Block 4 Activity 8: Analytics and Pedagogy


For activity 8, I am returning to the report ‘Innovating Pedagogy 2015’ by Sharples et al. (2015) and selecting three pedagogies that could be supported by learning analytics.  These don’t need to be existing analytic tools or systems but can be shown to be of value.

What are these pedagogies trying to achieve? What might learners and teachers need support with? What sorts of data will be available?
Cross-over Learning – learning in informal settings such as museums, that can link educational content with issues that matter to learners in their lives. 1.  Connecting learning that takes place within a formal and an informal .. Making learning personal to the learner and sparking further interest and motivation.

2. Supporting learners to record, link, recall and share their diverse learning events.

3.  Through effective questioning teachers can deepen the informal learning activity or event.

1. A suitable place for learner to store (photos and notes) and record their learning, which is accessible by teacher and can be shared with others such as a blog or electronic diary/journal. Support with setting up and using the chosen resource.

2. A place where learners and teachers can link learning experiences through other curricular areas and link with other learners in school or wider community.

3.  Storage area for teacher questions which can be re-used or adapted to suit other learning activities or events.

1. Different learning environments where learning has occurred.

2. Photographs.

3. Hand-written or e-notes.

4. Learner’s presentation of their learning eg slideshow, PowerPoint, Poster…

5. Questions teacher has posed to start activity.

6. Response from peers through ‘likes’ or ‘comments’.

7. Possible links to other curricular areas/topics.

*see links to use of Google Analytics in contextual learning section.

Incidental Learning – unplanned or unintentional learning that is not led by a teacher, curriculum or certification. 1.  Looking at how people learn in their daily routines at their work or school and how mobile technology supports this learning.

2.  Trigger for self-reflection where learners link this isolated learning into their longer term learning journey.

1. Access to a blog or electronic diary where they can easily record and reflect on their incidental learning as it occurs.

2.  Support with how to set up and use a blog or electronic diary/learning journal.

3. Access to mobile technologies such as tablet, iPad, phone etc.

4.  Ethical implications if sharing information with others.

5.  Licensing – creative commons issues.

1.  Photos.

2. Blog posts (possibly with comments and likes).

3. Electronic diary entries.

4. Ethics consent form or statement.

Context-based Learning – Context enables us to learning from experience. 1. Learning experiences through an enriched context which have been designed through a deep understanding of how it shapes and is shaped by the process of learning.

2.  Opportunities where learners can interact with their surroundings, discuss their learning, make notes and modify nearby objects (using available guides and measuring instruments).

1.  Access to these enriched contextual learning experiences. VLE or beyond the classroom.

2. Learners may need instructions on how to access and use VLE.

3. Teachers may need instructions on how to create a VLE.

4.  Learners may need support with setting up and using a blog or electronic diary/learning journal.

5.  Ethical implications if sharing and modifying information/resources.

6. Support with licensing issues which may arise from using resources from the internet which are later modified and re-used.

1.  Tracking data from individual journey through VLE.  Such as Google Analytics’ active users, cohort analysis, user explorer, Audience insights – behaviour, technology, mobile, custom, user’s flow.

2.  Data from reflective blogs/learning journals that can be used to discuss learning with learner if needed, and can also show comments made by others and the number of followers/likes each individual has.

3. Ethics consent forms or statement.

4. Acknowledgements for using shared resources.


This is my initial definition of learning analytics:

Learning analytics is the process of collecting, analysing and developing learner generated data to affect systematic change which improves the learning environment.

deep learning

On reflection of this activity, I believe that my definition still stands for me, however I believe that a period of transition from the more traditional paper based analysis to electronic analytics will be needed. The Whole System Change Framework  image below is a starting point for supporting the introduction of this change. Fullan & Langworth’s 2014 article A Rich Seam How pedagogies find deep learning provides an interesting angle on the use of digital technologies and different learning environments as we work towards improvement and innovation.

fullan change



Fullan, M. and Langworth, M .(2014) A Rich Seam: How pedagogies find deep learning [online] available at

Sharples, M., Adams, A., Alozie, N., Ferguson, R., Fitzgerald, E., Gaved, M., McAndrew, P., Means, B., Remold, J., Rienties, B., Roschelle, J., Vogt, K., Whitelock, D., and Yarnall, L. (2015) Innovating Pedagogy 2015: Open University Innovation Report No. 4, Open University Innovation Reports, Milton Keynes, The Open University; also available online at blogs/ innovating/ (accessed 11 July 2016).



6 Deep Learning Competencies available at

Whole Systems Change Framework by Fullan, Quinn & Adam (2013) available at

Learning Analytics logo available at


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