Learning Analytics in Higher Education
How do we implement learning analytics in higher education ?
30 October 2019
Hotel Ørnen, Bergen
The emerging application of learning analytics that uses student data to improve teaching, learning, and the student experience in higher education is gaining world wide attention. While learning analytics is at an early stage of development and adoption, there is evidence of promising results. How do we begin with learning analytics in our institutions? Join us in Bergen to be introduced to learning analytics in higher education and to hear about experiences in implementation from across the UK and at the University of Berkeley.
Topics to be covered at the Symposium include:
implementing learning analytics in higher education
learning analytics and the national digitalisation strategy in Norway
learning analytics & CANVAS
ethics and privacy issues
workshop on implementing learning analytics at your institution
This symposium should be of interest for University leaders, management and administrators, IT departments, instructors, researchers, and others interested in institutional implementation of learning analytics.
EARLY register date is 18 September 2019. There is a minor registration fee of kr 250 (lunch is included), which increases to 400 from 19 September 2019.
09:00- 09:15 Registration
09:15 - 09:30 Barbara Wasson
09:30 - 10:10 Mohammd Khalil
Research on Learning Analytics in Higher Education
10:10 - 10:30 Coffee break
10:30 - 10:45 Arve Olaussen
Learning Analytics & the Norwegian Digitalisation Strategy
10:45 - 11:00 Anne Swanberg
How can data help us to prevent dropouts? Example from BI
11:00 - 12:00 Niall Sclater
Implementing Learning Analytics
12:00 - 13:00 Lunch
13:00 - 13:45 Steven Williams
Learning Analytics with CANVAS at Berkeley
13:45 - 14:15 Further discussion with Steven & Niall
14:15 - 14:30 Coffee break
14:30 - 15:45 Workshop
The SHEILA framework: informing institutional strategies
and policy processes of learning analytics
15:45 - 16:00 Final Discussion & Closing
Niall, Steven, Mohammad & Barbara
About the speakers
Niall Sclater is an independent consultant based in Scotland. He is Consulant and Director of Sclater Digital Ltd, which specialises in learning analytics, e-learning, educational technology and distance learning. He has over has 25 years of experience of innovation in online and distance education. In addition to positions at Glasgow University and Strathclyde University, he was formerly the Director of Learning and Teaching at the Open University, UK. He is often used as a facilitator and keynote speaker on issues related to learning analytics and higher education to audiences including university leaders and administrators. Published widely, Sclater is author of Learning Anlaytics Explained (2017).
Steven Williams is a Service Lead and Product Manager at the University of California, Berkeley. As part of the Research, Teaching, and Learning (RTL) group, he works closely with software developers, technical operations staff, and end users to coordinate planning and implementation for the campus portfolio of learning technology tools. Currently, Steven and RTL are focused on the launch of the new Berkeley Online Advising (BOA) platform, which integrates data from the Canvas LMS, student information systems, and other campus sources to generate alerts, visualizations, and reports about student academic progress. The BOA platform also serves as a campus proof-of-concept for how learning data can be stored in a performant, scalable, cloud-based data lake architecture, powering BOA and other future platforms focused on learning analytics and student success. In previous roles, Steven has worked at UC Berkeley and UC San Francisco as a project manager, instructional designer, and systems administrator, focusing on learning technology tools and massive open online courses (MOOCs).
Arve Olaussen is Fagdirektør utdanning (education) at Unit - Directorate for ICT and Joint Services in Higher Education and Research. He works with the Digitalization Strategy for the Higher Education Sector and the corresponding Action Plan for Digitalization in Higher Education and Research. Learning Analytics is one of the prioritized actions in the Action Plan.
Anne Swanberg Anne Swanberg is the Dean of Teaching and Learning at BI Norwegian Business School. She is also the former Director of EOCCS; EFMD Global Network Online Course Certification System. From 2010 until recently she was the head of BI LearningLab which is a support and innovation center for teaching, learning and ICT. She serves several roles in the Norwegian higher education sector focusing on digitalization, active learning and quality. Her research interest is within higher education in general and in the field of educational psychology and how we learn differently (personality and learning styles) in particular.
Mohammad Khalil, Senior Researcher at the Centre for the Science of Learning & Technology (SLATE), has a PhD in learning analytics from the University of Graz, Austria, and a PostDoc from Delft University, Netherlands. Khalil carries out research on Technology Enhanced Learning, Self-Regulated Learning, Learning/Teaching Analytics, Mobile Learning, Massive Open Online Courses (MOOCs), Privacy and Ethics, Big Data in Education, Visualisations, and Digital Learning Environments. His latest publications addressess ethics and privacy in MOOCS and self-regulation and learning analytics.
Barbara Wasson, is a Professor in the Department of Information Science & Media Studies, and the Director of the Centre for the Science of Learning & Technology (SLATE), University of Bergen. Wasson was one of the 3 founders (with Professor Nicolas Balacheff, CNRS, France and Professor Richard Noss, London Knowledge Lab) of Kaleidoscope, a European Network of Excellence on Technology Enhanced Learning. She has led many national and international research projects and has published widely on Technology Enhanced Learning. Her research interests include interaction design, computer support for collaborative learning (CSCL), mobile learning, learning games, intelligent tutoring systems, e-assessment, assessment for learning, teacher inquiry, learning analytics, and pedagogical agents.