Lourdes Hill College is proud to present the inaugural CiTEL Learning Analytics Symposium. The Symposium will be held at Lourdes Hill College on the 31 May and 1 June 2019 and will bring together some of the leaders in the field of learning analytics from across the secondary and tertiary sectors to share cutting edge research and future directions for educational analytics. The Symposium will provide a platform for teachers and educators to learn from others, ask questions and to share how they are using data analytics in their own schools and classrooms to improve student learning. Workshops with industry providers will provide an opportunity for hands-on work with a variety of learning analytics systems and specialists in the field.
Download a flyer here.
How are you using data to improve student learning at your school? What current research do we need to know about? What questions do you want answered? We want to hear from you.
A call for presentations will go out in early 2019.
Please email the organisers to be placed on the Symposium Updates mailing list.
Learning Analytics in the Secondary Sector: Breaking New Ground
Friday 31 May, 12:00pm – 5:00pm Workshops
Saturday 1 June 8:30am – 4:00pm Full Symposium
Learning Analytics – Making Sense of Muddy Waters
The so-called digital revolution has vastly impacted upon and changed how industries such as publishing, banking, travel, media and communications, and retail operate. It is well anticipated that this trend for digital disruption will continue into the future and expand across all sectors. Education is no exception. The adoption of learning technologies, personal and mobile devices provides for new modes of education delivery and increased opportunities for formal and informal collaborations. As teachers and students engage more with these tools we are seeing a parallel rise in research associated with learning analytics, data mining, and learning sciences. Learning analytics in particular has had strong resonance in the education sector (including teachers, students, policy-makers and administrators). As such, the field has been frequently touted as a potential “game changer” for education for its capacity to provide new insights into student learning progress.
While there is much promise and numerous significant advancements in learning analytics research the hyperbole is not necessarily aligned to the reality of embedding such tools and resources within an organization. The extraction and merging of alternate student learning data sources as well as algorithmic development, sensemaking combined with the diversity of teaching approaches points to a complex system. This presentation outlines the field of learning analytics from the early research into the provision of early alert systems to the development of personalized and adaptive learning. In so doing the presentation highlights the complexity associated with learning analytics including the diversity of data sources, tools and learning contexts.
Dr. Shane Dawson is the Director of the Teaching Innovation Unit and Professor of Learning Analytics at the University of South Australia. Shane's research focuses on the use of social network analysis and learner ICT interaction data to inform and benchmark teaching and learning quality. Shane is a founding executive member of the Society for Learning Analytics Research and past program and conference chair of the International Learning Analytics and Knowledge conference. He is a co-developer of numerous open source software including the Online Video Annotations for Learning (OVAL) and SNAPP a social network visualization tool designed for teaching staff to better understand, identify and evaluate student learning, engagement, academic performance and creative capacity.