Looking to the Future – LASI Europe 2024

‘Looking to the Future’ – keynote presentation at the Learning Analytics Summer Institute: Europe (LASI Europe) in Jerez de la Frontera, Spain, on 20 March 2024. Talk given by Professor Rebecca Ferguson from The Open University, UK

1. Intro Slide Title 2 Looking to the future Rebecca Ferguson The Open University UK LASI Europe, Jerez de la Frontera, 30 May 2024

2. Guidance Slide 12 If you have access to the Internet, please go to menti.com Use the code 8658 0842

3. Click to edit Master title style Where have we come from? Origins

4. Guidance Slide 12 Building bridges between research, policy and practice Gathering and sharing evidence Bringing people together to form networks Creating and sharing resources Developing visions of the future and agreeing how to work towards them https:// www.youtube.com /@ LaceprojectEu

5. Guidance Slide 12

6. Click to edit Master title style Where did we think we were going? Visions

7. H Reflections Do any of the eight visions align with your own work? Are there any visions that you are working to avoid?

8. Guidance Slide 12 1: Learners are monitored by their learning environments

9. Guidance Slide 12 Do you see this happening in your country? Image from https:// commons.wikimedia.org /wiki/File:Europe_countries_map_en_2.png Menti.com 8658 0842

10. Guidance Slide 12 2: Learners’ personal data is tracked

11. Guidance Slide 12 This is increasingly common – how do you feel about it? Wearable sensors are already present, but in the next future they must be improved, especially for health purposes, such as diabetes monitoring or cardiovascular diseases prevention. A reliable evidence base for the effectiveness of these measures and some sort of safety control to prevent irresponsible recommendations. Menti.com 8658 0842

12. Intro Slide Title 3 3: Analytics are rarely used

13. Guidance Slide 12 A decade ago, this was the least desirable vision. Do you see learners at your institution benefitting from learning analytics? Photo by Van Tay Media on Unsplash Menti.com 8658 0842

14. Guidance Slide 12 4: Learners control their own data

15. Guidance Slide 12 A decade ago, this was seen as desirable but not necessarily feasible. At your institution, who does data about student activities belong to? Individual learners Groups of learners Educators Institution VLE provider IT department Someone else Photo by marcos mayer on Unsplash Menti.com 8658 0842

16. Guidance Slide 12 5: Open systems are widely adopted

17. Guidance Slide 12 A decade ago, this was the most desirable vision. Do the learning analytics that you work with use standards that make sharing possible? xAPI SCORM Another standard Not sure This is all new to me Menti.com 8658 0842

18. Guidance Slide 12 6: Learning analytics are essential tools

19. Guidance Slide 12 Are they essential at your institution(s)? Yes No Menti.com 8658 0842

20. Guidance Slide 12 7: Analytics help learners make the right choices

21. Guidance Slide 12 How are students at your institution using data to make the right choices? This might include data from gadgets such as Fitbits apps such as Strava data about their weight, pulse rate or blood sugar levels Assessment data VLE data ‘streaks’ in apps such as Duolingo Menti.com 8658 0842

22. Guidance Slide 12 7: Analytics help learners make the right choices 8: Analytics have largely replaced teachers

23. Guidance Slide 12 Reflect: How do these futures from 2014 align with your experience? 1: Learners are monitored by their learning environments 2: Learners’ personal data is tracked 3: Analytics are rarely used 4: Learners control their own data 5: Open systems are widely adopted 6: Learning analytics are essential tools 7: Analytics help learners make the right choices 8: Analytics have largely replaced teachers

24. Click to edit Master title style Where next? Challenges

25. EP4LA workshops LACE provocations JLA special issue 3:1 2016 Neil Selwyn keynote LAK 2019 JLA special issue 6:3 2019 Ongoing work 2023 DEVELOPING THE SIX CHALLENGES LASI Europe 2024

26. Challenge one: duty to act Use data and analytics whenever they can contribute to learner success, ensuring that the analytics take into account all that is known about learning and teaching. Slide Title 8 Ferguson, R. (2019). "Ethical Challenges for Learning Analytics " Journal of Learning Analytics 6(3): 25-30.

27. Challenge two: informed consent Equip learners and educators with data literacy skills, so they are sufficiently informed to give or withhold consent to the use of data and analytics. Slide Title 8 Data literacy skills include the ability to read, work with, analyse and argue with data.

28. Challenge three: safeguarding Take a proactive approach to safeguarding in an increasingly data-driven society, identifying potential risks, and taking action to limit them. Slide Title 8 10 examples of cybercrimes in education: arcticwolf.com /resources/blog/cyber-attacks-against-schools-and-colleges/ Data may be: inaccurate mislabelled mistyped incomplete poorly chosen biased sample out of date

29. Challenge four: equality and justice Work towards increased equality and justice, expanding awareness of ways in which analytics have the potential to increase or decrease these. Slide Title 8 Facebook screenshot by Lauren F Klein • slide from Jutta Treviranus , CC BY-NC 4.0

30. Challenge five: data ownership Increase understanding of the value, ownership, and control of data. Slide Title 8 https:// www.rsikoryak.com /masterpiece-comics-1

31. Challenge six: integrity of self Increase the agency of learners and educators in relation to the use and understanding of educational data. Slide Title 8

32. Challenge six: integrity of self Increase the agency of learners and educators in relation to the use and understanding of educational data. Slide Title 8

33. Putting it all together Slide Title 8 Duty to act : use data to support learners Make it possible for learners to give informed consent Take a proactive approach to safeguarding Work towards increased equality and justice Increase understanding of data ownership Integrity of self : increase agency of learners and educators How are you allocating your time? Menti.com 8658 0842

34. @R3beccaf [email protected] Slideshare.net /R3beccaF Rebecca Ferguson, Doug Clow, Dai Griffiths and Andrew Brasher (2019). ‘Moving Forward with Learning Analytics: Expert Views’. Journal of Learning Analytics 6(3) pp. 43–59. Rebecca Ferguson(2019). "Ethical Challenges for Learning Analytics’. Journal of Learning Analytics 6(3): 25-30.