Learning Analytics: Welcome to the future of assessment?
Learning Analytics for Learning Science When N = me
Education is about to experience a data tsunami from online trace data (VLEs; MOOCs; Quantified Self) integrated with conventional educational datasets. This requires new kinds of analytics to make sense of this new resource, which in turn asks us to reflect deeply on what kinds of learning we value. We can choose to know more than ever about learners and teachers, but like any modelling technology or accounting system, analytics do not passively describe sociotechnical reality: they begin to shape it. What realities do we want analytics to perpetuate, or bring into being? Can we talk about analytics in the same breath as the deepest values that a wholistic educational experience should nurture? Could analytics become an ally for those who want to shift assessment regimes towards valuing the qualities that many now regard as critical to thriving in the ‘age of complexity’?
Simon Buckingham Shum Open University, University of Technology Sydney
Phil Winne Simon Fraser University