Block 4 Activity 13: Why do we need social learning analytics?

Part 1 of this activity involves reading Ferguson and Buckinham Shum (2012), Social learning analytics: five approaches, up to end of summary in section 2.5.


Online social interactions and the social construction of knowledge must be placed at the heart of learning analytic models.

The five categories from this section of the paper are:

Social Network Analytics: interpersonal relationships define social platforms.

Discourse Analytics: language is a primary tool for knowledge negotiation and construction.

Content Analytics: user-generated content is one of the characteristics of Web 2.0.

Disposition Analytics: intrinsic motivation to learn is a defining feature of online social media, and lies at the heart of engaged learning and innovation.

Context Analytics: mobile computing is transforming access to both people and content.

The five categories are considered along with diverse pedagogical and technological underpinnings.

Part 2 of this activity asked me to create a ten-minute presentation to explain to staff what social learning analytics are.

Social Learning Analytics 1

Social Learning Analytics presentation.


Ferguson, R. and Buckingham Shum, S. (2012) ‘Social learning analytics: five approaches’ in Proceedings 2nd International Conference on Learning Analytics and Knowledge (29 April – 2 May 2012), Vancouver, British Columbia, Canada, New York, ACM Press, pp. 23–33; also available online at 32910/ (accessed 14 July 2016).






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