Meghan, I loved the story about the Sears ad showing up on FB shortly after you made a purchase on the Sears site. It hits home, as I've had similar things happen to me. It also jives with what we were discussing in class - technology can be rather scary. The amount of information that is "out there" about each of us is mind-numbing, and most people are largely unaware of it. Analytics have always been around, but the amount of data available for analysis now is staggering. It's nice to see that useful, non-threatening applications of analytic tools still exist.
Applying analytics to data gathered from students interacting with web 2.0 tools is awesome. As a college instructor, I frequently find myself stressing over whether a grade I'm giving is truly reflective of the student's progress. Better analytics, based on more, and valid, data, should provide better evaluation and feedback for the student.
Jim, You make a very valid point that "the amount of data out there is staggering". Every typed keystroke is traced. When I send out newsletters, the website can tell me the number of people that clicked on an item within it and then whether or not it is shared. I like to focus on the positive aspects of the learning analytics and it is within the web 2.0 tools and how analyzing data can help to improve the learning time and process. Learning analytics is more immediate and can provide quicker feedback to the instructor and the students.
Meghan, Analytics can be "creepy" because they track what you do online. For instance, I notice that after I click on a link in Facebook, all the sudden other suggested links pop up directly related to what I was previously viewing. I also notice that if I buy something online, all the sudden there are advertisements for similar products or by the same company on my profile. At the same time, it is amazing how, without doing anything extra, the internet is tailoring itself to my needs and interests. In the classroom, learning analytics is great! Most Web2.0 tools now provide analytical data that tracks students' progress, often highlighting their strengths and weaknesses. By doing so automatically and many times with graphs, it makes the educator's job much more efficient. The teacher can then spend their very limited and valuable time differentiating and meeting students' needs rather than grading. Analytics can be super useful and have great implications in the classroom, but we must be willing to give up some privacy and be willing to be "tracked".
Sarah, The marketing side of analytics is overwhelming. When I take the time to think about it, it can easily become overwhelming. To me, it is even more overwhelming when I purchase something in a store and then it appears in a feed on a social media site. I guess that is where analytics and cloud storage intertwine. I think in today's society we have to come to terms with the fact that we are being "tracked" and understand that the way in which we defined private is no longer. Analytics are now the norm. I really like how the incorporation of analytics within web 2.0 tools cause competition between the different tools and thus forces these tools and companies to constantly provide better data and feedback. Learning analytics can best be used to see what concepts are not being learned or what items students don't even open within an online course. If an item is not being opened or has a very low percentage of being opened, then it's purpose should be questioned. I see learning analytics as a tool that will improve the learning of all.
Meghan, I like the concept of learning analytics, but worry that it may be used in place of developing the teaching skills of the teacher. With so much data available, will we miss the human side of the education process, and the connections between teachers and students?
Good thought, Maria. As with most things, I think there is a balance, and it's easy to get too far off in either direction. The need for that human side is what makes educators indispensable, so we need to stay focused on not becoming an automaton. In teaching college courses, especially on-line courses, I sometimes find myself sliding in that direction. It's SO much easier to give assignments that the computer can grade than having to actually READ all that homework! I try to remind myself that the value of education is largely due to the interaction with faculty. Otherwise all learning would be done on the Kahn University!
Maria and Jim, I agree with Jim. Sure learning analytics could be looked upon as overtaking the human side of the education process, but I think there is a balance. The way I choose to look at learning analytics is that its a way to gather information on data. However, the individual responsible for choosing what data is gathered, should use that information to determine areas or learning concepts that were not mastered and need to be strengthened. Yes, there are different types of software out there that can offer more of a prescriptive assessment, but think of it more in terms of having a computer quickly and effective assess what is being learned. Instead of the educator spending time evaluating what was learned, they can spend that time determining what to teach next. Not sure I'm being clear? I think of it like a tool that will tell you that 30% of the class missed the same test question. Taking that test online and being given immediate feedback, leaves more room and time for reteaching that missed concept.
Meghan and Jim, I agree with you both regarding the need for balance. Meghan, I also like how you explain that as a tool it can drive your instruction and improve your teaching. From a teacher's perspective, I absolutely agree that using learning analytics is a powerful tool. I have seen this in both my personal practice and programs I have facilitated. My concern lies more with administration and policy makers. With all new ideas, there are people who will take them to the extreme. It may seem easier for administration/school boards to use these anaylitiics to take the human factor and minimize it. As you read my post, please keep in mind that I teach in New Jersey. Education is changing everywhere, but here in New Jersey it is insane!
Maria, It is so disheartening that so many teachers are feeling such a burden from administrators and that you are right, they may most likely be the ones to take the analytics side of it to the extreme. In an ideal environment, teachers and administrators would work together to analyze what was learned and decide the best way to strengthen student's learning. Do you use any specific forms of learning analytics in your teaching?
Hi Meghan, Yes, I do use various forms of learning analytics in my teaching. I have found success with MAP testing. I really feel the information gathered from the MAP testing shows what students know and what they need to improve. When I first used MAP, I was skeptical. However, over time, I found the information to be very accurate and reliable. Although all testing can be "off" due to something going on in the student's life, the trends over time matched exactly to the other methods I had been using. The thing about the computer generated analytics is that it is less time consuming, and less prone to errors in my own calculations.
Maria, Thank you for taking the time to read, comment, and reply on my blog. Through our conversations I was able to gain a little bit of insight into your teaching experiences and see how learning analytics takes part in your classroom. Hopefully we've both gained valuable information as to how learning analytics can help improve the learning of students. Meghan
I've enjoyed all of your (both of your) comments and insights as well. You hear so much about teachers being forced to "teach to the tests," I would hate to see us also "teaching to the analytics!" Hearing from educators first-hand is terrific - it's clear from interacting with all of my classmates in EDT classes that you all have the student's success and well-being as your top priority, and view all of this technology as means to an end. I would have guessed that regardless, but it's great to see! As an IT person, I deal FREQUENTLY with fellow computer geeks who see the technology as an end in itself (a perspective I normally don't fall into!).
Jim, Thank you for commenting on my blog about learning analytics. Yes, hopefully there will not be "teaching to the analytics", but rather extracting useful information from analytics to improve the learning process. Technology should be an enhancement in learning, not the only means in which to learn. Thanks! Meghan
Meghan, I loved the story about the Sears ad showing up on FB shortly after you made a purchase on the Sears site. It hits home, as I've had similar things happen to me. It also jives with what we were discussing in class - technology can be rather scary. The amount of information that is "out there" about each of us is mind-numbing, and most people are largely unaware of it. Analytics have always been around, but the amount of data available for analysis now is staggering. It's nice to see that useful, non-threatening applications of analytic tools still exist.
ReplyDeleteApplying analytics to data gathered from students interacting with web 2.0 tools is awesome. As a college instructor, I frequently find myself stressing over whether a grade I'm giving is truly reflective of the student's progress. Better analytics, based on more, and valid, data, should provide better evaluation and feedback for the student.
Good stuff!
jim
Jim,
DeleteYou make a very valid point that "the amount of data out there is staggering". Every typed keystroke is traced. When I send out newsletters, the website can tell me the number of people that clicked on an item within it and then whether or not it is shared.
I like to focus on the positive aspects of the learning analytics and it is within the web 2.0 tools and how analyzing data can help to improve the learning time and process. Learning analytics is more immediate and can provide quicker feedback to the instructor and the students.
Meghan,
ReplyDeleteAnalytics can be "creepy" because they track what you do online. For instance, I notice that after I click on a link in Facebook, all the sudden other suggested links pop up directly related to what I was previously viewing. I also notice that if I buy something online, all the sudden there are advertisements for similar products or by the same company on my profile. At the same time, it is amazing how, without doing anything extra, the internet is tailoring itself to my needs and interests.
In the classroom, learning analytics is great! Most Web2.0 tools now provide analytical data that tracks students' progress, often highlighting their strengths and weaknesses. By doing so automatically and many times with graphs, it makes the educator's job much more efficient. The teacher can then spend their very limited and valuable time differentiating and meeting students' needs rather than grading.
Analytics can be super useful and have great implications in the classroom, but we must be willing to give up some privacy and be willing to be "tracked".
Sarah,
DeleteThe marketing side of analytics is overwhelming. When I take the time to think about it, it can easily become overwhelming. To me, it is even more overwhelming when I purchase something in a store and then it appears in a feed on a social media site. I guess that is where analytics and cloud storage intertwine.
I think in today's society we have to come to terms with the fact that we are being "tracked" and understand that the way in which we defined private is no longer. Analytics are now the norm.
I really like how the incorporation of analytics within web 2.0 tools cause competition between the different tools and thus forces these tools and companies to constantly provide better data and feedback.
Learning analytics can best be used to see what concepts are not being learned or what items students don't even open within an online course. If an item is not being opened or has a very low percentage of being opened, then it's purpose should be questioned. I see learning analytics as a tool that will improve the learning of all.
Meghan, I like the concept of learning analytics, but worry that it may be used in place of developing the teaching skills of the teacher. With so much data available, will we miss the human side of the education process, and the connections between teachers and students?
ReplyDeleteGood thought, Maria. As with most things, I think there is a balance, and it's easy to get too far off in either direction. The need for that human side is what makes educators indispensable, so we need to stay focused on not becoming an automaton. In teaching college courses, especially on-line courses, I sometimes find myself sliding in that direction. It's SO much easier to give assignments that the computer can grade than having to actually READ all that homework! I try to remind myself that the value of education is largely due to the interaction with faculty. Otherwise all learning would be done on the Kahn University!
DeleteMaria and Jim,
DeleteI agree with Jim. Sure learning analytics could be looked upon as overtaking the human side of the education process, but I think there is a balance. The way I choose to look at learning analytics is that its a way to gather information on data. However, the individual responsible for choosing what data is gathered, should use that information to determine areas or learning concepts that were not mastered and need to be strengthened. Yes, there are different types of software out there that can offer more of a prescriptive assessment, but think of it more in terms of having a computer quickly and effective assess what is being learned. Instead of the educator spending time evaluating what was learned, they can spend that time determining what to teach next. Not sure I'm being clear? I think of it like a tool that will tell you that 30% of the class missed the same test question. Taking that test online and being given immediate feedback, leaves more room and time for reteaching that missed concept.
Meghan and Jim,
ReplyDeleteI agree with you both regarding the need for balance. Meghan, I also like how you explain that as a tool it can drive your instruction and improve your teaching. From a teacher's perspective, I absolutely agree that using learning analytics is a powerful tool. I have seen this in both my personal practice and programs I have facilitated.
My concern lies more with administration and policy makers. With all new ideas, there are people who will take them to the extreme. It may seem easier for administration/school boards to use these anaylitiics to take the human factor and minimize it.
As you read my post, please keep in mind that I teach in New Jersey. Education is changing everywhere, but here in New Jersey it is insane!
Maria,
ReplyDeleteIt is so disheartening that so many teachers are feeling such a burden from administrators and that you are right, they may most likely be the ones to take the analytics side of it to the extreme. In an ideal environment, teachers and administrators would work together to analyze what was learned and decide the best way to strengthen student's learning.
Do you use any specific forms of learning analytics in your teaching?
Hi Meghan,
ReplyDeleteYes, I do use various forms of learning analytics in my teaching. I have found success with MAP testing. I really feel the information gathered from the MAP testing shows what students know and what they need to improve. When I first used MAP, I was skeptical. However, over time, I found the information to be very accurate and reliable. Although all testing can be "off" due to something going on in the student's life, the trends over time matched exactly to the other methods I had been using. The thing about the computer generated analytics is that it is less time consuming, and less prone to errors in my own calculations.
Maria,
DeleteThank you for taking the time to read, comment, and reply on my blog. Through our conversations I was able to gain a little bit of insight into your teaching experiences and see how learning analytics takes part in your classroom. Hopefully we've both gained valuable information as to how learning analytics can help improve the learning of students.
Meghan
I've enjoyed all of your (both of your) comments and insights as well. You hear so much about teachers being forced to "teach to the tests," I would hate to see us also "teaching to the analytics!" Hearing from educators first-hand is terrific - it's clear from interacting with all of my classmates in EDT classes that you all have the student's success and well-being as your top priority, and view all of this technology as means to an end. I would have guessed that regardless, but it's great to see! As an IT person, I deal FREQUENTLY with fellow computer geeks who see the technology as an end in itself (a perspective I normally don't fall into!).
DeleteThanks!
jim
Jim,
DeleteThank you for commenting on my blog about learning analytics. Yes, hopefully there will not be "teaching to the analytics", but rather extracting useful information from analytics to improve the learning process. Technology should be an enhancement in learning, not the only means in which to learn.
Thanks!
Meghan