LEARNING ANALYTICS FOR COLLABORATION

Collaboration in education has typically focused on small groups in controlled contexts. To address the increasing scale and open online environments, where motivations for collaboration differ, learning analytics must adapt and conceptualize collaborative learning in diverse settings. The following are 4 keys points in how learning analytics can enhance collaboration.

Analytics as a partner
The article largely frames learning analytics as a partner as a tool to develop frameworks and organization around collaborative processes. An example is AI assistant that works to coordinate meetings that work with all parties’ calendars. Another example in the chapter is NovoEd within an application that uses algorithms to smartly organize groups using bio-data and previous interactions on the platform. Each of these applications demonstrates how analytics can be a partner in designing and cultivating the platform for collaboration.

Analytics as a regulator
In contrast to analytics as a partner where the process is more about the establishment of framework and structures, analytics as a regulator goes beyond the initial development of collaboration and works to monitor and adjust in real time. The first example is an alert system collaborative teams can use to seek help from a tutor. Not only does this act as an agent for procuring help, it also gives the tutor realtime feedback at the status of the team and how urgently they need help in the moment. 

If we think of the previous two concepts existing in a quadrant, they each could be coupled with the following two conepts to develop a more concise and specific understanding of the type of learning analytics. 

Analytic actions loosely coupled with collaborative interaction
In loosely coupled analytics, the analytic tools are more separate from the collaborative platform. The tools give insights into the collaboration process but do not directly interact with ongoing collaboration. An example of this tool mentioned in the chapter is called the Idea Mapper. This tool identifies threads that connect learner thinking and makes suggestions on how to get started. This is tool accessed outside of the actual collaboration process as an instigator of collaboration.

​Analytic actions tightly coupled with collaborative interaction
In contrast to loosely coupled interactions, tightly coupled interactions are embedded into the collaboration platform and flow. Tightly coupled interactions are tools embedded into the collaboration process and activate change or modifications in users.

I was surprised to read about a study on joint visual attention where students were able to track other students’ eye movements. When students were able to follow others’ eye movements, the results were higher evidence of comprehension. I found this to be fascinating evidence in the power of collaborative learning. We build knowledge through even the slightest cues from our collaborators when we are in tune with it. I think the key here is developing systems that help maximize our abilities to be in tune with other’s cues.

References
​Winne, P. H. (2022). Learning analytics for self-regulated learning. The Handbook of Learning Analytics, 86–91. https://doi.org/10.18608/hla22.008