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