Keynote LACE: Learning Analytics Community Exchange

Learning Analytics: Trains and Balloons

Dr Doug ClowInstitute of Educational Technology, The Open University, UK@dougclow dougclow.org [email protected]

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3Photo (CC)-BY Alexandre Delbos https://flic.kr/p/xthYs

• What is learning analytics?• Train learning &

balloon learning• Examples• What next?

What is learning analytics?

• the measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimising learning and the environments in which it occurs – First International Conference on Learning Analytics And Knowledge (LAK11), Banff, Alberta, Feb 27-

Mar 1, 2011

Photo (CC)-BY Cris http://flickr.com/photos/chrismatos/6917786197/

Cloud Chamber at the German Electron Synchrotron DESYPhoto public domain: http://commons.wikimedia.org/wiki/File:DESYNebelkammer.jpg

- Erik Duval http://erikduval.wordpress.com/2012/01/30/learning-analytics-and-educational-data-mining/

“collecting traces that learners leave behind and using those traces to improve learning”

What is learning?

train learning & balloon learning

8Photo (CC)-BY-SA Ami Photography https://flic.kr/p/pxTUks

Balloon v train story

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GoGo Board

GoGo Board photo © TLTL, Stanford, https://tltl.stanford.edu/projects/gogoboard/

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14Photo (CC)-BY-SA Grant https://flic.kr/p/oaaKbD

Which group learned?How could you tell?

16Photo (CC)-BY-SA Dudva https://commons.wikimedia.org/wiki/File:Number_4468_Mallard_in_York.jpg


• Curriculum coverage

• Teacher expertise

• Explicit knowledge

• Mastery• Clarity• Planning• Accountability• Safety• Reliability


• Curriculum coverage

• Teacher expertise

• Explicit knowledge

• Mastery• Clarity• Planning• Accountability• Safety• Reliability

• Instructivist• Information

transmission • Teacher control• Rote learning• Surveillance• Boring

19Photo (CC)-BY HiggySTFC https://flic.kr/p/3hp761


• Conceptual change• Learner led• Tacit knowledge• Projects• Problem-solving• Expansive• Wildfire• Co-construction• Relationships• Teamwork


• Conceptual change• Learner led• Tacit knowledge• Projects• Problem-solving• Expansive• Wildfire• Co-construction• Relationships• Teamwork

• Time-consuming• Unclear• Open-ended• Hard to assess• Ungrounded

Which way should we go?

23Tesla factory in Fremont, CAPhoto © Paul Sakuma/Associated Press

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Will a robot take your job?http://bbc.in/1Q5Vecw

25Source: http://bbc.in/1Q5Vecw

http://bbc.in/1Q5Vecw

26Source: http://bbc.in/1Q5Vecw

http://bbc.in/1Q5Vecw

27Tesla factory in Fremont, CAPhoto © Paul Sakuma/Associated Press

• Social intelligence• Creativity• Perception &

manipulation

Frey & Osborne (2013)


Learning analytics

Dashboards

School dashboards (Google Images)

• Maybe chop the first slide about this.

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32Class 142 cabPhoto (CC)-BY-NC-ND Roger Marks https://flic.kr/p/7gSP1t

33Concorde cockpitPhoto (CC)-BY-SA Sam https://flic.kr/p/cqAVej

Collect the data you want

Dispositions analytics

• Learning dispositions• ‘Learning power’:

Effective Lifelong Learning Inventory

• “A framework for a coaching conversation which moves between identity and performance”

• Schools to Graduate schools

35Buckingham Shum and Deakin Crick, 2012 (LAK12)

36ELLI, Buckingham Shum and Deakin Crick, 2012 (LAK12) Photo (CC)-BY HiggySTFC https://flic.kr/p/3hp761

Keep humans in your system

38Image (cc) Darwin Bell http://www.flickr.com/photos/darwinbell/296553221/

“The predictive model is used as a trigger for intervention emails to the learner.”


From: [email protected] are in trouble. The computer predictive model gives you a 87.4322% chance of failing this course.


Hi AlexAre you Ok? I noticed you haven’t logged on this week, and I know you struggled with the last assessment. We can work through this together - let’s have a chat as soon as possible.Pat.

The difference is small

What is the next step?

www.laceproject.euLearning Analytics Community Exchange (FP7)

• Coordination and Support• Evidence Hub• Events• Publications, briefings, webinars

Thanks to:People:• LACE at the OU: Rebecca Ferguson, Andrew Brasher,

Bart Rientes, Simon Cross, Linda Norwood Michelle Bailey, Rebecca Wilson, Evaghn De Souza, Natalie Eggleston, Oliver Millard, Gary Elliot-Citigottis.

• LACE project partners: CETIS (Bolton), OUNL, Skolverket, HIOA, Kennisnet, ITS, ATiT.

• The learning analytics community, including SoLAR, IEDMS, LAK and LASI

• Kennisnet for inviting me

Funders:• LACE: European Commission 619424-FP7-ICT-2013-11

45Photo (CC)-BY-NC-ND warnerphotography https://flic.kr/p/5SvZmi

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“Learning Analytics: Train and Balloons” by Doug Clow, Institute of Educational Technology, The Open University, UK was presented at Dé Onderwijsdagen, Rotterdam, 11 November [email protected]@open.ac.uk

This work was undertaken as part of the LACE Project, supported by the European Commission Seventh Framework Programme, grant 619424.

These slides are provided under the Creative Commons Attribution Licence: http://creativecommons.org/licenses/by/4.0/. Some images used may have different licence terms.

www.laceproject.eu@laceproject

cc licensed ( BY ) flickr photo by David Goehring: http://flickr.com/photos/carbonnyc/33413040/

48Photo © Google https://www.google.com/selfdrivingcar/where/

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M4 Motorway Cameras

Photo (CC)-BY Phillip Williams http://www.geograph.org.uk/photo/1342357

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M4 Motorway Cameras