Making sense of learner and learning Big Data: reviewing five years of Data Wrangling at the Open University UK. (2nd September 2017)

• Record Type: Journal Article
• Authors: Rienties, Bart; Cross, Simon; Marsh, Vicky; Ullmann, Thomas
• Is Part Of: Open learning. Volume 32:Number 3(2017)
• Page Start: 279
• Page End: 293
• Publication Date: 2017-09-02
• Subjects: Learning analytics -- Big Data -- data wranglers -- qualitative research; Distance education -- Great Britain -- Periodicals; Periodicals; 371.35
• DOI: 10.1080/02680513.2017.1348291
• Languages: English
• ISSNs: 0268-0513

Abstract

ABSTRACT: Most distance learning institutions collect vast amounts of learning data. Making sense of this 'Big Data' can be a challenge, in particular when data are stored at different data warehouses and require advanced statistical skills to interpret complex patterns of data. As a leading institute on learning analytics, the Open University UK instigated in 2012 a Data Wrangling initiative. This provided every Faculty with a dedicated academic with expertise data analysis and whose task is to provide strategic, pedagogical and sense-making advice to staff and senior management. Given substantial changes within the OU (e.g. new Faculty structure, real-time dashboards, two large-scale adoptions of predictive analytics approaches, increased reliance on analytics), this embedded case study provides an in-depth review of lessons learned of five years of data wrangling. We will elaborate on the design of the new structure, its strengths and potential weaknesses, and affordances to be adopted by other institutions.