This week I wanted to get away from a very linear approach to data visualisation by creating an image which encapsulated a more networked approach in an attempt to capture the messier nature of data flows. I fear the image is somewhat messier than I hoped. But perhaps this serves to illustrate the point. I followed the approach used by David McCandless in using images that convey the subject matter and altering the size according to the magnitude of each variable (2012). In this case I wanted to measure, over the week, just how personalised or student-centered learning analytics data were. Reading through the articles on personalised learning (Tsai and Gašević 2020, Friesen 2019, Thompson and Cook 2017, Bulger 2016) I was struck by that although these articles engage with a critical debate about personalised learning, the data at my disposal does not claim to create individualised learning assessments. I am currently teaching 109 post-graduate business students using a simulation game. The simulation platform (Cesim) collects data about time on the platform as does the accompanying Moodle site. The students also communicate on MS Teams. Additionally I receive emails and talk to students on Zoom. My analysis shows how each of these platforms are connected and uses a traffic light system to indicate how personalised these platforms are. Unsurprisingly, the face to face Zoom calls are the only opportunity to provide personalised feedback.
Bulger, M. 2016. Personalized Learning: The Conversations We’re Not Having. Data & Society working paper
Friesen, N. 2019. “The technological imaginary in education, or: Myth and enlightenment in ‘Personalised Learning.” In M. Stocchetti (Ed.), The digital age and its discontents. University of Helsinki Press.
McCandless, D., 2012. Information is beautiful (pp. 978-0007294664). London: Collins.
Thompson, G. and Cook, I. 2017. The logic of data-sense: thinking through learning personalisation. Discourse: Studies in the Cultural Politics of Education. 38(5), pp. 740-754
Tsai, Y-S. Perrotta, C. & Gašević, D. 2020. Empowering learners with personalised learning approaches? Agency, equity and transparency in the context of learning analytics, Assessment & Evaluation in Higher Education, 45:4, 554-567