Can Data Help? - Learning Analytics on the Path Towards Personalised Assessments
Date Thursday, Nov 24 Time – Room Potsdam III
How are Learning Analytics used to improve the learning efficiency and modify assessments? How do we integrate all these automated data when it comes from heterogeneous platforms? Fasten your seat belts to dive deep into concepts such as LMS log activity and ontology-based data interoperability.
Chief Science Officer and Founder of PAGS, PAGS BV, Belgium
Feliciea Jibson is Chief Science Officer and Founder of PAGS. She has 27 years of experience in Education and SEN in the UK.
Feliciea is a qualified Teacher with years of experience in teaching autistic children in schools, residential settings, and working directly with parents, care givers and families. She has completed her Masters degree in Autism at University of Birmingham. Before embarking on PAGS development, Feliciea worked for 4 years as a Head of Department for learners of 16 to 25 years old with severe learning difficulties and complex needs. Find out how PAGS can provide you with strategies for inclusive lessons: www.pagsprofile.com
Project Manager Learning Analytics, Tilburg University, Netherlands
2016- Msc Economic Policy, Utrecht University
2017-ongoing- Phd in Economics, Thesis in Equality of Opportunity in Education, University of Galati, Romania
2018-2022- Lecturer at Tilburg School of Economics and Management.
September 2022- Project Manager Learning Analytics/ Lecturer at Tilburg School of Economics and Management.
Senior Lecturer, University of Eastern Finland, Finland
Vesa Paajanen is a senior lecturer in animal physiology. In current position as a facilitator of online and blended learning at University of Eastern Finland he is using 50% of the working load on teaching higher education and rest time helping his colleagues to turn their teaching online and to develop pedagogically useful online learning environments. In higher education his is focused in Flipped Classroom & learning analytics to support each student in a personal way.
Marcelo Fabián Maina
Professor, Universitat Oberta de Catalunya, Spain
Marcelo Fabián Maina is associate professor of educational technology, Department of Psychology and Education, Universitat Oberta de Catalunya, Barcelona. He is the director of the Master in Education and ICT (e-learning) and teaches courses on technology enhanced learning in the mentioned Master and on quality in education in the Master of Quality Assessment and Management in Higher Education. He is also a member of the Edul@b research group. His research interests focus on open education, competency-based education, 21st century skills, e-portfolio, learning design methods and tools, and emerging digital pedagogies. He regularly participates in European projects regarding education innovation and technology.
Learning Analytics of LMS Log Information: A Long Road from Tracking the Students’ Activity to Support the Learning Process, Vesa Paajanen
In this presentation, Vesa Pajaanen will share simple examples of learning analytics that support the study work of students. He will also talk about the pitfalls of self-regulated learning and about the limitations of analytics that inform about the activity of students in the LMS.
While higher education has been shifted more and more online and students study while interacting with a learning management systems (LMS), there is a mass of data available that is underutilised and could be used for learning design and support the students.
This requires the mining of large datasets and obtaining detailed information about the daily activity of students is not without ethical and juridical questions. However, the biggest challenge in learning analytics is related to the practical work: how can we use the data about daily study work, learning strategies and learning success of students for our daily teaching and for supporting our students.
At the University of Eastern Finland, a large proportion of teaching was turned into flipped classrooms in 2016. Since then and to understand the reasons behind dropouts, underachievement, and challenges, we have been tracking the LMS log activity of our students in bioscience.
Through this experiment, we could identify some elements that were essential for students to reach their study goals and we also found some risk factors that were linked to drop-outs.
We also revealed the benefits of regular feedback on the study activity of the students so we modified our assessments to increase personal feedback and teacher-student-interactions.
Besides these promising results, the learning analytics were not been able to help avoid dropouts for students with low LMS activity. Messages of lagging behind did not increase the activity of students-at-risk and their problems of procrastination or in finishing their studies were more related to educational or personal factors than motivational challenges.
Event though leading online platforms contain tailored material to analyse the learning challenges of the student, we don’t believe LMS based assessments will become the golden standard in the near future, not even in blended teaching or in small online courses with small teaching resources.
We do believe that fast and simple tracking methods can offer background information for teachers to help students in their learning process but to use these methods, teachers must be motivated to know their students and allocate time to give them personal feedback on the course.
- How information of students’ LMS activity can be used for their guidance.
- Limitations and pitfalls related to simple data-driven feedback to limit dropouts.
- Use learning analytics to develop your teaching and understand the role of interactivity for learning processes.
Learning Analytics: A Useful Tool to Bridge Inequality of Opportunity in Education, Arabela Ichim
During this presentation you will gain inspiration on using Learning Analytics (LA) to create value for ALL students and gain insight into the effectiveness and efficiency of teaching methods.
Our research seeks to explore the role that learning analytics can have in making university education more accessible and equal to students with a disadvantaged background.
Based on data collection among students, we investigated the impact of teaching methods on the relationship between a student background and learning outcomes.
Learning analytics can thus be a tool for making education more effective and efficient, but also enables all students, irrespective of their background, to gain more value from education.
- Explore the possibilities of LA to make university education more accessible to disadvantaged students.
- Insights into ex ante factors that affect student learning outcomes.
- Insights into the effectiveness and efficiency of teaching methods.
Is Technology a 21st Century Solution for the 21st Century Needs?, Feliciea Jibson
This presentation will discuss the current Special Education Needs (SEN) challenges within the education sector. Topics include the future of inclusion, current classroom practices and the impact the current system has on both the learners and professionals involved.
We live in an era in which data is supreme and new technologies are constantly being created. This has impacted the way we teach and learn with many online tools being used to enhance or facilitate the learning process. However, considering the diverse profile of learners in schools today, the future of learning goes beyond substituting and improving functionality of classroom material or redesigning tasks through technology, but focuses on learning technologies that transform educational practices and finds solutions to the many challenges that schools currently face.
This presentation will focus on the use of technology to:
- provide special educational needs learners with customised learning processes that also benefits neurotypical learners
- select the right metrics and measures to create positive learning experiences that are relevant to the learners’ needs
- use data to identify developmental needs and inform health care plans and individualised education programmes
This interactive presentation, which will include short conversations between participants together with the opportunity to add value to the presentation itself through their input using interactive online tools, will stimulate discussions related to:
- the current challenges within the education sector
- whether the current classroom practices are leaving the desired effect on our learners
- how inclusion is currently being implemented by educational institutions and why it must change
- the role of technology in creating positive learning experiences for all learners
- using data to create more efficient and effective teaching
- the use of data and technology to facilitate collaboration between professionals working in different departments who are both in direct and non direct contact with the learners.
This vibrant discussion will not only enable participants to meet the diverse range of needs within their educational settings more efficiently, but will also enable them to access tools and use data in a way that benefits schools, administrators, teachers, other professional bodies and most importantly the learner.
- Create tailored learning processes that benefit all learners.
- Use learning technologies to facilitate skills development.
- Use the right metrics and measures for maximum impact to ensure positive learning experiences and truly inclusive practices.
- Make a case using data generated by cloud based Intelligence, saving time whilst ensuring learners needs are met.