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issues</h1> <div class="post-meta-wrapper post-meta-single post-meta-single-top"> <ul class="post-meta"> <li class="post-author meta-wrapper"> <span class="meta-icon"> <span class="screen-reader-text">Post author</span> <svg class="svg-icon" aria-hidden="true" role="img" focusable="false" xmlns="http://www.w3.org/2000/svg" width="18" height="20" viewbox="0 0 18 20"><path fill="" d="M18,19 C18,19.5522847 17.5522847,20 17,20 C16.4477153,20 16,19.5522847 16,19 L16,17 C16,15.3431458 14.6568542,14 13,14 L5,14 C3.34314575,14 2,15.3431458 2,17 L2,19 C2,19.5522847 1.55228475,20 1,20 C0.44771525,20 0,19.5522847 0,19 L0,17 C0,14.2385763 2.23857625,12 5,12 L13,12 C15.7614237,12 18,14.2385763 18,17 L18,19 Z M9,10 C6.23857625,10 4,7.76142375 4,5 C4,2.23857625 6.23857625,0 9,0 C11.7614237,0 14,2.23857625 14,5 C14,7.76142375 11.7614237,10 9,10 Z M9,8 C10.6568542,8 12,6.65685425 12,5 C12,3.34314575 10.6568542,2 9,2 C7.34314575,2 6,3.34314575 6,5 C6,6.65685425 7.34314575,8 9,8 Z"/></svg> </span> <span class="meta-text"> By <a href="http://web.archive.org/web/20230323051731/https://analytics.jiscinvolve.org/wp/author/nsclater/">Niall Sclater</a> </span> </li> <li class="post-date meta-wrapper"> <span class="meta-icon"> <span class="screen-reader-text">Post date</span> <svg class="svg-icon" aria-hidden="true" role="img" focusable="false" xmlns="http://www.w3.org/2000/svg" width="18" height="19" viewbox="0 0 18 19"><path fill="" d="M4.60069444,4.09375 L3.25,4.09375 C2.47334957,4.09375 1.84375,4.72334957 1.84375,5.5 L1.84375,7.26736111 L16.15625,7.26736111 L16.15625,5.5 C16.15625,4.72334957 15.5266504,4.09375 14.75,4.09375 L13.3993056,4.09375 L13.3993056,4.55555556 C13.3993056,5.02154581 13.0215458,5.39930556 12.5555556,5.39930556 C12.0895653,5.39930556 11.7118056,5.02154581 11.7118056,4.55555556 L11.7118056,4.09375 L6.28819444,4.09375 L6.28819444,4.55555556 C6.28819444,5.02154581 5.9104347,5.39930556 5.44444444,5.39930556 C4.97845419,5.39930556 4.60069444,5.02154581 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href="http://web.archive.org/web/20230323051731/https://analytics.jiscinvolve.org/wp/2016/12/12/institutions-working-together-to-address-learning-analytics-deployment-issues/">December 12, 2016</a> </span> </li> <li class="post-comment-link meta-wrapper"> <span class="meta-icon"> <svg class="svg-icon" aria-hidden="true" role="img" focusable="false" xmlns="http://www.w3.org/2000/svg" width="19" height="19" viewbox="0 0 19 19"><path d="M9.43016863,13.2235931 C9.58624731,13.094699 9.7823475,13.0241935 9.98476849,13.0241935 L15.0564516,13.0241935 C15.8581553,13.0241935 16.5080645,12.3742843 16.5080645,11.5725806 L16.5080645,3.44354839 C16.5080645,2.64184472 15.8581553,1.99193548 15.0564516,1.99193548 L3.44354839,1.99193548 C2.64184472,1.99193548 1.99193548,2.64184472 1.99193548,3.44354839 L1.99193548,11.5725806 C1.99193548,12.3742843 2.64184472,13.0241935 3.44354839,13.0241935 L5.76612903,13.0241935 C6.24715123,13.0241935 6.63709677,13.4141391 6.63709677,13.8951613 L6.63709677,15.5301903 L9.43016863,13.2235931 Z M3.44354839,14.766129 C1.67980032,14.766129 0.25,13.3363287 0.25,11.5725806 L0.25,3.44354839 C0.25,1.67980032 1.67980032,0.25 3.44354839,0.25 L15.0564516,0.25 C16.8201997,0.25 18.25,1.67980032 18.25,3.44354839 L18.25,11.5725806 C18.25,13.3363287 16.8201997,14.766129 15.0564516,14.766129 L10.2979143,14.766129 L6.32072889,18.0506004 C5.75274472,18.5196577 4.89516129,18.1156602 4.89516129,17.3790323 L4.89516129,14.766129 L3.44354839,14.766129 Z"/></svg> </span> <span class="meta-text"> <a href="http://web.archive.org/web/20230323051731/https://analytics.jiscinvolve.org/wp/2016/12/12/institutions-working-together-to-address-learning-analytics-deployment-issues/#respond">No Comments<span class="screen-reader-text"> on Institutions working together to address learning analytics deployment issues</span></a> </span> </li> </ul> </div> </div> </header> <figure class="featured-media"> <div class="featured-media-inner section-inner"> <img width="624" height="351" src="http://web.archive.org/web/20230323051731im_/https://analytics.jiscinvolve.org/wp/files/2016/12/20161202_120734_edited-624x351.jpg" class="attachment-post-thumbnail size-post-thumbnail wp-post-image" alt="Michael Webb demonstrates new data explorer tool" srcset="http://web.archive.org/web/20230323051731im_/https://analytics.jiscinvolve.org/wp/files/2016/12/20161202_120734_edited-624x351.jpg 624w, http://web.archive.org/web/20230323051731im_/https://analytics.jiscinvolve.org/wp/files/2016/12/20161202_120734_edited-300x169.jpg 300w, http://web.archive.org/web/20230323051731im_/https://analytics.jiscinvolve.org/wp/files/2016/12/20161202_120734_edited-768x432.jpg 768w, http://web.archive.org/web/20230323051731im_/https://analytics.jiscinvolve.org/wp/files/2016/12/20161202_120734_edited.jpg 800w" sizes="(max-width: 624px) 100vw, 624px"/> </div> </figure> <div class="post-inner thin "> <div class="entry-content"> <p>Last Friday, representatives from a number of early adopter universities came together at Jisc’s Bristol offices to work on some of the areas that need to be tackled in their institutional learning analytics projects.</p> <p><img loading="lazy" class="alignleft size-full wp-image-1597" src="http://web.archive.org/web/20230323051731im_/https://analytics.jiscinvolve.org/wp/files/2016/12/20161202_120734_edited.jpg" alt="Michael Webb demonstrates new data explorer tool" width="800" height="450" srcset="http://web.archive.org/web/20230323051731im_/https://analytics.jiscinvolve.org/wp/files/2016/12/20161202_120734_edited.jpg 800w, http://web.archive.org/web/20230323051731im_/https://analytics.jiscinvolve.org/wp/files/2016/12/20161202_120734_edited-300x169.jpg 300w, http://web.archive.org/web/20230323051731im_/https://analytics.jiscinvolve.org/wp/files/2016/12/20161202_120734_edited-768x432.jpg 768w, http://web.archive.org/web/20230323051731im_/https://analytics.jiscinvolve.org/wp/files/2016/12/20161202_120734_edited-624x351.jpg 624w" sizes="(max-width: 800px) 100vw, 800px"/></p> <p>Jisc’s Director of Data and Analytics, <a href="http://web.archive.org/web/20230323051731/https://twitter.com/michaeldwebb">Michael Webb</a>, demonstrated a new Data Explorer tool which provides useful visualisations, enabling institutions to explore the data that they hold in the learning analytics warehouse. Michael led a discussion on what additional features would be most useful: <a href="http://web.archive.org/web/20230323051731/https://github.com/jiscdev/data-explorer/issues">the resulting suggestions and progress on their resolution</a> are on the tool’s github site which includes a <a href="http://web.archive.org/web/20230323051731/https://github.com/jiscdev/data-explorer/wiki">wiki</a> with more details of the product.</p> <p><img loading="lazy" class="alignleft size-full wp-image-1605" src="http://web.archive.org/web/20230323051731im_/https://analytics.jiscinvolve.org/wp/files/2016/12/data-explorer.jpg" alt="Example screenshot from the data explorer tool" width="674" height="516" srcset="http://web.archive.org/web/20230323051731im_/https://analytics.jiscinvolve.org/wp/files/2016/12/data-explorer.jpg 674w, http://web.archive.org/web/20230323051731im_/https://analytics.jiscinvolve.org/wp/files/2016/12/data-explorer-300x230.jpg 300w, http://web.archive.org/web/20230323051731im_/https://analytics.jiscinvolve.org/wp/files/2016/12/data-explorer-624x478.jpg 624w" sizes="(max-width: 674px) 100vw, 674px"/></p> <p>Institutions will also be able to access their data via an API or integrate one of several more feature-rich commercial systems providing staff dashboards or alert and intervention systems.</p> <p>I took participants through the new templates for an institutional learning analytics policy and student guide, based on our work with Gloucestershire University (<a href="http://web.archive.org/web/20230323051731/https://analytics.jiscinvolve.org/wp/2016/11/29/developing-an-institutional-learning-analytics-policy/">see previous blog post</a>), and received some valuable feedback.</p> <p>In the afternoon, participants took part in three different discussion groups, centred around (1) culture, (2) ethical & legal issues and (3) data.</p> <p><strong>Culture</strong><br/> Paul Bailey facilitated this discussion which looked at cultural challenges and opportunities in institutions. The role of the tutor in learning analytics was seen as critical. The lack of consistency in the tutoring model across subject areas and faculties might complicate analysis of the data, for example. Tutors may fear that more information will require more interventions, extending their pastoral role and increasing their workload. A concern was also expressed that statistics would be used to drive efficiency rather than more effective support of students.</p> <p>Opportunities noted by participants included the bringing together of holistic information about a student in one place. This would enable learners to access self-development opportunities more easily. Tutors would be able to identify behavioural patterns among their students which caused concern, and receive early warning information on students at risk.</p> <p>Analytics would also, it was felt, help academics to examine how they use the VLE (or perhaps help them to evaluate other aspects of their teaching). There might be a requirement though to introduce more continuous assessment in order to provide more checkpoints to assess whether students are on track.</p> <p>Staff buy-in was seen as a key priority. Suggestions to help achieve this included:</p> <ol> <li>Engage both staff and students in the steering group and in the change process</li> <li>Communicate effectively to stakeholders about what you are doing</li> <li>Focus on learning and teaching, and develop learning analytics champions in faculties</li> <li>Ensure the ongoing support of senior management</li> <li>Develop a policy that links with existing policies, and pay particular attention to transparency around data sources and processing</li> <li>Help students and staff to understand the data and predictions, and not to rely on them as gospel, and to understand that engagement data is only a proxy for learning</li> <li>Start with small scale pilots with interested staff, then be ready to scale up to the rest of the institution</li> <li>Ensure that learning analytics makes things easier and better than what is currently available to staff, and engage sceptics by finding metrics that can assist them</li> <li>Be clear about why analytics are being introduced and the benefits they bring, or any new accountability requirements they address</li> <li>Understand any reputational benefits to the institution of introducing learning analytics (e.g. better student support or personalisation)</li> <li>Encourage students to be the driver for learning analytics, by seeing the benefits and then expecting staff to adopt the systems</li> <li>See whether learning analytics can help meet requirements for the Teaching Excellence Framework</li> </ol> <p><strong>Ethical and legal issues</strong><br/> I facilitated this discussion, which covered some of the issues identified in the <a href="http://web.archive.org/web/20230323051731/https://analytics.jiscinvolve.org/wp/2015/03/03/a-taxonomy-of-ethical-legal-and-logistical-issues-of-learning-analytics-v1-0/">taxonomy of ethical, legal and logistical issues for learning analytics</a>, and brought out some new ideas too.</p> <p>Someone made the point that if you go to your doctor you might be told you have a 50% chance of survival if you carry on smoking. Why, they felt, are there objections to doing something similar in the educational environment? Well, here are some of the concerns:</p> <p>There is a danger of drawing the wrong conclusions from the data, and we need to train both staff and students about what predictions mean – they’re not facts. If a student doesn’t engage with the VLE, for example, is that their fault or is it because you haven’t ensured that the VLE meets their needs?</p> <p>Someone else suggested that, as long as the analytics are a catalyst for discussion around learning, if the analytics are not completely accurate that may not matter too much. A fair point, but that doesn’t excuse us from striving to produce the highest quality analytics.</p> <p>Another issue pointed out is that different students need to be treated differently. One might need to be handheld and encouraged sensitively, the next might need “a kick up the backside”. In fact one participant reported having students coming to her and asking specifically for such treatment (metaphorically) to get them back on track!</p> <p>There is also the potential problem of unfair categorisation e.g. if the analytics show that students from a particular nationality are more likely to succeed academically than those from another country, could a tutor potentially treat someone from one of the countries unfavourably? A concern, too, is that personal tutors have varying levels of emotional intelligence, and some will be better at tailoring their interventions to individual students than others.</p> <p>We also had an interesting discussion about whether we should be using data such a learner’s socio-economic group in the analytics. The consensus, I think, was that we shouldn’t be squeamish about using any of the data (assuming relevant legal requirements are adhered to). If you are from a low income group, for example, and this combined with your engagement and grade data puts you at high risk then we should be considering this data in attempting to maximise your chances of success.</p> <p>Passing any data outside the institution, e.g. to employers, should only be done, it was agreed, with the consent of the student. This is a legal requirement in Europe, in any case. Meanwhile, there was a consensus that learning analytics should not be used for recruitment. One scenario is that institutions would reject applicants if they didn’t meet the profile of a student who is likely to succeed. Of course this already happens to some extent through entrance qualifications and applicants’ personal statements. However to disadvantage a student at the recruitment stage because of a low socio-economic group, for example, would be unethical.</p> <p><strong>Data<br/> </strong>This discussion, facilitated by Rob Wyn Jones, covered various issues relating to assessment data:</p> <ol> <li>There was concern that Turnitin does not enable the due date for an assignment or the grade – both key indicators – to be returned via the API for use in analytics. Assignments submitted through Blackboard do enable this.</li> <li>It was decided that a submission date field needs to be added to <a href="http://web.archive.org/web/20230323051731/https://github.com/jiscdev/analytics-udd/blob/master/udd/student_on_assessment_instance.md">STUDENT_ON_ASSESSMENT_INSTANCE</a> in the <a href="http://web.archive.org/web/20230323051731/https://github.com/jiscdev/analytics-udd">Universal Data Definition (UDD)</a></li> <li>Degrees of lateness needs to be captured too e.g. is the assignment <em>late with mitigation</em>, <em>late with permission</em> or <em>granted extension</em>?</li> <li>Could Turnitin or Blackboard’s SafeAssign (both plagiarism detection systems) provide similarity indexes or a plagiarism score, which could then be held within the UDD for use in predictive modelling and descriptive analytics?</li> </ol> <p>It was suggested that the functionality of Jisc’s student app, now known as <em>Study Goal</em>, should also be provided through a web browser. Also APIs are required to enable institutions to extract data from the learning records warehouse into their own web apps or for analysis with systems such as Tableau or HADOOP. Additional data sources suggested include links to the National Student Survey.</p> <p>A UDD validation tool will be provided, and this will use the same engine to assess historic data and live data. A roadmap for Jisc’s learning analytics products will be published in due course. For anyone wanting further details on data and technical issues, stay tuned for my next post on the following week’s meeting of techies in Bristol.</p> <p> </p> </div> </div> <div class="section-inner"> <div class="author-bio"> <div class="author-title-wrapper"> <div class="author-avatar vcard"> <img alt="" src="http://web.archive.org/web/20230323051731im_/https://secure.gravatar.com/avatar/ecea1bcf617c353827d2aacf5cab98b4?s=160&d=mm&r=g" srcset="http://web.archive.org/web/20230323051731im_/https://secure.gravatar.com/avatar/ecea1bcf617c353827d2aacf5cab98b4?s=320&d=mm&r=g 2x" class="avatar avatar-160 photo" height="160" width="160" loading="lazy"/> </div> <h2 class="author-title heading-size-4"> By Niall Sclater </h2> </div> <div class="author-description"> <p>Niall Sclater is Consultant and Director at <a href="http://web.archive.org/web/20230323051731/http://sclater.com/">Sclater Digital Ltd</a> and is currently carrying out work for Jisc in Learning Analytics.</p> <a 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