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Kimberly E. Arnold
University of WisconsinMadison 1305 Linden Drive Madison, WI 53706, USA
Grace Lynch
University of New England Armidale, NSW 2351, Australia
Daniel Huston
Rio Salado College th 2323 West 14 Street Tempe, AZ 85281, USA
lwong@uwsa.edu
jorn@wisc.edu
cwolsen@wisc.edu
ABSTRACT
The last five years have brought an explosion of research in the learning analytics field. However, much of what has emerged has been small scale or tool-centric. While these efforts are vitally important to the development of the field, in order to truly transform education, learning analytics must scale and become institutionalized at multiple levels throughout an educational system. Many institutions are currently undertaking this grand challenge and this panel will highlight cases from: the University of Wisconsin System, the Society for Learning Analytics Research, the University of New England, and Rio Salado College.
1. INTRODUCTION
General Terms
Design, Human Factors, Management.
Keywords
Learning Analytics, Capacity Building, Sustainability, Higher Education, Leadership, Systemic Application, Cultural Change,
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Over the past decade learning analytics (LA) has become a bona fide field. Learning analytics has been explicitly listed in The New Media Consortiums Horizon Report Higher Education Edition for the past four years, with the 2014 edition reporting a time to adoption of one year or less [3]. Various techniques routinely used in learning analytics are listed on Gartners Emerging Hype Cycle 2013, including: quantified self; prescriptive analytics; big data; content analytics; activity streams; and, predictive analytics [2]. In 2013 big data, which, for our purposes, we will construe as big educational data, has reached the peak of inflated expectations on the hype cycle [2]. Despite significant data collection activity, the education sector has been slow to adopt a strategic and systemic view of analytics. It is envisaged that education systems that do make the transition towards data-informed planning, decision making, and teaching and learning will hold significant competitive advantage and quality advantages over those who do not [12]. However, despite the explosion of learning analytics research, most of what emerges in the field is course level, small scale, or tool-centric approaches. While these efforts are vitally important to the development of the field, in order to truly transform education, LA must scale and become institutionalized at multiple levels throughout an educational system. Identifying the precise competitive advantages that analytics can bring to the education sector is a multifaceted and complex undertaking. In short, LA practitioners must begin applying the wealth of evidence-based research and processes to the everyday operations of teaching and learning. In order to achieve these goals, institutions must invest significant resources and employ systems-level thinking in order to grow institutional capacities.
(UNE), and Rio Salado College (RSC) will discuss the grand challenge learning analytics is currently facing, specifically focusing on the following overarching question: What organizational capacities are necessary for successful systematic adoption of learning analytics? While often a daunting task, these case studies demonstrate how institutions have managed to make significant in-roads in system-level application of learning analytics by adopting a multipronged strategy focusing on the scalability, sustainability, and diversification of organizational competencies.
3.1.2Analytics tools
Once stable and reliable infrastructure exists, it is important to begin examining analytic tools. While analytic capabilities are built into technical infrastructure, in the case of learning analytics, there are a wide range of analytic tools that might supplement existing analytics capability or enable additional analytic features. Since analytic tools will need to meet the needs of a wide variety of stakeholders, the decision to develop a new system should go through a rigorous requirement gathering and evaluation process. Especially in the context of a systems level LA adoption in which a move away from tool- centric application of learning analytics may be considered, it is very possible that instead of supporting a single tool, institutions opt for a diverse analytic tool chest.
analytics initiative was sponsored under a federal funding grant for courseware enhancement. Similar to the UWS project, long term sustainability with operational budgets must be considered.
the strength of models; and develop data visualization tools and other means of synthesizing data for mass consumption.
3.3.2Analyticexpertise
Depending on an institutions goals and objectives, learning analytics relies heavily on analytic expertise. The development of predictive models or adaptive algorithms, particularly those used to make consequential decisions and recommend courses of action to teachers or students, requires contributions from experts with backgrounds in statistics, predictive analytics, learning sciences, measurement, and data visualization. Analytic expertise is needed to develop and validate predictive models; integrate, coordinate, and use data inputs from multiple data systems; help interpret the meaning of significant predictive variables as well as determine appropriate interventions based on
At both UWS and UNE a major focus was put on awareness workshops for the academic community to introduce the power of learning analytics. Academic units were engaged early in the planning and visioning process. Ongoing conversations were ensured total transparency in pilot projects, as well as encouraged involvement. Community conversations often needed to highlight potential transformation, but also needed to overlay a pragmatic lens so that realistic expectations could be maintained. Overnight success and silver bullet solutions in the realm of learning analytics is highly unlikely. Generally, it is vital to deliver a message of persistence and dedication that, in time, will hopefully yield meaningful results.
research and theory as the foundation to begin building out new theory and research in system level thinking to support learning analytics. No institution will achieve a system level application of learning analytics by accident, intentional planning must occur that focuses on the emergent and iterative nature of organizational change in learning analytics. The nuanced views of the cross-functional panel will shine unique perspectives on the five stages of Puglieses student success analytics.
5. ADDITIONAL AUTHORS
Three additional authors contributed to the creation of this panel paper: Clare Huhn and Daniel Voeks from the University of WisconsinMadison; and Andrew Taylor, University of Wisconsin System.
3.5 Leadership
While addressed last in this article, committed leadership is vital to any attempt to launch a new program at both campus- and systemwide scale. Key pedagogical questions must be the drivers rather than tools or perceived technical limitations. In addition, if an institution hopes to institutionalize LA over time, new leadership must be cultivated for the future of overall capacity building. Early successes from the case studies presented during the panel and others can be used to guide activity in other systems.
6. REFERENCES
[1] Grajek, S. & Mulvenon, S. (2012). The Transformative Role of Analytics in Education. Conclusions Paper.SAS. [2]Hong,H.L.,Fenn,J.(2013).EmergingTechnologiesHypeCycle for2013:RedefiningtheRelationship.Webinarpresented21Augus t 2013. [3] Johnson, L., Adams Becker, S., Estrada, V., Freeman ,A. (2014). NMC Horizon Report: 2014 Higher Education Edition. Austin, Texas: The New Media Consortium. [4]Kotter, J.(2008). Leading Change. Harvard Business Review Press. [5]Lonn, S., Krumm, A. E., Waddington, R.J., & Teasley, S.D. (2012,April).Bridging the gap from knowledge to action: Putting analytics in the hands of academic advisors. In Proceedings of the 2nd International Conference on Learning Analytics and Knowledge (pp.184-187).ACM. [6] Manyika, J., Chui, M., Brown, B., Bughin, J., Dobbs, R., Roxburgh, C., & Byers, A.H. (2011). Big Data: The Next Frontier for Innovation, Competition, and Productivity. McKinsey Global Institute. [7] Norris, D.M. &Baer, L.L. (2012)A Toolkit for Building Organizational Capacity for Analytics. Washington, DC: Strategic Initiatives, Inc. [8]Norris,D.M.&Baer,L.L.(2013).BuildingOrganizationalCapa cityforAnalytics.Boulder,CO:EDUCAUSE. [9] Norris, D., Baer, L. ,Leonard, J., Pugliese, L.,& Lefrere, P. (2008).Action Analytics: Measuring and Improving Performance that Matters in Higher Education. Educause Review,43(1), 42-44. [10]Pugliese,L.C.(2010).ANewAgeofLearningManagementAn alytics.Whitepaper published atedu1word.org. [11]Siemens,G.(2013).LearningAnalyticsTheEmergenceofaDis cipline.AmericanBehavioral Scientist, 57(10), 1380-1400. [12] Siemens, G., Dawson, S., & Lynch, G. (2013). Improving the Productivity of the Higher Education Sector: Policy and Strategy for Systems-Level Deployment of Learning Analytics.Society for Learning Analytics Research for the Australian Government Office for Learning and Teaching.
4. CONCLUSION
Many university systems are at the stage of small scale analytics projects to develop recommender systems, predictive models, and attributes and profiles of successful students. The lack of enterprise models has been noted by Susan Grajek Vice President for Data, Research, and Analytics at EDUCAUSE, in lamenting the lack of broad scale impact that analytics has made to date: We havent figured out how to put analytics to work pervasively throughout higher education to make a difference and resolve our most pressing issues [1]. This panel presentation focuses on the importance of building institutional capacity for system-level implementation of learning analytics. The emphasis is on using the existing