Let’s get there! Towards policy for adoption of learning analytics
Dragan Gašević@dgasevic
Oct 26, 2017LSAC 2017Amsterdam, The Netherlands
http://sheilaproject.eu/
Current state
Understanding & supporting learning
Moving away from deficit models
Learning analytics is about learning
Gašević, D., Dawson, S., Siemens, G. (2015). Let’s not forget: Learning analytics are about learning. TechTrends, 59(1), 64-71.
Field of research and practice
Gašević, D., Kovanović, V., & Joksimović, S. (2017). Piecing the Learning Analytics Puzzle: A Consolidated Model of a Field of Research and Practice. Learning: Research and Practice, 3(2), 63-78. doi:10.1080/23735082.2017.1286142
Our institution is in early days of adoption
ADOPTION CHALLENGES
Current state – Oz and Europe
http://sheilaproject.eu/http://he-analytics.com
Adoption challenge
Leadership for strategic implementation & monitoring
Tsai, Y. S., & Gasevic, D. (2017). Learning analytics in higher education – challenges and policies: a review of eight learning analytics policies. In Proceedings of the Seventh International Learning Analytics & Knowledge Conference (pp. 233-242).
Adoption challenge
Equal engagement with different stakeholders
Tsai, Y. S., & Gasevic, D. (2017). Learning analytics in higher education – challenges and policies: a review of eight learning analytics policies. In Proceedings of the Seventh International Learning Analytics & Knowledge Conference (pp. 233-242).
Adoption challenge
Training to cultivate data literacy among primary stakeholders
Tsai, Y. S., & Gasevic, D. (2017). Learning analytics in higher education – challenges and policies: a review of eight learning analytics policies. In Proceedings of the Seventh International Learning Analytics & Knowledge Conference (pp. 233-242).
Adoption challenge
Policies for learning analytics practice
Tsai, Y. S., & Gasevic, D. (2017). Learning analytics in higher education – challenges and policies: a review of eight learning analytics policies. In Proceedings of the Seventh International Learning Analytics & Knowledge Conference (pp. 233-242).
What’s necessary to move forward?
DIRECTIONS
Inclusive adoption process
Inclusive adoption process
http://sheilaproject.eu/
Inclusive adoption process
Macfadyen, L., Dawson, S., Pardo, A., Gašević, D., (2014). The learning analytics imperative and the sociotechnical challenge: Policy for complex systems. Research & Practice in Assessment, 9(Winter 2014), 17-28.
Methodology
Literature- Policy- Adoption
Academic staff- Survey- Focus groups
Students- Survey- Focus groups
Senior managers- Survey - Interviews
Experts- Group concept
mapping
Policy framework
Institutional policy/strategy
Other stakeh.- Workshops- Committees
SHEILA policy framework
http://sheilaproject.eu/
SHEILA policy framework
http://sheilaproject.eu/
SHEILA policy framework
http://sheilaproject.eu/
Map political context
Internal and external drivers for learning analytics adoption
Map political context
One size fits all does not work in learning analytics
Map political context
Opportunities to build learning analytics on existing projects/practice
SHEILA policy framework
http://sheilaproject.eu/
Identify key stakeholders
The project sponsor on the senior management team
Students’ perspective
Students expect the use of their data provided ethics & privacy is assured
Students’ perspective
But, they are not sure if teaching staff will know to use learning analytics
Teaching staff’s perspective
Concerned about their workload
Contradictory views
Students and teaching staff don’t share the same perspectives
Experts’ perspective
Privacy and ethics are most important but easy to implement
Experts’ perspective
Purpose, ethics, and privacy need to be addressed first
SHEILA policy framework
http://sheilaproject.eu/
Identify desired behavior changes
Identify areas where decisions will be informed by learning analytics
Identify desired behavior changes
Define implications for primary users
Identify desired behavior changes
Identification of possible inadvertent consequences
SHEILA policy framework
http://sheilaproject.eu/
Develop engagement strategy
Alignment of learning analytics with the wider institutional strategies
Develop engagement strategy
Secure funding, establish a working group, and raise awareness
Develop engagement strategy
Select data that will be fed back to users
Avoid impression of surveillance
Prevent data overload
Develop engagement strategy
How interventions will be triggered and who is responsible?
SHEILA policy framework
http://sheilaproject.eu/
Analyze internal capacity
Data storage, disposal, and security evaluation
Analyze internal capacity
Human, financial, and infrastructural capacity
Analyze internal capacity
What about empirical research about data privacy?
Privacy paradox
Barth, S., & de Jong, M. D. T. (2017). The privacy paradox – Investigating discrepancies between expressed privacy concerns and actual online behavior – A systematic literature review. Telematics and Informatics, 34(7), 1038-1058. https://doi.org/10.1016/j.tele.2017.04.013
Analyze internal capacity
What do we do with GDPR 2016/679?
Analyze internal capacity
Evaluate institutional culture
Trust in dataDecision-making based on data
Openness to changes and innovation
SHEILA policy framework
http://sheilaproject.eu/
Establish monitoring & learning frameworks
Highly immature and few actual examples
Establish monitoring & learning frameworks
Establish qualitative and quantitative indicators of success
Stage the process to recognize institutional development
Establish monitoring & learning frameworks
Seek feedback from primary users through various channels
Establish monitoring & learning frameworks
Isolating the effect of learning analytics against other initiatives
FINAL REMARKS
Embracing complexity of educational systems
One size fits all does not work in learning analytics
Critical role of leadership for adoption of learning analytics
Promoting and supporting innovation
Let’s get there! Towards policy for adoption of learning analytics
Dragan Gašević@dgasevic
Oct 26, 2017LSAC 2017Amsterdam, The Netherlands
http://sheilaproject.eu/
