Dr Linda Corrin, University of Melbourne, discusses all things learning analytics. One of the important take-aways from this presentation is to define the question(s) before you start collecting data.
1. Using analytics to transform
the library agenda
Dr Linda Corrin
@lindacorrin
2. DEFINITION
the measurement, collection, analysis and reporting of data
about learners and their contexts, for purposes of understanding
and optimizing learning and the environments in which it occurs
Society for Learning Analytics Research
3. Long P. & Siemens G. (2011) Penetrating the fog: analytics in
learning and education. EDUCAUSE Review 46, 31–40. Available at:
http://www.educause.edu/ero/article/penetrating-fog-analytics-
learning-and-education
Micro
Meso
Macro
Buckingham Shum, S., Knight, S., & Littleton, K. (2012).
Learning analytics. In UNESCO Institute for Information
Technologies in Education. Policy Brief.
4. Possibilities
Learning analytics
Personalised learning
Understanding the learning
process
Information about the students’
context
Pedagogical and assessment
improvements
Understanding student
motivation and attitude
Academic analytics
IT service provision
Curriculum mapping
Review of teaching structures
Student support services
Student retention
Drachsler, H., & Greller, W. (2012). The pulse of learning analytics. Understandings and expectations from the stakeholders.
In S. Buckingham Shum, D. Gasevic, & R. Ferguson (Eds.), 2nd International Conference Learning Analytics & Knowledge (pp.
120-129). April, 29-May, 02, 2012, Vancouver, BC, Canada.
5. Libraries and Student Success
Positive impact on grades a
Positive impact on retention b
Positive impact on grades and
retention c
a. Jantti, M., & Cox, B. (2013). Measuring the value of library resources and student academic performance through relational datasets. Evidence Based Library and
Information Practice, 8(2), 163-171.
b. Haddow, G. (2013). Academic library use and student retention: A quantitative analysis. Library & Information Science Research, 35(2), 127-136.
c. Soria, K. M., Fransen, J., & Nackerud, S. (2014). Stacks, serials, search engines, and students' success: First-year undergraduate students' library use, academic
achievement, and retention. The Journal of Academic Librarianship, 40(1), 84-91.
6.
7. LA Implementation in Australia
1. Conceptualisation
2. Capacity & culture
3. Leadership
4. Rapid innovation cycle
5. Ethics
13. Focus Groups
Student engagement
The learning experience
Quality of teaching and curriculum
Administrative functions associated with L&T
Student performance
‘At risk’ students
Attendance
Access to learning resources
Participation in communication
Performance in assessment
Corrin, L., Kennedy, G., & Mulder, R. (2013). Enhancing learning analytics by understanding the needs of teachers.
In H. Carter, M. Gosper & J. Hedberg (Eds.), Electric Dreams. Proceedings ascilite 2013 Sydney. (pp. 201-205).
14. Focus Groups
Student engagement
The learning experience
Quality of teaching and curriculum
Administrative functions associated with L&T
Student performance +
= ? (ideal student)
Corrin, L., Kennedy, G., & Mulder, R. (2013). Enhancing learning analytics by understanding the needs of teachers.
In H. Carter, M. Gosper & J. Hedberg (Eds.), Electric Dreams. Proceedings ascilite 2013 Sydney. (pp. 201-205).
15. Focus Groups
Student engagement
The learning experience
Quality of teaching and curriculum
Administrative functions associated with L&T
Student performance
Feedback
Corrin, L., Kennedy, G., & Mulder, R. (2013). Enhancing learning analytics by understanding the needs of teachers.
In H. Carter, M. Gosper & J. Hedberg (Eds.), Electric Dreams. Proceedings ascilite 2013 Sydney. (pp. 201-205).
16. Focus Groups
Student engagement
The learning experience
Quality of teaching and curriculum
Administrative functions associated with
learning & teaching
Student performance
Greater understanding of how students develop knowledge
Track prior knowledge and it’s development through learning activities
Data?
17. Focus Groups
Student engagement
The learning experience
Quality of teaching and curriculum
Administrative functions associated with
learning & teaching
Student performance
Automated textual analysis of messages sent to student support services
Assessment (formative and summative) to identify areas for review
Access to support resources
18. Focus Groups
Student engagement
The learning experience
Quality of teaching and curriculum
Administrative functions associated with
learning & teaching
Student performance
Assessment of consistency of student placements
Enrolment and profiling of tutorial groups
Tracking safety requirements for field trips
Guidance for students on future subject selection
19. Interviews
Interviews with 12 teaching academics (UoM, Macquarie, UniSA)
1. Fairly basic analytics requests
2. Focus on engagement analytics
3. Limited use of technological tools (blended)
4. Concerns over ability to interpret data
Kennedy, G., Corrin, L., Lockyer, L., Dawson, S., Williams, D., Mulder, R., Khamis, S., & Copeland, S. (2014). Completing
the loop: returning learning analytics to teachers. In B. Hegarty, J. McDonald, & S.-K. Loke (Eds.), Rhetoric and Reality:
Critical perspectives on educational technology. Proceedings ascilite Dunedin 2014 (pp. 436-440).
27. Learning Design
“Learning design
provides a semantic
structure for analytics”
Mor, Ferguson & Wasson, 2015
“a documentation of
pedagogical intent”
Lockyer, Heathcote & Dawson, 2013
28.
29. Interaction with resources
Hadwin, A. F., Nesbit, J. C., Jamieson-Noel, D., Code, J., & Winne, P. H. (2007). Examining trace data to explore self-regulated learning.
Metacognition and Learning, 2(2-3), 107-124.
31. Student Perspectives
“I just log into the [LMS] to download learning materials
and print them. I do not think my online learning
behaviours such as log-ins would reflect my general
efforts for learning and learning outcomes”
Park, Y., & Jo, I. H. (2015). Development of the Learning Analytics Dashboard to Support Students' Learning Performance. Journal of Universal
Computer Science, 21(1), 110-133.
Plan learning schedule
Manage learning processes
Set learning goals
Get an objective and
accurate perspective
Do not want such data
to impact final score
and grade
32. Student Dashboards
Corrin, L., & de Barba, P. (2014). Exploring students’ interpretation of feedback delivered through learning analytics dashboards. In B. Hegarty, J.
McDonald, & S.-K. Loke (Eds.), Rhetoric and Reality: Critical perspectives on educational technology. Proceedings ascilite Dunedin 2014 (pp. 629-633).
33. JISC Student Learning Analytics App
Source: Sclater, N. (2015) What do students want from a learning analytics app?.
http://analytics.jiscinvolve.org/wp/2015/04/29/what-do-students-want-from-a-learning-analytics-app/
34. Situation Theory Question Data Representation Timing
Situation Theory Question Data Representation Timing
Planning for Libraries