Sanity check: a presentation idea for a moodlemoot – would it work for you?

I have been set one of those nice challenges (or opportunities) to present at a forthcoming MoodleMoot, on a trend in UK HEIs, which needs to be pitched at the strategic / institutional level, and I’ve got 20 mins (including questions). However, I appreciate the room is likely to be full of academics and teachers. Therefore, the wrong audience for a typical strategic pitch. The following outlines what I’m doing to focus on, any thoughts … greatly appreciated. Role play, you are an academic, would this work for you?

I’m going to discuss some emerging trends around learning analytics.

At the globlal scale, learning analytics is a rapidly growing area of interest. As a term it covers a range of concepts and applications. Consequently, there is no single definition, “Analytics is the use of data, statistical analysis, and explanatory and predictive models to gain insights and act on complex issues.” (Bichsel 2012:6). Cooper (2012:3) describes analytics as “the process of developing actionable insights through problem definition and the application of statistical models and analysis against existing and/or simulated future data”. The goal is to “build better pedagogies, empower students to take an active part in their learning, target at risk student populations, and assess factors affecting completion and student success” (Johnson et al., 2015:12)

The presentation aims to answer the following questions:

What do we mean by Learning Analytics and why should we care?

  • propose a working definition for this session
  • examples / case studies of success and impact – link to institutional and individual perspectives

Where is the current focus around Learning Analytics for UK HEIs?

  • draw upon the findings of the recent JISC Report
  • provide one case study in more detail

What determines an institutions readiness for learning analytics?

  • propose a set of lens to assess readiness: includes appropriate policy, processes, systems and people
  • literature review to support / highlight key determinants of these lens
  • make reference to not simply a tool solution – “x-ray” is great, but why have it, data quality, ethical issues etc.,

Why does academic adoption of e-assessment designs underpin Learning Analytics?

  • explore a scenario for the “people lens”
  • focus on how a redesign of the assessment model will create good quality, useable data for the institution to build the foundations for effective use of learning analytics (see slides)
  • make reference to them enhancing their teaching materials, ie., learning design informed by analytics

References
Bichsel, Jacqueline. Analytics in Higher Education: Benefits, Barriers, Progress, and Recommendations (Research Report). Louisville, CO: EDUCAUSE Center for Applied Research, August 2012, available from http://www.educause.edu/ecar.

Johnson, L., Adams Becker, S., Estrada, V., and Freeman, A. (2015). NMC Horizon Report: 2015 Higher Education Edition. Austin, Texas: The New Media Consortium (Available from: https://net.educause.edu/ir/library/pdf/HR2015.pdf)

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One comment

  1. Malcolm Bodley

    Some thoughts that might help, or not!
    Why are analytics strategic, what’s the purpose of analytics for management, the organisation and ultimately the learner? Are we talking Amazon, iTunes and the like with you viewed these topics recently, you might be interested in these journals to widen your reading, etc.
    The need for data to evidence learner involvement and compliance, judge pedagogical worth, advance varied assessment, martini (any time any place any where).
    A definition of analytics from Jisc Cetis http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.269.7294&rep=rep1&type=pdf
    Important point 20 minutes is not long enough, need to use images to fill gaps

    Good luck mate, if there is anything I can do to help leg me know

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