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LEARN @ LASI'21

LASI (the Learning Analytics Summer Institute) is an educational event designed to accelerate the maturation of the discipline organized by the Society for Learning Analytics Research (SoLAR). It took place online from June 21, 2021 to June 25, 2021. LEARN organized three tutorials at LASI’21.

Subversive Learning Analytics. Profile pictures of Alyssa Wise, Juan Pablo Sarmiento, Maurice Boothe Jr.

Power to the User: Using Participatory Design to Develop Learning Analytics Tools

Tuesday, June 22, 2021 and Thursday, June 24, 2021 

LEARN doctoral students, Juan Pablo Sarmiento and Fabio Campos led a tutorial at the LASI on using participatory design to develop learning analytics tools. They presented a number of processes, frameworks and examples for engaging in participatory design processes with students, faculty or administrators, emphasizing both opportunities and challenges. In the tutorial, participants worked with a current or past project to develop first steps to an outline for a participatory design process. 

Writing and publishing a rigorous learning analytics article, Xavier Ochoa, profile images of Alyssa Wise and Simon Knight

Writing and Publishing a Rigorous Learning Analytics Article

Tuesday, June 22, 2021 and Thursday, June 24, 2021 

LEARN’s Alyssa Wise and Xavier Ochoa led a tutorial with Simon Knight from University of Technology Sydney on developing rigorous learning analytics manuscripts for publication in topic tier publications. The interactive session focused on developing rigorous learning analytics manuscripts for publication in topic tier publications (including but not limited to the Journal of Learning Analytics). Topics encompassed the full breadth of quality criteria from issues of technical reporting to situating contributions in the literature and knowledge base of the field. Common pitfalls and ways to address them were discussed. While targeted at manuscript development, the session was of use to reviewers as well.

An Introduction to Methodologies in Learning Analytics, profile image of Yoav Bergner

An Introduction to Methodologies in Learning Analytics

Tuesday, June 22, 2021 and Thursday, June 24, 2021 

LEARN’s Yoav Bergner led a tutorial that explored the structure of learning analytics arguments and outlined some best practices from the framing of research questions to selection of methods to collaboration on and communication of analytic results.

LEARN @ LAK'21

LAK (the International Conference on Learning Analytics and Knowledge) is the premier academic event for the international learning analytics community and took place online this year from April 12 to April 16, 2021. LEARN presented two papers at LAK’21.

Subversive Learning Analytics. Profile pictures of Alyssa Wise, Juan Pablo Sarmiento, Maurice Boothe Jr.

Subversive Learning Analytics

Wednesday, April 14, 2021 

LEARN doctoral student Juan Pablo Sarmiento, masters student Maurice Boothe Jr., and director, Alyssa Wise presented their work at LAK'21 conceptualizing Subversive Learning Analytics (SLA). SLA arises from the premise that data should be used as a transformative force for change, rather than to perpetuate an often-problematic status quo, and uses a critical stance to reveal and challenge the power structures and inequities in education. This paper won the best short paper award. 

Presentation Slides for Subversive Learning Analytics    Read the paper

Beyond First Encounters with Analytics, Qiujie Li, Yeonji Jung and Alyssa Wise

Beyond First Encounters with Analytics: Questions, Techniques and Challenges in Instructors’ Sensemaking

Wednesday, April 14, 2021 

LEARN postdoctoral researcher Qiujie Li, doctoral student Yeonji Jung and director, Alyssa Wise presented their work at the LAK'21 investigating the different questions instructors ask of learning analytics, the technique they use to answer them and the challenges they face working in this new paradigm of data-informed pedagogical decision making.

Presentation Slides for Beyond First Encounters with Analytics      Read the paper

Fairness & Equity in Learning Analytics: A Conversation. Profiles pictures of Paul Prinsloo and Ravi Shroff are shown.

Fairness & Equity in Learning Analytics: A Conversation 

Paul Prinsloo, University of South Africa

Ravi Shroff, New York University

March 30, 2021

This second event in our new Learning Analytics Conversation Series examined two different perspectives on how we can productively navigate the intersection of learning analytics and equity and consider the role of educational data science as a tool for social justice. This format had each expert provide a brief overview of their work in the area, followed by a moderated dialogue about commonalities, differences and emergent high-level principles. The first expert, Dr. Paul Prinsloo, spoke about "Reconciling Learning Analytics and Social Justice: Contemplating the (Im)possible". The second expert, Dr. Ravi Shroff presented focused on "Towards Transparent Interpretable Models: Simple Rules to Guide Expert Classifications". 

Paul Prinsloo's Presentation Slides      Ravi Shroff's Presentation Slides

Watch Recording of Fairness & Equity in Learning Analytics

Scaling Up Learning Analytics: A Conversation with Maren Scheffel and John Whitmer

Scaling Up Learning Analytics: A Conversation

Maren Scheffel, Ruhr University Bochum

John Whitmer, Federation of American Scientists

March 16, 2021

This inaugural event in our new Learning Analytics Conversation Series explored different strategies and challenges for scaling up learning analytics in university, commercial and public sector contexts. This format had each expert provide a brief overview of their work in the area, followed by a moderated dialogue about commonalities, differences and emergent high level principles. The first expert, Dr. Maren Scheffel, discussed "Creating Higher Education Institutional Policies to Sustainably Establish and Improve Learning Analytics Adoption: Why Involving All Stakeholders is Key". The second expert, Dr. John Whitmer discussed "Integrating Research & Production Learning Analytics: Tips Learned from Commercial & Public Sector Experiences". 

John Whitmer's Presentation Slides      Maren Scheffel's Presentation Slides

Watch Recording of Scaling Up Learning Analytics

Two people looking floating screens with graphs, charts and data

6 Techniques for Participatory Design of Learning Analytics

Juan Pablo Sarmiento, New York University

Feburary 10, 2020

This workshop led by NYU-LEARN doctoral scholar, Juan Pablo Sarmiento and offered through the Learning Analytics Learning Network (LALN) guided participants through the six concrete techniques and methods they can leverage to create participatory workshops with educators and students. Participants developed the start of a plan to incorporate members of their learning community into their next learning analytics design project. 

Workshop Slides of Juan Pablo Sarmiento's workshop         Video Recording of Juan Pablo Sarmiento's workshop

Carolyn Rose's slide on building on and extending collaboration support through chat. Two people in room. Camera and microphone senors in room to record collaboration.

The Next Frontier of AI-Enabled Collaborative Learning

Carolyn Rosé, Carnegie Mellon University

November 18, 2020

Dr. Carolyn Rosé joined NYU-LEARN for a cutting-edge talk on how language technologies can support student teamwork and on-the-job workplace learning. Using Online Mob Programming (OMP), Dr. Rosé and her team aim to encourage project teams in the classroom to reflect on concepts and share work in the midst of their project experience with the goal of bringing dynamic collaboration support into physical spaces through Virtual Humans.

Presentation Slides of Carolyn Rose's talk  Video Recording of Carolyn Rose's talk

LEARN-TLT Workshop slide - You have superpowers! How will you use your telepathy and unlimited special abilities?

What Data Would Make You Change (Your) Course?

An interactive workshop for NYU Faculty cohosted with NYU Teaching and Learning with Technology. This workshop focused on practical approaches to improving teaching and course design using data. Instructors shared their experiences teaching their classes this (unusual) year, and learned some easy methods of using data to shape a potential improvement into a real plan.

Workshop Slides for What Data Would Make You Change (Your) Course? 

Screenshot of Roberto Martinez-Maldonado's Zoom talk with presentation slide on multimodal learning analytics vision

Multimodal Data Stories to Support Reflection in Clinical Simulations

Roberto Martinez-Maldonado, Monash University

October 14, 2020

Dr. Roberto Martinez-Maldonado joined NYU-LEARN for an innovative talk on the use of sensing technologies in clinical simulations. Using co-designed Data Stories and Multimodal Learning Analytics (MMLA) Dr. Martinez-Maldonado and his team aim to provide automated feedback to healthcare students and facilitators that can inform the clinical debrief and help identify areas that need further development.

Presentation Slides of Roberto Martinez-Maldonado's talk   Video recording of Roberto Martinez-Maldonado's talk

Screenshot of Alyssa Wise and Yoav Bergner on Zoom with slide from College in the Time of Corona event

College in the Time of Corona: Spring 2020 Student Survey Results & Community Discussion

 

 

Alyssa Wise and Yoav Bergner, New York University

September 30, 2020

The Learning Analytics Research Network (LEARN) hosted a timely conversation that explored how students across the US experienced the rapid transition to remote instruction in Spring 2020. Drs. Alyssa Wise and Yoav Bergner shared the results from LEARN’s recent IRB-approved, 15 question student survey. Over 250 students from various universities responded to the survey between late March and early May 2020, offering unique insight into the experience of this transition as it occurred. They also lead a discussion of their implications for our teaching and learning practices moving forward.

Presentation Slides of College in the Time of Corona event        Video Recording of College in the Time of Corona event

Sameen Reza Zoom Presentation for ICLS 2020 Conference

Tracing Professional Identity Development through (Mixed-Methods) Data Mining

Sameen Reza, New York University

June 18, 2020

As part of ICLS  (the International Conference of the Learning Sciences) 2020, we invited members of both the Learning Sciences and Learning Analytics communities for a unique conversation exploring the promise and potential peril of data-mining methods for generating insight into complex human learning processes. The session led by LEARN postdoctoral scholar, Sameen Reza, was built around the accepted ICLS paper Tracing Professional Identity Development through Mixed-Methods Data Mining of Student Reflections”, with an invited commentary by Professor David Shaffer followed by an open community discussion.

Presentation Slides on Tracing Professional Identity Development through (Mixed-Methods) Data Mining       Video Recording of Tracing Professional Identity Development through (Mixed-Methods) Data Mining presentation

Rebecca Ferguson presenting on ethical challenges in the UK to audience

Learning Analytics: Facing Up to Ethical Challenges

Rebecca Ferguson, The Open University

March 3, 2020

An insightful talk into the ways in which The Open University, UK is working to build a culture of responsible learning analytics use. Dr. Rebecca Ferguson described six key ethical challenges and how they are currently being tackled at The Open University, UK.

Presentation Slides on Learning Analytics: Facing Up to Ethical Challenges

Debating Data Dilemmas Participants

Debating Data Dilemmas

A Workshop by NYU-LEARN

February 18, 2020

How do we balance insight into learning with protecting student privacy? What are the implications of using analytics to designate certain students as “at-risk”? Should I be able to compare my data to other students’? In this workshop, the NYU-LEARN team facilitated discussion and debate of real world dilemmas that have arisen for the use of analytic data to support learning. Talking in small groups, participants identified the different principles and tensions at play from different perspectives. Through the event,  participants developed a deeper understanding of the complex balances at play in learning analytics work and how to support capacity-building efforts to address them at New York University. 

Presentation Slides on Debating Data Dilemmas

Data Enhanced Learning and the Quantified Student

Data Enhanced Learning and the Quantified Student

Marcus Specht, Delft University of Technology

November 21, 2019

Social and educational sciences have been collecting data about the effectiveness and the efficiency of educational practices for some time. Especially in the last years more data driven approaches have been developed in the field of Learning Analytics to create dashboards and tools for monitoring educational activities. Reflection and personalised feedback are some of the most efficient means for enhancing human learning. Without feedback and making our progress visible and tangible we are lost in our way. Data tracking in digital systems and sensor-based wearable computing enable data-informed learning support for reflection and personalisation. In this talk, Dr. Specht shared the work he and his team are doing to develop data-enhanced learning and human-centred learning analytics at the Leiden-Delft-Erasmus Center for Education and Learning.

Xavier Ochoa Workshop

Developing 21st-Century Skills with Multimodal Analytics Interactive Demos and Discussion

Xavier Ochoa, New York University

November 12, 2019

An interactive experience and exploration of how Multimodal Learning Analytics (MmLA) can improve learning and teaching processes. Xavier Ochoa, one of LEARN’s core faculty and Assistant Professor of Learning Analytics, offered hands-on demonstrations of two cutting-edge systems for collecting real-time data in physical spaces to automatically generate feedback for communication and collaboration skills. Demos were followed by a discussion of the ways these tools can be applied to support students and instructors.

Presentation Slides from Developing 21st-Century Skills with Multimodal Analytics Interactive Demos and Discussion

Alyssa Wise

SoLAR Webinar: Designing Learning Analytics for Humans with  Humans

Alyssa Wise, New York University

October 16, 2019

To be effective learning analytics tools must not only be technically robust but also designed to support use by real people. In this webinar, Alyssa Wise presented a diverse set of examples of the ways that NYU-LEARN is including educators and students in the process of building and implementing learning analytics. She shared examples of how to: involve students in the creation and revision of learning analytics solutions for their own use; work with instructors to align analytically available metrics with valued course pedagogy; and partner with an educational team to design and implement interventions based on at-risk students predictions. Watch this webinar to gain a sense of both the conceptual issues and practical concerns involved in designing learning analytics for humans with humans.

Presentation Slides from Designing Learning Analytics for Humans with  Humans     Watch SoLAR Webinar on Designing Learning Analytics for Humans with  Humans

Xavier Ochoa speaking at OSU's Panel on Data Analytics and Student Success

Panel: Data Analytics and Student Success

Xavier Ochoa, New York University

October 15, 2019

“Big Data” analytics have permeated many aspects of our lives, for good and ill. This discussion centered around how educational institutions leverage the power of data analytics to improve student learning, persistence, and graduation. Panelists also discussed how to gain these benefits without violating privacy, marginalizing teachers, or introducing systematic bias that may harm some students.

Hiroaki Ogata, Atsushi Shimada, and Masanori Yamada

Learning Analytics for Lectures, Design and Informal Learning: Innovations from Japan

October 3, 2019

A series of flash talks from our visitors Drs. Hiroaki Ogata, Atsushi Shimada and Masanori Yamada from Kyoto University in which they describe their work exploring the possibilities for learning analytics in face-to-face lectures, informal learning environments, and to inform course design.

Connecting Formal and Informal Learning through Learning Evidence and Analytics, Hiroaki Ogata
Toward Learning Analytics for Reconsideration of Instructional Design, Masanori Yamada
Advanced Learning Analytics for Face-to-face Lecture Support, Atsushi Shimada

Presentation Slides from Advanced Learning Analytics for Face-to-face Lecture Support

 

Simon Knight at NYU Steinhardt

Aligning Learning Analytics with Classroom Practices & Needs

Simon Knight, University of Technology Sydney

October 1, 2019

How do we make use of data about our students to support their learning while ensuring that learning analytics developers and educators to align with educator practice and needs? The University of Technology Sydney has taken a participatory design based approach to designing and implementing learning analytics in practice, and understanding their impact. Their work has identified existing practices with which learning analytics may be aligned to augment them. In this talk, Dr. Knight introduced some of these projects, particularly drawing on their work in developing analytics to support student writing (writing analytics), giving examples of how analytics were aligned with existing pedagogic practices to support learning. Through this augmentation, supported by design-based approaches, Dr. Knight argues they can develop research and practice in tandem.

Presentation Slides from Aligning Learning Analytics with Classroom Practices & Needs

Martin Pusic at NYU Steinhardt

Advanced Analytics in Medical Education

Martin Pusic, NYU Langone Health

April 16, 2019

New educational technologies enable innovative health professions approaches with the potential to promote patient safety, better focus on learner needs, and enhance learning efficiency and effectiveness. In essence, the goal is to help learners climb the learning curve to expert clinical performance faster without sacrificing long-term retention. Dr. Pusic described a novel training approach that uses hundreds of Cognitive Simulations of radiology and ECG cases. This system not only provides an immense volume of simulated cases, but also allows strategic selection of cases to optimize learning according to the learner’s current skill state. Using this approach, learners can achieve in hours or days a level of experience and performance that would normally require years to accumulate. The vision is to have learners practice on simulated cases in the same way a violinist would practice their scales: practicing to mastery before attempting the performance that matters (i.e., in a real-life setting). Emerging evidence suggests important differences in the number, type, and sequence of cases, and the manner in which feedback is provided. Spoiler alert: Training to expertise probably requires far more practice than is currently done. 

Presentation Slides from Advanced Analytics in Medical Education

 

LEARN Instructor Dashboard Model Use Chart

From Attendance to Analytics: Traditional Strategies & Emerging Approaches to Data-Informed Teaching

A panel hosted in collaboration with FAS Office of Educational Technology.

March 26, 2019

Instructors routinely adjust their courses based on diverse forms of data, from attendance records to quiz grades to student annotations on readings. Faculty panelists explored a variety of ways faculty do and could use data to inform their teaching by sharing their experiences and methods. Experts in learning research discussed ways to enhance these practices with services such as the NYU Learning Analytics Dashboard.

Dragan Gašević at NYU Steinhardt

Directions for Making the Most of Learning Analytics

Dragan Gašević, Monash University

March 12, 2019

The analysis of data collected from user interactions with technology has attracted much attention as a promising approach to enhancing the human learning process. This growing interest led to the formation of the field of learning analytics. The field has now entered the next phase of maturation with a growing community who has an evident impact on research, practice, policy, and decision-making. This talk first provided a brief overview of recent developments in the field and then explore two key challenges for learning analytics that require immediate attention: i) validity of data collection and analysis and ii) user interaction with results of analytics to inform action. The talk shared promising directions for addressing the two challenges by considering learning analytics as an interdisciplinary interplay between data science, theories of human learning, and design.

Presentation Slides from Directions for Making the Most of Learning Analytics

Jill Burstein at NYU Steinhardt

Automated Writing Evaluation Feedback to Support Learning

Jill Burstein, Educational Testing Service

February 12, 2019

Automated writing evaluation (AWE) uses natural language processing (NLP) methods to detect and extract linguistic features relevant to writing quality (for example use of sources, claims, and evidence; topic development; coherence; and grammatical conventions). The talk described the inner-workings of AWE systems – specifically, what these systems can do now. This was illustrated with a demo of Writing MentorTM (WM) - a  Google Docs add-on that provides students with AWE-based feedback to help them improve their writing in a principled manner - and the presentation of results from qualitative usability evaluations with users in the wild.

Presentation Slides from Automated Writing Evaluation Feedback to Support Learning

Stephanie Teasley at NYU Steinhardt

Learning from Every Student: Leveraging Analytics to Support Student Success In Higher Education

Stephanie Teasley, University of Michigan

November 27, 2018

The research community for Learning Analytics is growing rapidly promising new insights into learning and resulting innovations in pedagogy. For this promise to be realized, however, we need the capacity to leverage educational data for scholarly research, and apply research results at the kind of scale that truly changes how we teach and learn. In this talk Dr. Teasley presented how the University of Michigan is engaged in learning analytics as an institutional initiative aimed at leveraging the data produced by digitally-mediated educational tools to better understand and improve student outcomes. Dr. Teasley shared two examples of the way the University of Michigan is using learning analytics to support student success. In the first she described how analytics help us understand the ways curricular pathways impact students. In the second she described our efforts to understand how student-facing dashboards can be designed to support important meta-cognitive skills. 

Presentation Slides from Learning from Every Student: Leveraging Analytics to Support Student Success In Higher Education

Xavier Ochoa demoing the presentation feedback tool at the LEARN Lounge at NYU Tech Summit

LEARN Lounge at NYU Technology Summit

November 14, 2018

Gesture Detection System & Dynamic Network Wall Demo

Yoav Bergner and Xavier Ochoa

Data-Driven Decision-Making & Learning Design Workshop

Alyssa Wise, Ben Maddox and Yoav Bergner

How exactly can learning analytics inform teaching and course design? Using concrete examples, participants explored the different kinds of insight innovative educational data analysis techniques offer and considered their specific application to our their courses.

Opposites Attract: Analytics and the Humanities Seminar

Robert Squillace and Andrew Brackett

The session exploref analytics use from the instructor’s perspective, focusing on a partnership to develop a faculty-facing analytics tool for a seminar that emphasizes project-based learning. Visual examples illustrated how the learning analytics service supported instructional decision-making and showcase recent enhancements to the data visualizations.

More Than Lightning in a Bottle: (How) Will Learning Analytics Transform Teaching & Learning?

Alyssa Wise, Martin Pusic and Xavier Ochoa

Increased data availability and new analysis methods offer exciting opportunities to look inside learning processes in ways never before possible. But (how) will this transform university teaching and learning?

David Williamson Shaffer

Quantitative Ethnography: Turning Big Data into Real Understanding

David Williamson Shaffer, UW-Madison School of Education

October 30, 2018

In the age of Big Data, we have more information than ever about what students are doing and how they are thinking. However, the sheer volume of data available can overwhelm traditional qualitative and quantitative research methods, leading to research that finds significance without meaning. The science of quantitative ethnography connects the study of culture with statistical tools to understand learning, taking a critical step in the new field of learning analytics: going beyond looking for patterns in mountains of data to tell textured stories at scale.

David Williamson Shaffer Interactive Workshop

Interactive Workshop on Quantitative Ethnography: Open Source Tools for Analyzing Large Sets of Discourse Data

David Williamson Shaffer, UW-Madison School of Education

October 29, 2018

This workshop introduced participants to Quantitative Ethnography, a set of tools for modeling complex and collaborative thinking. A central premise of Quantitative Ethnography is learning is a process of enculturation in which students learn to make relevant connections among the skills, concepts, and/or practices in a domain. Quantitative Ethnography models the structure of these connections in large- and small-scale datasets, and logfiles of many kinds, including transcripts of structured and semi-structured interviews or video data, games and simulations, chat, email, and social media. By modeling patterns of connections in discourse, Quantitative Ethnography helps researchers quantify and visualize the development of complex and collaborative thinking. 

This interactive workshop provided an overview of Quantitative Ethnography, with an emphasis on the conceptual and practical issues of data management, coding, and modeling, and open-source tools to address these issues: nCoder, a tool for generating and validating qualitative codes; and ENA, a tool for modelling, visualizing, and testing connections in data.

Xavier Ochoa at NYU Steinhardt

Learning Analytics in Physical Spaces: Capturing & Analyzing Multimodal Learning Traces

Xavier Ochoa, New York University

October 2, 2018

The goal of Learning Analytics is to understand and improve learning.  However, learning does not always occur mediated by a computational system. It also happens in face-to-face, hands-on, unbounded and analog learning settings such as classrooms and labs. The sub-field of Multimodal Learning Analytics (MMLA) emphasizes the analysis of natural rich modalities of communication and expression during learning activities such as students’ actions, speech, writing, and nonverbal interaction (e.g. gestures). This talk explored several techniques to capture and analyze multimodal learning traces, giving examples of how to use these multimodal analyses to understand the learning process in physical contexts and provide feedback to its participants. The talk concluded with a discussion of opportunities that Learning Analytics opens for non-digital learning.

Presentation Slides from Learning Analytics in Physical Spaces: Capturing & Analyzing Multimodal Learning Traces

Andrew Gibson at NYU Steinhardt

Reflective Writing Analytics

Andrew Gibson, Research Fellow in Writing Analytics at the Connected Intelligence Centre, University of Technology Sydney

March 8, 2017

Reflective Writing Analytics (RWA) brings together two worlds: the human world of reflection, and the computational world of analysis. RWA holds potential to discover latent themes, temporal patterns, and features related to the well-being of the writer. However, RWA is complicated by explanatory divergence between its psychosocial and computational dimensions, making it difficult to compute analytics that are considered meaningful to the people that use it.