Block 4 Activity 16: Socialised Learning Analytics

For this activity I returned to the Ferguson and Buckingham Shum (2012), Social learning analytics: five approaches article.

  • social learning analytics make use of data generated by learners’ online activity in order to identify behaviours and patterns within the learning environment that signify effective process
  • the intention is to make the analytics visible to learners, to learning groups and to teachers, together with the recommendations, spark and support learning.
  • uses data from learners when they are socially engaged both through direct (dialogue) and indirect interaction.
  • user responses to these analytics and their visualisation important too.

This article has focused on 5 broad categories of social learning analytics:

  1. Network Analytics
  2. Discourse Analytics
  3. Content Analytics
  4. Disposition Analytics
  5. Context Analytics

This article suggests five mock-ups of different learning analytics that are being developed.

  1. Visualisation
  2. SocialLearn ‘Backpack’
  3. Effective Lifelong Learning Inventory (ELLI)
  4. SocialLearn App
  5. SocialLearn ‘dashboard’

SocialLearn is being developed in conjunction with the Open University.

Content, disposition and context are important within the design of the social learning analytic.

Considering the mock-ups and how they could be used within the H817 module I would choose to develop the SocialLearn  ‘dashboard’ as it provides a more holistic snapshop view of learning. They also provide a means to set or amend learning targets or areas where support may be needed.  This would work best during block 3 of H817 but could be used effectively across the whole module.

learner-dashboard
Kris Mann’s Analytics Dashboard as detailed within this article.

 

Data could also be used to inform the learning design team letting them know what is working well within the module with regards to  relationships and interdependence, content, context and discourse.  Learners drive change within the module, however I would expect that the change would be dependent upon the knowledge of individuals and cohorts participating in the module.

Further reading:  I found this SlideShare – Simon Buckinham Shum (2013), Learning Analytics: Should we be concerned about the digital “quantification” of learning?

Reference:

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 http://oro.open.ac.uk/ 32910/ (accessed 20 July 2015).

Image available from classroom-aid.com

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