Shum, S. B., & Ferguson, R. (2012). Social learning analytics. Education Technology and Society, 15(3), 3-26. Retrieved from http://www.ifets.info/journals/15_3/2.pdf.
Summary:
This article discusses the emerging popularity of learning analytics in educational and social technology contexts. The authors postulate that as technology driven data becomes more available, the potential to improve learning outcomes through this data will become more evident. Since the social aspect of technology has become so prevalent, Shum and Ferguson propose an exploration and implementation of Social Learning Analytics (SLAs) as they relate to Technology Enhanced Learning (TEL). SLAs are grounded in learning theory and focus on elements of learning in a participatory online culture. In order to explore and implement this proposal, Shum and Ferguson establish, what they call, three important respects. The first important respect examines the current learning landscape and propensity to rely on social applications and communications to present and review information. The second important respect is the need to identify the different types of SLAs, their associated technologies, and their uses. In order to do this, Shum and Ferguson discuss five different categories of SLAs. The third important respect is implementing analytics that have ethical integrity and pedagogy which combats the power centered nature of present data control. The authors pose the argument that SLAs are a subset of learning analytics which demonstrate new skills and ideas that are developed and shared through collaboration and interaction. As Shum and Ferguson conclude, SLAs may provide ways to evolve and move forward, but there will be many changes as SLAs grow and mature.
Discussion:
After reviewing this article, it is clear that the information presented expands upon existing literature and provides a new perspective on the topic of TEL and social learning. Shum and Ferguson (2012) discuss the basic principles of learning analytics which provides clear foundational evidence for the importance of their topic. From the foundational evidence, the authors move on to discuss how the notion of learning analytics can be adapted to fit the current digital learning age. As the authors explain, there is a heavy reliance on social interfaces that influence and encourage collaborative learning. Proof of their discussion can be seen in our current technology driven society in which Facebook, Skype, blogging, online higher education classes, Youtube, and Black Board Collaborate have become the main platforms for digital learning and interaction. In order to understand how these social mediums are influencing learning, Shum an Ferguson (2012) propose an exploration and implementation of SLAs. Through this exploration and implementation, information will be revealed regarding what types of SLAs are available, how they are useful in digital learning, and how they can effect the independent digital learning pedagogy of our time. This discussion of pedagogy is arguably the cornerstone of Shum and Ferguson's (2012) new perspective and presentation of learning analytics in a social context. This new pedagogical perspective is supported by Behren's (2014) notion of a digital ocean in which assessment takes a back seat to the process of information sharing and learning. Based on this cornerstone and support, I would say that practitioners in the learning analytics realm will possibly reconsider their positions on this topic or, at the very least, pay closer attention to its importance.
Conclusion:
As a reader, I thought this article was very clear, concise, and interesting. During other assignments in this module I developed a different view of digital learning and analytics. However, this article broadened my understanding and actually gave me a deeper insight into the varying facets of learning analytics. This insight stems from Shum and Ferguson's (2012) initial discussion of learning analytics and how those analytics have evolved. As an active member in the digital learning environment, I have come to realize how vital social interactions have become. However, I never truly fathomed how those social interactions effect educational processes and learning. Reviewing the types of SLAs, their uses, and influences has broadened my understanding of the topic and provided relevant practice strategies that directly relate to our current society. Shum and Ferguson (2012) were also very successful in their demonstration of how learning analytics have evolved and how this evolution must also occur within our research. As the world is in a constant state of change, so too is our educational processes and interpersonal interactions. Therefore, we must evolve our methods of understanding to meet the current state. This will always require additional research and practice in order to maintain credibility and provide an explanatory scope on the current state of affairs. Presently however, there may need to be additional research conducted on how to link this idea of SLAs to other foundational digital learning principles in order to provide a more detailed picture.
After reading this article I can see a distinct connection to our course content. SLAs are ways to assess learning in formal and informal educational contexts. In the case of digital learning spaces, SLAs allow a practitioner to see how the choices a learner makes effects their ability to learn. For instance, a learner may choose to use Youtube as a mode of learning a new skill. Youtube would be considered a TEL in which a specified technology platform is used to enhance learning and actions. Included in this platform is the ability to directly interact with other leaners and the instructor. Through the use of comments, the learner can pose questions, get answers, and even add their own information that may improve the initial presentation. This interaction would be examined under the SLA lens and provide valuable information on how that TEL succeeded or failed in enhancing the learning. In our class, we have very similar TEL and SLA interactions which describe our learning experiences. The most common would be our discussions related to module videos and presentations.
Additional References:
Behren, J. (Performer) (2014, 4, 14). Impacts of the digital ocean in education. mediasite. [Video podcast]. Retrieved from http://mediasite.colostate.edu/Mediasite/Viewer/?peid=5bff1df72e994eb3a5bb8fbac31dd3941d
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