As learning analytics continues to rise up the agenda in the corporate learning & development (L&D) sector, one thing is becoming glaringly apparent: we should not expect a one-size-fits-all, off-the-shelf approach to learning analytics. This is a specialist discipline that cannot be bottled up into a single product. Sure, there are products such as Knewton, a Product as a Service platform used to power other peoples’ tools. There are also LMS bolt-ons like Desire2Learn Insights or Blackboard Analytics but even they are not sold as off-the-shelf products, for example the Blackboard team “tailors each solution to your unique institutional profile”. There are just far too many organisational factors at play for an L&D practitioner to be able to implement a learning analytics programme using an off-the-shelf tool.
What a learning analytics platform looks like
An example of one platform (not a commercially available product but probably the most advanced learning analytics platform I’ve yet seen) is the Open University’s OU Analyse platform. They demonstrated this at MoodleMoot UK and Ireland recently. The product is very geared to the OU’s own Moodle-based VLE and as such is built to answer their own questions. This predictive analytics platform analyses demographic and course data from their own VLE with a view to predicting which students are likely to fail. Tutors have a login to the system and can use the dashboard tools to determine which learning interventions to recommend to a student in order to get them back on a path to success.
This year was my fourth Moot and it was another cracking event. Dublin is a welcoming and accessible location so it was good to be back here. I attended the two conference days on May 12-13, but the conference was topped and tailed by a workshops day on the 11th and a developer hackfest on the 14th.
First ever workplace learning stream
Of particular interest for me was that for the first time the conference featured a workplace learning stream. Despite Moodle topping multiple surveys of the the most widely used workplace LMSes, previous Moots have typically been dominated by the education sector. It’s great to see the focus gradually shift and the conference become more representative of real world Moodle users. It was nice to hear Moodle HQ presenters reinforce that future Moots would be structured along similar lines.
The workplace stream consisted of case studies from:
- Civil Service Learning
- University Hospital Southampton
- Health and Safety Authority
- An Irish law company
- A US Healthcare company
There was also a good analysis of the business impact of long term support vs yearly upgrades from the conference organiser, Gavin Henrick. The workplace stream was well attended, and I look forward to more of the same in future years! Continue reading
The xAPI Barcamp at the end of the first day of the Learning Technologies conference attracted around fifty people, eager to talk xAPI over a few free drinks at the local pub! I was one of five invited experts alongside Andrew Downes from Rustici (@mrdownes), Mark Berthelemy from Wyver Solutions(@berthelemy), Ben Betts from Learning Locker (@bbetts) and Jonathan Archibald from Tesello (@jonarchibald). Moving around five tables in turn, each expert began by talking for a few minutes about what they were doing with xAPI, then the table held an open discussion.
— Aaron E. Silvers (@aaronesilvers) January 30, 2015
I found the event fascinating. Having worked on a few xAPI projects for clients I had some solid work to discuss, however I personally still have more questions than answers about xAPI so this event was the perfect forum to pose some of those questions and find out what other practitioners were doing and thinking. Continue reading
I attended DrupalCampBrighton today for their Business Day, the first day of a three day Drupal extravaganza! LEO were sponsoring the business day which I was really pleased about, we do a fair amount of Drupal work and it’s great to both give something back to the open source community and to get involved in supporting local events. The event was attended by about 60 people at Brighton Media Centre, with the rest of the weekend focussed on more developer-oriented stuff. Today was all about case studies and keynotes though, a bit more at my level! It was a really great event and I came away enthused and energised for all things open source. A great way to end the week!
Before continuing, thanks to all the organisers for putting this on. It’s no small feat putting together an event like this. On Saturday and Sunday there are three speaker streams plus all-day developer sprints. It’s a hugely impressive setup, supported by a team of 8 staff volunteering their time and 15 local sponsors. Well done to one and all for a superb event!
Using open source to drive change
The day started with Jeffrey “Jam” McGuire from Acquia (@HornCologne), a man with the rather natty job title of Open Source Evangelist and a pretty awesome handlebar moustache to boot. Jam gave a half hour keynote that was the best intro to open source I’ve seen in years, although he was certainly preaching to the converted with this crowd. More interesting was his focus on how open source is a driver for business and government transformation. He recalled a conversation with the UK Cabinet Office in which they noted that before mandating open source in government procurements, the map of UK government software spend was centred on the area between Reading and London where Microsoft, Oracle, IBM etc have their UK presence. Since open source that map has blossomed out across the entire country with spending going to SMEs nationwide who can deliver mature and robust open source solutions to government at a fraction of the price. Crucially, that doesn’t only support SMEs but keeps money in the UK instead of going off to some Redmond bank account.
For all the talk of big data being the next big thing in learning technology, few people mention that in workplace learning there just aren’t any examples of big data to speak of. The data collected just isn’t at the same scale. However, big data has led to an explosion in data analysis tools and techniques that learning technologists can use in their work. Throughout 2014 I’ve been dipping into data science MOOCs, learning the basics of R programming, and thinking about how to apply this within learning and development. These are some of my initial thoughts and notes.
Can understanding big data techniques help us to improve learning outcomes and performance?
Big Data as a term started appearing following the success of online services such as Facebook, Google Search and Twitter which gather data on hundreds of millions of people. Data including their likes and dislikes, online behaviours, website usage patterns, shopping patterns; it all has value and can be sold to the highest bidder. Now that users can also register for other online services using their Facebook, Twitter or Google logins, they literally leave a trail of ‘digital exhaust’ behind them. This data is all collected and analysed on the assumption that it is valuable to someone, somewhere, or at least may be one day. The data gathered by just one service like Facebook amounts to over 500 terabytes per day! This is the scale that big data operates at, and the harvesting of personal data is BIG business. Jaron Lanier is not wrong in suggesting that next time you post a status update, they really should be paying YOU!
Edtech and learning technology entrepreneurs clearly want a slice of this action, hence the buzz. However, even the largest organisations only have relatively small amounts of learning related data. Even an organisation with half a million employees will only have learning related data measured in little old Gigabytes. That’s not big data at all.
However, if there is one big takeaway from the big data world then it is the renewed focus on data analysis and data driven insights. Take a look at any MOOC catalogue to see the popularity of data science courses. Continue reading
Learning Platforms have flourished in the past decade, and as they have scaled with the rise of MOOCs, the data inside them has also become increasingly valuable. Different people see different value in this data. Some want to analyse data to predict outcomes and trigger early interventions when needed. Others want to analyse large datasets to advance machine learning techniques. Many more just see dollar signs in anything related to ‘big data’ so, in true startup fashion, they start collecting huge quantities of learner data now in anticipation of monetising it later.
But the learning technologies world needs to be mindful of the increasing unease among consumers about the storage of personal data by software providers and organisations, particularly among Millenials. Common concerns centre around data privacy issues, the ethics of amassing huge volumes of personal data, the exploitation of users by those collecting data, excessive government monitoring of citizens and the permanence of stored data.
A few times in recent months I’ve had a new MOOC term pass through my Twitter feed. We haven’t had a new MOOC spin-off acronym for a good 6 months. I don’t know what’s happened to the edtech marketers, maybe they’ve been off on holiday on their new yachts spending all those edtech venture capital billions. Anyway, after a quiet start to 2014, we finally have a new buzzword to get excited about: VOOCs. Yay!
As the term started gracing my news feeds more often, I even clicked it once, and saw my old boss Donald Clark staring back at me. But it was only today that I really sat up and took notice, accompanied as it was by a curious little symbol.
It was great to be at the UK MoodleMoot in Edinburgh this week. It has become an annual highlight for me as a place to meet old and new friends alike, to share some of the things we’ve been working on and to learn from the vast experiences of the Moodle community around the UK and wider afield. The event ran over four days but myself and Andrew Downes went up for the two conference days, along with a whopping 400 delegates from 29 countries.
Epic sponsors the Moot for the first time
After presenting for the past two years, Epic was a sponsor of the Moot for the first time this year. As a Silver sponsor this meant we paid a fee which went towards the running of the event, in return for a stand in the exhibition area and exposure in the event publicity material and banners. MoodleMoot is an important fixture in the UK learning technologies calendar and we have gained so much in the past from the knowledge sharing and networking, so it was a great opportunity to give something back financially, rather than just limiting our involvement to one or two presentations, important as that is. Andrew and I tried to balance a mix of stand duties during breaks and lunch with attending as many sessions as possible, so if you chanced upon an empty stand at some point then apologies, but judging by the number of business cards taken away we are sure to be speaking to many of you soon!
Talking about mobile learning with Moodle
I submitted two presentations ahead of the event and both were accepted. The Moot Gods were kind to me and scheduled both sessions for the morning of Day 1, which meant I didn’t have to spend valuable Moot time worrying or preparing, or have to present with a thumping hangover on day two (which has been known).
My first presentation was Using mobiles to support active learning with Moodle. Active learning was one of the conference themes, and I focused on using native mobile device features like taking photos, audio and video and submitting or sharing these into Moodle using assignment, forum and database activities.
Following on from my initial exploration of Google Glass, I was keen to see what my kids would make of this device. As anyone who has seen a toddler using an iPad will know, some technology is just so intuitive that kids take to it like a duck to water. So I wondered what challenges Glass would throw up for a child, whether they would reflect my own challenges and frustrations in getting familiar with this device. After all, I had to undo decades of engrained user interface practice, whereas my daughter only had a few years of computing under her belt. Sharing Google Glass with my daughter turned out to be just as exciting and eye opening as I had hoped, but what really surprised me was the rather sobering reflection it led to, about just what kind of future we are leading our children towards.
Firstly, a word of warning. Officially Google Glass is not supposed to be used by children under 13 years of age, whose eyes are still developing. This was disappointing to find out, as I was looking forward to what my kids might make of it. I actually stumbled across the age guidance on the Google Glass Help site, there was nothing on the Glass box to indicate a danger to children, although I later found an FAQ card inside the box, in tiny print, with the age guidance on. Like many people who buy a gadget, I tend to try the device first and read the booklets later. I blame Apple for shipping mobile devices that ‘just work’! Google really need to stick a “13+ years” on the box. Smallprint just doesn’t cut it, this is kids’ eyesight we’re talking about. Otherwise we will end up with lots more uninformed parents posting videos like this one I found on YouTube, once Google Glass hits the retail stores.
Google do not give any background to their age restriction, however the Children’s BBC site CBBC has interviewed a professor from the Royal College of Opthalmologists, who suggested that the reason for the restriction would be due to the unknown effects of Glass on developing eyes, and that the age of 13 was likely used just because no research has taken place yet. He stated that children’s eyes are actually fully developed by 7-8 years, and that children basically have their adult eyes by then.
Based on this advice and after a discussion with my wife, we decided to let our daughter, who is nearly nine years of age, have a go on Google Glass, but only after her younger brothers had gone to bed, otherwise there would be hell to pay!