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
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)