Key concept This tool will help teams view student activity and workload in an online graphical format, supporting curriculum planning and analysis. By categorising student activity following the Learning Design taxonomy, teams are prompted to consider different types of student activity, which results in more conscious design decisions. As the data is stored in the database, rather than Ms Word documents, it can be analysed... more »
Micro Projects 2015
Using data and analytics to support students; improving satisfaction, retention and graduation rates.
Learning Analytics Micro-Projects Invitation
Learning Analytics is often focused on a common set of institutional data sets such as the VLE, student information system and library systems. These will form the core of the basic analytics solution being developed by Jisc. The key questions that will be addressed are likely to be around retention and attainment. We recognise that learning analytics has the potential to offer a lot more.
Members of the Learning Analytics network are invited to suggest ideas for small projects to explore more advanced learning analytics. This might involve the use of data sources beyond what is normally collected by institutions; exploring learning analytics to support a wider variety of learning questions or any activity that stretches our current understanding of learning analytics.
Process, Funding and Timescale
- Submission of ideas via http://analytics.ideascale.com by the 31 May 2015
- Ideas will be voted on by members of the learning analytics network
- The top 6-10 ideas will be invited to pitch at the network meeting in June 2015 (24 June at Nottingham Trent University) where members at the meeting will review and select the ideas against the criteria for selection below
- Funding of £5,000 per project will be provided to the selected ideas (target 3 projects)
- Projects will be required to present their findings at the January 2016 network meeting (date and venue tbc)
- Jisc will consider the feasibility of implementing ideas as part of the learning analytics solution in the future or supporting development of a third party product
Criteria for selection
- Desirability – the number of votes received and the popularity at the network event
- Feasibility – how likely the ideas could be translated into a production service
- Achievable – is the plan for implementation of the study achievable in the timescales
- Strength of the team – how convinced are we that the team have the skills, expertise and time to undertake the work
- Consultation - does the idea consult with stakeholders e.g. learners
- Ethical – whether the ideas is seen to be ethical
Jisc provides digital solutions for UK education and research.
Ideascale is being used to support a Jisc project but is not affiliated with or funded by Jisc in any way.
By Vitomir Kovanović, Srećko Joksimović and Dragan Gašević Schools of Informatics and Education, The University of Edinburgh 1 Problem statement One of the widely used theoretical models that describes different dimensions of online learning is Community of Inquiry (CoI) framework (Garrison, Anderson, & Archer, 1999). In short, CoI framework defines three important presences that shape online learning experience: i)... more »
In Adult Education, institutions such as Morley College continually develop large numbers of new courses each year to meet the needs of our potential learners. However, development takes time and resources which are in scarce supply. Additionally there is limited local market information available so often courses are developed with uncertainty as to the demand available. Consistently, cancellation rates for new courses... more »
What is the role of emotions in learning analytics? Dr Bart Rienties & Prof Denise Whitelock (Open University), Prof Steven Warburton (University of Surrey) With the increased availability of large datasets, powerful analytics engines, and visualisations of analytics results, educational institutions may be able to monitor, unpack and understand the learning processes of their learners. A recent Learning Analytics... more »
The University of Greenwich currently collects a large volume of survey data from a number of different sources; as well as the National Student Survey the university also runs many other surveys of different groups of students – postgraduates, new entrants, overseas students etc. Some of these surveys are also conducted by other institutions which means that it is possible to make comparisons and perform benchmarking... more »
We have the data - we collect it from many sources and it tells us lots of different things. But what about if we were to provide innovative teaching and learning, and a classroom space that incorporates new technologies at its very heart, to track the impact on our students? Flipped learning excites and engages people, and builds learning communities. Our project will use learning analytics to follow our students progress... more »
This project will use learning analytics to aid students in understanding the impact of co-created resources. It is hoped that this will encourage greater engagement with learning resources, and in doing so also support student retention. We frequently work with both academic staff and students to enable co-creation of resources. Currently we advise on tools that can be used, pedagogical approaches and integration with... more »
We've got lots of data, we've got lots of correlations, heaven knows we've got a lot of students. The problem is bringing these things together in a way that doesn't seem scary in a big brother/panopticon sort of way... or that doesn't create more work for the hard pressed academics and admins, who are already busy busy busy. ESPECIALLY for those students who are most likley to benefit from the feedback, those that perhaps... more »
Putting the learning analytics in the hands of the students: what actually helps them learn? At Leeds Beckett University, we propose to use learning analytics to engage students in academic self-efficacy around their online learning experience. Hodges (2013), supporting Bandura’s (1997) original work, has emphasised the value of creating online learning environments which promote positive self-efficacy beliefs in students.... more »
There are many occasions when using real data is not feasible, either 1) because doing so would violate privacy or ethical considerations, or 2) because real data is not available (this is likely to apply while people take early steps with learning analytics). Simply obfuscating obviously personal data is not sufficient; there are both examples and theoretical studies that show this kind of attempt at anonymisation can... more »
A simple induction week game -
-surfaced in Blackboard New Student Area as a module on the Home tab.
-setting simple challenges each day of induction week, Lightweight harvesting and analysis of basic library data -loans, reservations, EZ proxy log activity.
-feedback in the form of a school based leaderboard. -think Hogwarts House points.
We have a significant number of online marking of essays which also have set due dates so are looking at Assignment timings and feedback access. Relationship between time submitted (in relation to deadline) and grade given Hypothesis - students that submit early get better marks Relationship between time feedback accessed (in relation to release date) number of times feedback access and grades on subsequent grades Hypothesis... more »
Much of the current state on learning analytics is based upon existing data. Data that has been discovered rather than generated with the specific purpose of analysis. This necessarily means that we can only ever analyse those digital interactions gathered, often somewhat by accident. This proposal addresses some of that problem. By capturing physical interactions we can begin to understand much more about where and... more »