Notes from the Learning Analytics and Knowledge (#LAK16) Conference

My colleague at LSBM Karen Stepanyan, and I spent the week (April 25-29) at LAK 16 in Edinburgh.  Also taking in the ending Key note for Learning@Scale.  Here I record a few notes under three headers, and re-present slides that resonated with me.  As part of the week I participated in these workshops:

 

Note 1:
Analytics on a live performance (presenting slides in this case)

Somebody at a music college gave me some feedback on their institutions progress with the Canvas LMS. I asked them what might be of interest at LAK16, and they responded: the analytics of performance. Being a musician of sorts myself this was interesting. This paper from Cross-LAK was the closest I encountered to the analytics of a performance: Towards a distributed framework to analyze multimodal data
Vanessa Echeverria, Federico Domínguez and Katherine Chiluiza

Abstract: Data synchronization gathered from multiple sensors and its corresponding reliable data analysis has become a difficult challenge for scalable multimodal learning systems. To tackle this particular issue, we developed a distributed framework to decouple the capture task from the analysis task through nodes across a publish/subscription server…

What was most of interest to me: To see a system with automatic analysis and reporting on the quality of a persons “presentation”  or “performance” – based on analysis of audio and video streams and textural analysis of presentation slides.

Application Example: Multimodal Learning System
Figure 3. Setup of the Multimodal Learning System
Multimodal Learning System- Hardware and Software
Multimodal Learning System- Hardware and Software

 

Note 2:
Metacognition in learning and Experience Sampling Apps @Scale

These notes are not about one paper, but about what a number of presentations/papers made me wonder.  In short: why am I not aware of an Apps/projects working at scale (~thousands of schools), to help learners, and gather data related to meta-cognition (and maybe the learners emotions as well) – perhaps using an experience sampling method (ESM)?  After all, governments around the world spend a considerable amount of money on educating young people, and it is often less effective than hoped.  This seems like a great albeit difficult project to increase the usefulness of Learning Analytics.

This was a short conversation on twitter related to the thought above. Prompted in part by discussions at the LAL workshop, this  tweet and the App described by Carrie Demmans in her short paper “English Language Learner Experiences of Formal and Informal Learning Environments” … Keywords: ubiquitous learning, experience sampling methodology, informal learning, formal learning, language learning, English language learner, communication, affect, analytics.  Youtube video of presentation

Experience Sampling Methodology - Mobile App
Experience Sampling Methodology – Mobile App. From Carrie Demmans Epp’s LAK short paper: English language learner experiences of formal and informal learning environments

Also I have always thought one of the values of being introduced to the concept of ‘Preferred Learning styles’ was it gets us thinking about how we learn, and the most efficient ways of learning for our selves – meta-cognition.  However “There presently is no empirical justification for tailoring instruction to student’s supposedly different learning styles”.  This is a slide from Prof. dr. Paul A. Kirschner’s keynote lecture

Looking at wrong or invalid variables
Dystopia 3: Looking at wrong or invalid variables

…So this is what got me thinking about Metacognition in learning, and developing Experience Sampling Apps @Scale

 

Note 3:
New Forms of Assessment

A Dispatch from the Psychometric Front by Professor Robert J. Mislevy.  This was another interesting lecture…Examples applications using new forms of assessment discussed are shown in this slide below: SimCityEDU; Packet Tracer – Cisco Networking Academy….

A Dispatch from the Psychometric Front by Professor Robert J. Mislevy
A Dispatch from the Psychometric Front by Professor Robert J. Mislevy

 

Useful resources

Doug Clow’s Live blogs: https://dougclow.org/lak16-liveblogs/

Proposing some standard parts in all online evironments to support learning

A primary interest of mine is supporting students development, & an important aspect of this is facilitating communication.  @Stanmore college we have implemented what could be called an online “Personalised Learning Environment” (PLE) .  This YouTube screen-cast should give you some insight.  However in my experience it would do no harm if all maintained schools provided certain things as standard to staff & parents online.

In a recent book called “14-18 a new vision for secondary education” by Kenneth Baker (a former secretary of state for education), Mike Tomlinson and others makes a number of recommendations.  The fundamental recommendations being establishing more middle schools for 9-13yrs, and improving the options we offer 14-18 year olds and their families.

It makes the point that we should learn from other countries with lower youth unemployment, and create (~3) substantial, popular & respected alternative pathways to GCSEs @16yrs, and  Alevels @18yrs.  Although it suggests that all 14-18 yr old should have a broad education including English, Maths, Sport, Science… it suggests a larger part of all students learning should be making connections with the real world of work and the jobs we do.  The following PLE diagram includes a page supporting learning pathway choices at 14 & career advice . The diagram should be seen in conjunction with this screen-cast of an initial implementation http://www.youtube.com/watch?v=1qYId0FKm4E

#Click image to enlarge

Personalised Learning Environment PLP Draft Proposal
Standard Parts of Personalised Learning Environment PLP Draft Proposal

ServingAndIncludingYourCommunites – Slides:1-3

The following 6 posts on this blog are slides which accompanied a presentation I gave at Moodle Moot UK 2011 at Senate House. The slides are a little cluttered but this helped condense all into 20 minutes. Please  click the slides to see larger versions.

At the end of last year I explored ways Stanmore College might enhance & personalise Moodle for students & staff.  I presented some of these at ULCC’s Moodle Wonderland event.  What follows is is a much broader analysis of elearning services and how they could improve to serve the wider community:

MootUK11-ServingAndIncludingYourCommunites-JagoBrown-1/15
Slide 1 : Presentation title
MootUK11-ServingAndIncludingYourCommunites- JagoBrown-2/15
Slide 2/15 : Learning services overview

The following slide indicates where I think some gaps in elearning services exist for both un-enrolled local citizens (lifelong learners) & enrolled students:

MootUK11-ServingAndIncludingYourCommunites-JagoBrown-3/15
Slide 3/15 : Is the learner enrolled or not enrolled?

As an example of where a gap might exist in learning services, imagine a place in the UK where for many miles there is only one school or college & the local bookshop (etc.) has closed. If you are not enrolled in this school or college & want to learn something, but don’t have the money for internet access – so can’t look something up on the internet or buy a book online – and you can’t find a person to learn from, where do you go? This is an example of a learner gap in the community, that the UK is wealth enough to bridge.

ServingAndIncludingYourCommunites – Slide:7

These are examples of technologies (available to most UK schools colleges & universities) which allow the sharing of learning resources and increase ease of access to content (USO)

MootUK11-ServingAndIncludingYourCommunites-JagoBrown-7/15
Slide 7 : Other existing services which help serve & include our communities

I doubt we are taking full advantage of these technologies yet, but they are on a path where teachers don’t have to create as many resources/activities from scratch, can quickly add them to local VLE’s, and when content management is integrated (resource QA workflow: versions, commenting, moderation etc. ) can lead to higher quality resources which harness the collective intelligence of the community & scales of economy.