Using data (analytics and analysis) to guide (e)teaching and (e)learning (updated)
Using data (analytics/analysis) to guide (e)Teaching and (e)Learning
Information on learning pathway
From both Online AND Traditional
Class and Learning/training settings
Information on learning outcomes
Analysis and Evaluation Guided and Informed by
Learning design Learning outcomes
Frank JR, Snell LS, Cate OT, Holmboe ES, Carraccio C, Swing SR, Harris P,
Glasgow NJ, Campbell C, Dath D, Harden RM, Iobst W, Long DM, Mungroo R,
Richardson DL, Sherbino J, Silver I, Taber S, Talbot M, Harris KA.
Competency-based medical education: theory to practice. Med Teach.
2010;32(8):638-45. doi: 10.3109/0142159X.2010.501190.
Lori Lockyer, Elizabeth Heathcote, Shane Dawson. Informing Pedagogical Action
- Aligning Learning Analytics with Learning Design. American Behavioral
Scientist Vol 57, Issue 10, pp. 1439 - 1459
“Assessment Drives Student Learning”
George E Miller
2nd draft on 24 October 2017 @ 0416am
Why before How
When and Where
Students spending more time online
On Mobile devices (especially workplace)
Students - how well am I doing?
Faculty - to curate, create, customise
content + learning pathway(s)
Administration - evaluation of program
One oﬀ, for course and program
Before, during and after class
Each learning, training session, setting
Data and Learning analytics
Track online (and class) activities and behaviour
Participation, attendance, attention, presence
What is role of textbooks? Online resources?
Websites? Apps? Edubots?
Intermediate and ﬁnal learning outcomes
Q and A
Participation on discussion (forums)
Submitted individual and group assignments
Transfer to workplace
Undergraduate through Postgraduate and Lifelong Learning
Blending and Flipping, Online and Face to Face
Formal learning (online/traditional/blended), Informal Learning, Performance Support
Active, Constructive, Collaborative, Contextual, Reﬂective Learning (Activities)