14.51 .253 -.259 -.315* -.11 .018 .135 -.034 .002

10 Overall I am satisfied with my study experience 80.52 13.20 .303* -.336* -.333* -.082 -.208 .137 .039 -.069

11 The module provided good value for money 66.86 16.28 .312* -.345* -.420** -.163 -.035 .197 .025 -.05

12 I was satisfied with the support provided by my tutor on this module 83.42 13.10 .230 -.231 -.263 -.049 -.051 .189 -.065 -.1

13 Overall I am satisfied with the teaching materials on this module 78.52 15.51 .291* -.257 -.323* -.091 -.134 .16 -.021 -.063

14 Overall I was able to keep up with the workload on this module 78.75 11.75 .182 -0.259 -.337* -.006 -.274 .012 .166 -.479**

15 The learning outcomes of this module were clearly stated 89.09 7.01 .287* -.350* -.292* -.211 -.156 .206 .104 -.037

16 I would recommend this module to other students 74.30 16.15 .204 -.285* -.310* -.086 -.065 .163 .052 -.036

17 The module met my expectations 74.26 14.44 .267 -.311* -.381** -.049 -.148 .152 .032 -.041

18 I enjoyed studying this module 75.40 15.49 .212 -.233 -.239 -.068 -.1 .207 -.017 .016

19 Average learning experience 77.53 13.34 .277* -.308* -.346* -.106 -.103 .177 .017 -.036

20 Average Support and workload 81.09 9.22 .277* -.327* -.399** -.038 -.211 .139 .061 -.377**

M SD 1

Assimilative 2 Finding

info 3

Communication 4

Productive 5

Experiential 6

Interactive 7

Assessment Total

21 Registrations 559.05 720.83 .391** -.07 -.27 .00 -.15 -.03 -.25 -.07

22 Completed of Registered Starts 77.36 11.18 -.327* .12 .18 .12 -.03 -.06 .22 -.10

23 Passed of Completed 93.60 6.48 -.25 .04 .01 .11 .04 .02 .18 -.25

24 Passed of Registered Starts 72.80 13.31 -.332* .10 .14 .13 -.01 -.05 .22 -.15

24 Level 2.30 1.20 -.382** .398** .166* .00 .222** -.13 .11 .394**

Constructivist Learning Design

Assessment Learning Design

Balanced-variety Learning Design

Socio-construct. Learning Design

VLE Engagement

Student Satisfaction

Student retention

Learning Design40+ modules

Week 1 Week 2 Week30+

Rienties, B., Toetenel, L., Bryan, A. (2015). “Scaling up” learning design: impact of learning design activities on LMS behavior and performance. Learning Analytics Knowledge conference.

Workload

Toetenel, L., Rienties, B. (Submitted) Learning Design – creative design to visualise learning activities. Open Learning.

Leveraging the full value of learning analytics: The power of learning design

@DrBartRienties

Reader in Learning Analytics

9th of October 2015Milton Keynes