Timing: 3 hours
Imagine your tutor group has been selected as an advisory group on learning analytics. The group has been asked to identify priorities for implementing learning analytics on the H817 module. It has been allocated funding and technical expertise to add one or two analytics to each week of the module, or to add a set of analytics that runs across one or more blocks.
As a member of the advisory group, you are responsible for analysing one of the four blocks on the module.
- Select one of the H817 blocks:
- What is innovation?
- Open education
- Learning Design Studio
- Learning analytics
- Post in the tutor group forum to let others know you are working on it. Ideally, each block should be worked on by at least one person in the group.
- Look through the learning outcomes and learning activities in the block, noting where/why checkpoint analytics might be used and where/why process analytics might be used. You will be writing from an informed perspective, with an eye to what you would have found useful as a learner. Who would benefit from the analytics you propose, and what might be the impact of those analytics?
- Select the analytics you would prioritise, and share your conclusions in the forum, together with some notes about why you have made your choice. If your decision is that no analytics could usefully be added to the block, note why you have come to that decision.
- Read through other people’s postings and comment where appropriate. Reflect on whether people have favoured checkpoint analytics or process analytics, and why.
- In your learning journal or blog use your conclusion and those of other group members to help you set out some recommendations for implementing learning analytics on H817. You may choose to focus on just one block, or to incorporate other people’s comments and deal with the module as a whole.
- Share your main recommendations in the forum.
|14-15||have an understanding of the Learning Design studio model||Read W14 and W15 overview||Have SS read the page.|
|14-15||have an understanding of the block structure, practices and norms||Read W14 and W15 overview||Have SS read the page.|
|14-15||have set-up the project and learning environments for the block||Activity 3: Role allocation
Activity 4: Set up your team website
|Forum posts indicating website has been set up and roles have been defined. Signals of changes on website.||Website: movement tracking to gauge ease of activity.|
|14-15||have an understanding of the importance of context in Learning Design||Activity 5: Create and share personas||Website page editing signal.|
|14-15||be able to articulate a Learning Design challenge, in the form of a desired change in a given context.||Activity 6: Listing factors and concerns
Activity 7: List the forces
Activity 9: Agreeing on the challenge
|Website page editing signal.|
|16-17||review documented case studies of similar innovations||Activity 10: Review a case study or a theoretical framework||Webpage update||Discussion analysis (snap) – forum|
|16-17||identify suitable theoretical frameworks and derive design principles from them||Activity 10: Review a case study or a theoretical framework||Webpage update||Discussion analysis (snap) – forum|
|16-17||analyse selected case studies, reformulate them as design narratives, and elicit design patterns from these||Activity 11: Elicit design patterns and principles||Webpage update.||Discussion analysis (snap) -forum|
|16-17||use the representational forms of design narratives, patterns and principles to inform your work and share design knowledge||Activity 12: Conceptualise||Forum update.||Discussion analysis (snap) -forum|
|16-17||use the representational form of a storyboard as a means of articulating design proposals||Activity 13: Creating storyboards||Storyboard created on webpage.||Web-page changes (by who, when, frequency)|
|16-17||use design narratives, patterns and principles to propose a storyboard for a possible solution to a design challenge.||Activity 13: Creating storyboards (inspection)||Storyboard updated on webpage.||keyword checking, i.e. does the storyboard use the design patterns identified previously.|
|18-19||define a prototype in the context of a techno-pedagogical innovation||Activity 14: Extract features from your storyboard
Activity 15: Select features to include in the prototype
|Forum update.||Discussion analysis (snap) – forum|
|18-19||design and construct a prototype||Activity 16: Implement the prototype||Prototype page update.|
|18-19||list the advantages and limitations of constructing a prototype||Activity 17: Walk through||Discussion analysis (snap) – forum|
|18-19||design a heuristic evaluation.||Activity 18: Define the heuristic evaluation protocol for your prototype||Heuristic page update.||Comparison of starting point snapp analysis versus various points. **|
* Bold indicates prioritised analytics.
CA = Checkpoint analysis
PA = Process analysis
General trends: first the CA delivers a signal to the tutor. Then various additional information is fed to him/her regarding the progress of the activity.
Challenges: a fair degree of freedom was given to students regarding their selection of tools. This would make the signals difficult to monitor. However, some central hubs such as forums, OU live, and updating the website would have generally be used and could fit a ‘best possible’ location for LA to be integrated. Changing the course to require certain tools are used with help.
** for comparison of overall role changes. Could be useful in noting groups that haven’t changed structure and if overal work speed remained steady. This could be further explored, to for example, find that groups that maintained structure and had predefined roles completed tasks in a more structured manner.