Learning analytics is "the measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimising learning and the environments in which it occurs." (1st International Conference on Learning Analytics & Knowledge, Banff, Alberta, Canada in 2011)
Learning Analytics is an emerging discipline that develops from, and can be facilitated by, the increasing use of technology in learning and teaching. The potential sources of relevant data are wide ranging and include management information at institutional level, student records, virtual learning environment (VLE) usage, and library access. The list of potential data sources is extensive and growing as IT systems develop and institutional data expands with a corresponding increase in technical and computing capacity and infrastructure.
Learning analytics provides metrics to inform:
- the enhancement of the student experience through feedback on performance of teaching, academic and support services
- improvements in student retention and engagement through timely and appropriate support-led interventions
- curriculum development to improve the student learning experience and promote success
Development of a strategy for the use of learning analytics
The University of Strathclyde is undertaking an information-gathering and scoping exercise to help establish a phased strategic approach to Learning Analytics that will enhance the student experience and the quality of learning for our students.
Strathclyde student dashboard pilot project
The pilot aims to establish the potential benefits and cost of effective and comprehensive staff, student and institutional data dashboards to support and inform learning and teaching practice and education strategy.
Jisc
Strathclyde is engaging with JISC and Blackboard in the JISC Learning Analytics Discovery programme. In this, Blackboard will provide a learning analytics discovery service that will discover, analyse and report on institutional readiness for adoption of learning analytics tools. Assessment of institutional readiness will encompass strategy readiness, technical readiness and cultural readiness, including policy, processes, systems and people. The engagement will look at the institution’s data-decision requirement and its existing policies and process and its internal capacity and capabilities to make effective use of learning analytics tools.
Key considerations explored in the engagement include:
- What are the institution’s short term learning data needs and longer term data aspirations to provide key insights regarding the student experience?
- What is the current gap between available data and desired data and information?
- How does institution convert learning data into actionable knowledge?
- How does institution present this knowledge effectively and efficiently to key stakeholders?
- What are the requirements regarding policies, processes, systems and people to support effective adoption of learning analytics?
- What is the institution’s current institutional readiness (maturity) to address those requirements and where there is a gap how can that be closed?
- What options are available regarding tracking and monitoring performance over time?