ICDE Leadership Summit 2017: Leadership when transforming education through learning analytics and adaptive learning

Before known as the ICDE Presidents’ Summit, now known as the ICDE Leadership Summit. ICDE invited for many types of leaders in education, particularly those who have an interest in learning and teaching in the digital age and learning analytics.

The 2017 ICDE Leadership Summit hosted by LORIA at Université de Lorraine, was held 22-23May 2017 in Nancy, France. It was organised back to back with a one day Forum “Visionary Leadership for Digital Transformation”, taking place the day after the Summit at the UNESCO Head Quarters in Paris, organised by ICDE, UNESCO and the project D-Transform. These two combined events offered a rare opportunity to explore in depth the strategic main issues for higher education leaders setting course for quality teaching and learning in a time of digitalisation.

Summary:

As higher education is transitioning including digital transformation, what capacities and competencies should educational leaders and management have and what topics should they concentrate on? In 2017, ICDE invites you to focus your attention on the impacts that adaptive learning and learning analytics have on your educational leadership role. Join your international peers at the 2017 ICDE Presidents’ Summit and shape the ongoing leadership discussion on how to oversee and develop systemic change at your institution through leveraging learning analytics. How can we build new platforms for improving teaching and learning and creating a responsive, adaptive and personalized, online educational system for all? Register for the 2017 ICDE Presidents’ Summit and gain expert insight, information and participate in knowledge exchange on:

-The main initiatives in the field of learning analytics deployment
-The impact of learning analytics and adaptive learning on the universities leadership
-The ethical, legal, economics and organizational issues to provide leaders with a set of recommendations
-Steppingstones to take the best of the new concepts, methodologies and technologies

See the full conference website here.

2017 ICDE Leadership Summit Outcomes

Read about the main lessons learned from the very engaged presentations and discussions on the potential that learning analytics holds for quality enhancement. Read more here.

Highlights from the 2017 ICDE Leadership Summit

Read about the highlights from the the summit here.

Videos from the day

View a selection of videos from the presenters here.

Programme and Speakers bio

View the programme here.
View the speakers bio list here.

A teaser of what to expect at the 2017 ICDE Leadership Summit

A number of speakers from the 2017 ICDE Leadership Summit provided short opinion pieces based around the presentation/ panel discussion they were foreseen to be involved in prior to the start of the summit.

The opinion pieces were short articles that were prepared for delegates of the summit as a teaser for what they can expect on the day.

All opinion pieces can be accessed here.

Presentations

Available presentations are as follows:

Day 1

Official opening: M. Makhanya & ICDE, A. Boyer (Université de Lorraine/LORIA)

Introduction by W. Van Petegem (EDEN) & G. Ubachs (EADTU)

Keynote: B. Wasson (SLATE University of Bergen)

First session: Learning Analytics and policy (facilitated by S. Wakabi, East African University Rwanda)

Impact and potential of Learning Analytics. A. Boyer (Université de Lorraine/LORIA)
Learning analytics and policy. D. Griffiths (CETIS)
Workshop “why are learning analytics a promising tool to become a visionary leader, in a changing world?” (facilitated by M. Jean-Louis, Contact North I Contact Nord and J. M. Meunier, FIED)

Second Session: Organizational issues of a LA initiative: towards a methodology (facilated by R. Molina, Loma Linda University)
Panel member:

Third session: Impact of a LA strategy on universities management (facilitated by T. Belawati, Universitas Terbuka)

Keynote: N. Sclater (JISC)

Panel: The impact of Learning Analytics strategy on universities management W. Shunping (Open University of China) and N. Fassina (Athabasca University)

Workshop Impact of LA on leadership (facilitated by N. Sclater, JISC and B. Wasson, SLATE University of Bergen)

Day 2

Panel on legal and ethical issues: do we need a global framework? (facilitated by C. Stueckelberger, Globethics.net)
Panel member: M. Makhanya (Unisa), J. Breivik (BI Norwegian Business School), C. Zolynski (Université Versailles Saint-Quentin), T. Toulotte (Université Versailles Saint-Quentin) and N. Sclater (JISC)

Panel on Teachers, students and staff involvement: some success stories (facilitated by C. Wihak, Thompson Rivers University)
Panel member:

MOOC for leaders: the D-Transform project S. Sancassani (Politecnico di Milano, METID)

Presidents Meeting, only by invitation Afternoon: side events
Meeting with the French actors of open education with T. Garrot (AUNEGE), J. M. Meunier (FIED), P. F. Descheerder (IUTen Ligne), V. Beillevaire & C. Bai (UNIT), C. Schorlé-Stefan (UOH)
The first, meeting of the ICDE Learning Analytics Cluster

22-23 May 2017, Nancy, France
Hosted and organised by UNIT

Speakers at the Leadership Summit have been invited to provide a short opinion piece based around the presentation/ panel discussion they are foreseen to be involved in. The opinion pieces are short articles that have been prepared for delegates of the summit as a teaser for what they can expect on the day.

Learning Analytics: What is it for?
Professor Barbara Wasson, Director, Centre for the Science of Learning & Technology (SLATE), University of Bergen, Norway

Learning analytics is the use of data about learners and their contexts to understand and optimise learning and the environments in which it takes place. It involves measuring, collecting, analysing, and visualising the data about learners and learning for various stakeholders.
Read more.

Methodological Issues in Learning Analytics: Critical Insights and Reflections
Professor Mark Brown, National Institute for Digital Learning, Dublin City University

This brief opinion paper raises a number of conceptual and methodological issues associated with attempts to evaluate institutional initiatives in the area of learning analytics. It frames the discussion around three recent works that invite a more critical reading of learning analytics research and the potential of interventions and data-driven decisions for successful, sustainable and scalable impact on an institution-wide basis.
Read more.

Ethical and Legal Issues of Learning Analytics: Do we need a global framework?
Prof Mandla Makhanya, Principal And Vice-Chancellor, University Of South Africa

Data analytics is the 21st Century Orwellian “Big Brother” . Every single one of us, to a greater or lesser extent, is living what I would like to call an “e-life” - a life that is shaped and influenced by the digitised world in which we live and move and have our being. From the moment of conception, to the moment of death (and even post mortem!) we generate a digital footprint, and leave a digital legacy that will never be eradicated, and that comprises a huge variety of data that is continuously stored, harnessed and used, in conjunction with increasingly sophisticated technology and capacity to monitor, measure, assess, (mis)inform, persuade, manipulate and entice or encourage us into decisions and behaviours, which have as their ultimate goal, control for financial efficiency or gain.
Read more.

Decreasing Student Attrition Rate through Tutor/Counselor Interventions
Sarah Guri-Rosenblit, The Open University of Israel

The Open University of Israel (OUI) is the largest university in Israel enrolling in 2016/17 about 46,200 students. Since it exercises an open admission policy, the attrition rate of students is quite high, particularly in the first courses, ranging between 40% to 50%. Ongoing evaluations and analyses of student dropout patterns have highlighted the fact that many novice adult students (the average age at the first degree level is 30.8) lack basic study skills and writing skills. In an attempt to decrease student attrition rate the Support Division of the OUI provides a variety of tutor/counselor interventions and support mechanisms.
Read more.

Institutional Analytics in the Singapore University of Social Sciences: Objectives, Methodology, Progress & Challenges
Hian Chye KOH, Singapore University of Social Sciences

The institutional analytics journey at the Singapore University of Social Sciences (SUSS) can be considered a fairly recent one. For several years, learning analytics projects in the University (e.g., Enrolment and Early Predictors of Academic Performance and An Exploratory Study of [SUSS] Associates [i.e., part-time instructors] – Establishing Baseline Knowledge) were undertaken as institutional research projects, overseen by the President’s Office. This approach was changed on 1 August 2016 when institutional analytics became an important dimension of the University’s strategic thrust with the establishment of the Institutional Research & Analytics Unit (IRAU).
Read more.

Impact of a LA strategy on universities management: Understanding and utilizing robust data

Dr. Neil Fassina, President, Athabasca University

Faced with the need for evidence informed decision making, University leaders have begun the lengthy journey of understanding and utilizing the robust data that surrounds our Universities.As a collective, we continue to utilize and build first generation learner analytic systems in which historical, and often institution specific, data is amassed and analyzed using a retrospective lens to understand trends in learner activity and behavior. Despite the limited prescriptive ability of this small and non-comparable data set, University and Government policy alike continues to drive resources toward understanding the behavior of our past learners in an effort to understand our future learners.