{"id":4627,"date":"2015-03-16T11:55:53","date_gmt":"2015-03-16T11:55:53","guid":{"rendered":"https:\/\/newsletter.alt.ac.uk\/?p=4627"},"modified":"2015-03-16T11:55:53","modified_gmt":"2015-03-16T11:55:53","slug":"five-shades-of-flipping-using-learning-analytics-in-mixed-models-of-learning","status":"publish","type":"post","link":"https:\/\/altc.alt.ac.uk\/blog\/2015\/03\/five-shades-of-flipping-using-learning-analytics-in-mixed-models-of-learning\/","title":{"rendered":"Five shades of flipping: using learning analytics in mixed models of learning"},"content":{"rendered":"<p><em>This is a featured post from ALT Sponsoring Member Talis.<\/em><\/p>\n<p>Earlier this academic year I found myself teaching in &#8216;flipped classroom&#8217; mode for the first time in my career.\u00a0 Although my lectures are often lively and have included just about everything from Christmas crackers to car steering wheels, they are usually, beneath the glitz, variants of chalk and talk.\u00a0 So for me this was a new adventure.<\/p>\n<p>I came to this for a variety of reasons.<\/p>\n<ul>\n<li>First I had many hours of video from an online human\u2013computer interaction (HCI) &#8216;mini-MOOC&#8217; I had delivered in early 2013 [1]. One of my aims when I prepared that course was to understand the production of re-usable video materials, so this was a chance to try first hand.<\/li>\n<li>As well as being an academic at the University of Birmingham, I also work for the education technology company Talis, so this was an opportunity to pilot Talis&#8217; new universal media player (Talis player), part of a project codenamed Lighthouse.<\/li>\n<li>Finally, I have been writing <em>about<\/em> the use of learning analytics [2], but in my past teaching I only had access to at best crude click-thru, page visit or download statistics. Using extensive online resources with Talis player would allow me hands-on experience of richer analytics.<\/li>\n<\/ul>\n<p>Most of the flipped classes were to a mixed group of undergraduate and MSc students, some of whom would have studied HCI before, but others not.\u00a0 The use of online materials was particularly useful for this group.\u00a0 Often you have to start at a very basic level in order to include those with less previous background, but in so doing risk boring other students.\u00a0\u00a0 However, online resources allow the delivery of both \u2018catch up\u2019 or remedial materials and also extension material allowing a\u00a0 level of individual learning choice.<\/p>\n<p>The basic pattern was similar for each of the classes: video and other materials online plus face-to-face lecture slot.\u00a0 However, each class had a very different nature \u2013 I&#8217;m not sure if there are fifty, but there are certainly many shades of flipping!\u00a0 In one class the video material was largely &#8216;basics&#8217; that some students might have studied before, and the lecture &#8216;stand-up-and-talk&#8217;, but focused on integrative issues.\u00a0 Others were fully flipped learning with information delivered in videos and the face-to-face session used for discussion on objects brought in by students or small group work.\u00a0 Others sat somewhere between these extremes.<\/p>\n<p>All the online materials were uploaded into Talis player.\u00a0 This provided a uniform interface to view a variety of media (video, PDF, slides, audio), which are normally viewed in different players and platforms.\u00a0 As well as providing students with a more consistent user experience, the single player is able to collect fine-grain usage data and provide correspondingly detailed learning analytics, not only <em>that<\/em> resources have been viewed, but precisely how much and how long, what Buckingham-Shum terms &#8216;micro-level&#8217; analytics [3].<\/p>\n<figure id=\"attachment_4629\" aria-describedby=\"caption-attachment-4629\" style=\"width: 570px\" class=\"wp-caption alignleft\"><a href=\"https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2015\/03\/Talis1.jpg?ssl=1\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" class=\"wp-image-4629\" src=\"https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2015\/03\/Talis1.jpg?resize=570%2C248&#038;ssl=1\" alt=\"Individual student analytics \" width=\"570\" height=\"248\" srcset=\"https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2015\/03\/Talis1.jpg?w=719&amp;ssl=1 719w, https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2015\/03\/Talis1.jpg?resize=300%2C131&amp;ssl=1 300w\" sizes=\"auto, (max-width: 570px) 100vw, 570px\" \/><\/a><figcaption id=\"caption-attachment-4629\" class=\"wp-caption-text\">Individual student analytics<\/figcaption><\/figure>\n<p>Not being used to this level of data I at first used it in a crude way, simply noting what proportion of students had looked at resources and gently chide the class when I could see some (typically about 1\/3) hadn&#8217;t done enough preparation.\u00a0\u00a0 However, I gradually began to use the more detailed analytics.\u00a0 A particular example was for a journal article I&#8217;d suggested the students read.\u00a0 I could see that a substantial number had read the beginning, but then given up.\u00a0 In class I was able to tell them how the nature of the material changed in the last section of the paper so worth reading this also.<\/p>\n<p>In general the analytics gave me a greater sense of control when I couldn&#8217;t see the students eyes in front of me!<\/p>\n<figure id=\"attachment_4630\" aria-describedby=\"caption-attachment-4630\" style=\"width: 570px\" class=\"wp-caption alignleft\"><a href=\"https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2015\/03\/Talis2.jpg?ssl=1\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" class=\"wp-image-4630\" src=\"https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2015\/03\/Talis2.jpg?resize=570%2C488&#038;ssl=1\" alt=\"Detailed analytics for a partially read document\" width=\"570\" height=\"488\" srcset=\"https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2015\/03\/Talis2.jpg?w=678&amp;ssl=1 678w, https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2015\/03\/Talis2.jpg?resize=300%2C257&amp;ssl=1 300w\" sizes=\"auto, (max-width: 570px) 100vw, 570px\" \/><\/a><figcaption id=\"caption-attachment-4630\" class=\"wp-caption-text\">Detailed analytics for a partially read document<\/figcaption><\/figure>\n<p>The slides below are taken from a presentation at an internal University of Birmingham eLeaning Practioners Forum, but I will be presenting this material again at <a href=\"http:\/\/insight.talis.com\/altnw\">Insight, Talis free <\/a><a href=\"http:\/\/insight.talis.com\/altnw\">HE teaching and learning conference<\/a> in April.<\/p>\n<p><a href=\"http:\/\/www.slideshare.net\/alanjohndix\/dix-richanalyticsflippedclassroom\">http:\/\/www.slideshare.net\/alanjohndix\/dix-richanalyticsflippedclassroom<\/a><\/p>\n<p>[1]\u00a0\u00a0 Now available as OER at Interaction Design Foundation <a href=\"https:\/\/www.interaction-design.org\/courses\/human-computer_interaction_september_2014.html\">https:\/\/www.interaction-design.org\/courses\/human-computer_interaction_september_2014.html<\/a><\/p>\n<p>[2] A. Dix and J.Leavesley (2015). <strong>Learning Analytics for the Academic: An Action Perspective<\/strong>. In <em>Journal of Universal Computer Science (JUCS), <\/em>Jan. 2015 (in press). <a href=\"http:\/\/www.hcibook.com\/alan\/papers\/JUCS-action-analytics-2015\/\">http:\/\/www.hcibook.com\/alan\/papers\/JUCS-action-analytics-2015\/<\/a><\/p>\n<p>[3] S. Buckingham Shum (2012).\u00a0 <strong>Learning Analytics<\/strong>. UNESCO Policy Brief. <a href=\"http:\/\/iite.unesco.org\/pics\/publications\/en\/files\/3214711.pdf\">http:\/\/iite.unesco.org\/pics\/publications\/en\/files\/3214711.pdf<\/a><\/p>\n<p class=\"info\">Alan Dix, University of Birmingham and Talis<\/p>\n<p class=\"note\">If you enjoyed reading this article we invite you to join the Association for Learning Technology (ALT) as an individual member, and to encourage your own organisation to join ALT as an organisational or sponsoring member<\/p>\n","protected":false},"excerpt":{"rendered":"This is a featured post from ALT Sponsoring Member Talis. Earlier this academic year I found myself teaching in &#8216;flipped classroom&#8217; mode for the first time in my career.\u00a0 Although my lectures are often lively and have included just about everything from Christmas crackers to car steering wheels, they are usually, beneath the glitz, variants [&hellip;]","protected":false},"author":1,"featured_media":4630,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[10,88],"tags":[719,833,897,1016],"class_list":["post-4627","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-featured","category-featured-post","tag-alan-dix","tag-featured-2","tag-learning-analytics","tag-talis"],"jetpack_featured_media_url":"https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2015\/03\/Talis2.jpg?fit=678%2C580&ssl=1","jetpack_sharing_enabled":true,"jetpack-related-posts":[{"id":9569,"url":"https:\/\/altc.alt.ac.uk\/blog\/2021\/07\/thank-you-to-our-sponsors-for-supporting-altc21\/","url_meta":{"origin":4627,"position":0},"title":"Thank you to our sponsors for supporting #altc21","author":"Christina Vines","date":"29 July 2021","format":false,"excerpt":"We really appreciate the support of our Sponsors and Partners in organising our events and are pleased to announce our current conference sponsors for #altc21.\u00a0 We currently have a limited number for some of the different pathways available to organisations. Headline Sponsor Canvas LMS by Instructure The Canvas Learning Management\u2026","rel":"","context":"In &quot;ALT news&quot;","block_context":{"text":"ALT news","link":"https:\/\/altc.alt.ac.uk\/blog\/category\/alt-news\/"},"img":{"alt_text":"altc21 artwork","src":"https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2021\/06\/Screenshot-2021-06-28-11.42.16.png?fit=658%2C364&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2021\/06\/Screenshot-2021-06-28-11.42.16.png?fit=658%2C364&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2021\/06\/Screenshot-2021-06-28-11.42.16.png?fit=658%2C364&ssl=1&resize=525%2C300 1.5x"},"classes":[]},{"id":2926,"url":"https:\/\/altc.alt.ac.uk\/blog\/2014\/01\/rig-update-m25-learning-technology-group-and-muggl\/","url_meta":{"origin":4627,"position":1},"title":"RIG update: M25 Learning Technology Group and MUGGL","author":"ALT","date":"29 January 2014","format":false,"excerpt":"The M25 Learning Technologists group and MUGGL (Moodle Users Group Greater London) held their winter meeting at King's College London on 19th November 2013. The all-day event offered a diverse mix of the technical and theoretical and attracted over 60 participants from London and outlying areas.\u00a0 Attendance was one of\u2026","rel":"","context":"In &quot;Featured&quot;","block_context":{"text":"Featured","link":"https:\/\/altc.alt.ac.uk\/blog\/category\/featured\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2014\/01\/Leonard-photo-2.jpg?fit=799%2C568&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2014\/01\/Leonard-photo-2.jpg?fit=799%2C568&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2014\/01\/Leonard-photo-2.jpg?fit=799%2C568&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2014\/01\/Leonard-photo-2.jpg?fit=799%2C568&ssl=1&resize=700%2C400 2x"},"classes":[]},{"id":7075,"url":"https:\/\/altc.alt.ac.uk\/blog\/2018\/05\/students-learning-responses-to-receiving-dashboard-data\/","url_meta":{"origin":4627,"position":2},"title":"Students\u2019 learning responses to receiving dashboard data","author":"Santanu Vasant","date":"8 May 2018","format":false,"excerpt":"Learning analytics is a burgeoning area of interest to the learning technology and wider educational community at the moment. \u00a0The hope is that by using data more effectively we will be able to support students better and improve their outcomes in particular retention (Johnson et al 2016; Sclater and Mullan\u2026","rel":"","context":"In &quot;Case studies&quot;","block_context":{"text":"Case studies","link":"https:\/\/altc.alt.ac.uk\/blog\/category\/case-studies\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2018\/05\/analytics-1925495_640.png?fit=640%2C479&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2018\/05\/analytics-1925495_640.png?fit=640%2C479&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2018\/05\/analytics-1925495_640.png?fit=640%2C479&ssl=1&resize=525%2C300 1.5x"},"classes":[]},{"id":10685,"url":"https:\/\/altc.alt.ac.uk\/blog\/2023\/02\/m25-ltg-winter-meeting-belonging-and-community\/","url_meta":{"origin":4627,"position":3},"title":"M25-LTG Winter Meeting \u2013 Belonging and Community","author":"ALT","date":"2 February 2023","format":false,"excerpt":"On December 6, the M25 Learning & Teaching Group met for a hybrid meeting, with its first in-person contingent since November 2019! The presentations were also streamed for online participation. The afternoon started with lunch for those attending in person at the new Royal College of the Arts campus in\u2026","rel":"","context":"In &quot;ALT M25 MG&quot;","block_context":{"text":"ALT M25 MG","link":"https:\/\/altc.alt.ac.uk\/blog\/category\/altm25\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2023\/02\/M25.jpeg?fit=790%2C376&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2023\/02\/M25.jpeg?fit=790%2C376&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2023\/02\/M25.jpeg?fit=790%2C376&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2023\/02\/M25.jpeg?fit=790%2C376&ssl=1&resize=700%2C400 2x"},"classes":[]},{"id":10272,"url":"https:\/\/altc.alt.ac.uk\/blog\/2022\/05\/icepops-bookings-are-open\/","url_meta":{"origin":4627,"position":4},"title":"Icepops bookings are open!","author":"Christina Vines","date":"25 May 2022","format":false,"excerpt":"We\u2019re absolutely delighted to announce that the\u00a0bookings for Icepops 2022\u00a0are now open. We\u2019re running this as an in-person event, and keeping the size relatively small, so do hurry to book your ticket before they sell out if you would like to join us in beautiful Oxford. Our venue will be\u2026","rel":"","context":"In &quot;Copyright and Online Learning SIG&quot;","block_context":{"text":"Copyright and Online Learning SIG","link":"https:\/\/altc.alt.ac.uk\/blog\/category\/coolsig\/"},"img":{"alt_text":"Oxford University Museum of Natural History","src":"https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2022\/05\/altc-Blog-Cover-ELESIG-3-2.png?fit=1200%2C373&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2022\/05\/altc-Blog-Cover-ELESIG-3-2.png?fit=1200%2C373&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2022\/05\/altc-Blog-Cover-ELESIG-3-2.png?fit=1200%2C373&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2022\/05\/altc-Blog-Cover-ELESIG-3-2.png?fit=1200%2C373&ssl=1&resize=700%2C400 2x, https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2022\/05\/altc-Blog-Cover-ELESIG-3-2.png?fit=1200%2C373&ssl=1&resize=1050%2C600 3x"},"classes":[]},{"id":6168,"url":"https:\/\/altc.alt.ac.uk\/blog\/2017\/02\/7-tips-for-developing-a-learning-analytics-policy\/","url_meta":{"origin":4627,"position":5},"title":"7 tips for developing a learning analytics policy","author":"Matt Lingard","date":"19 February 2017","format":false,"excerpt":"The University of West London (UWL) published its learning analytics policy in September 2016. In this post I share some tips on developing an institutional learning analytics policy. The UWL policy was written and published in 3-months. The need for speed was the equally rapid implementation of a predictive analytics\u2026","rel":"","context":"In &quot;Community&quot;","block_context":{"text":"Community","link":"https:\/\/altc.alt.ac.uk\/blog\/category\/community\/"},"img":{"alt_text":"Big Data Photo","src":"https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2017\/02\/bigdataCC.jpg?fit=640%2C480&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2017\/02\/bigdataCC.jpg?fit=640%2C480&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/altc.alt.ac.uk\/blog\/wp-content\/uploads\/sites\/1112\/2017\/02\/bigdataCC.jpg?fit=640%2C480&ssl=1&resize=525%2C300 1.5x"},"classes":[]}],"jetpack_shortlink":"https:\/\/wp.me\/p6CxU9-1cD","_links":{"self":[{"href":"https:\/\/altc.alt.ac.uk\/blog\/wp-json\/wp\/v2\/posts\/4627","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/altc.alt.ac.uk\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/altc.alt.ac.uk\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/altc.alt.ac.uk\/blog\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/altc.alt.ac.uk\/blog\/wp-json\/wp\/v2\/comments?post=4627"}],"version-history":[{"count":0,"href":"https:\/\/altc.alt.ac.uk\/blog\/wp-json\/wp\/v2\/posts\/4627\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/altc.alt.ac.uk\/blog\/wp-json\/wp\/v2\/media\/4630"}],"wp:attachment":[{"href":"https:\/\/altc.alt.ac.uk\/blog\/wp-json\/wp\/v2\/media?parent=4627"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/altc.alt.ac.uk\/blog\/wp-json\/wp\/v2\/categories?post=4627"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/altc.alt.ac.uk\/blog\/wp-json\/wp\/v2\/tags?post=4627"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}