Look through the learning outcomes and learning activities in the block, noting where/why checkpoint analytics might be used and where/why process analytics might be used. You will be writing from an informed perspective, with an eye to what you would have found useful as a learner. In looking back at Block 2 I realise that the entire course is designed in a social constructivist way. The ‘average’ activity in this block involves reading the resources provided then taking part in…

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Make notes in your learning journal or blog about these types of analytic and when they can be applied. Consider whether these classifications are more useful than the ones you have considered at other points this week. Checkpoint After studying Lockyer et al. (2013) I found that checkpoint analytics indicate that a student has met some prerequisite such as downloading a resource or viewing a Moodle book. This relates to the resources in learning design. Checkpoint analytics can be used…

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Make a list of the types of data collected in university libraries. These range from swipe card data about student visitors to usage figures for specific websites. As outlined in Library Impact Data Project (LIDP) (2012a) Demographics of students (mature/non-mature students) Gender of users Ethnicity Country of Domicile As outlined in LIDP (2012b) Subject studied by user (Science, Health, Arts) Number of visits Number of PDF Downloads Hours logged in to eResources As listed in LIDP (2012c) Overnight usage Number…

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In this activity we are studying the paper by Dyckhoff et al. (2013) “The authors include tables that focus on why learning analytics are used. Reflect on the questions asked by teachers (Table 1) and the goals of learning analytics (Table 4). Note in your learning journal or blog which of these questions can be considered: a.data driven b.pedagogy driven.” (A) Qualitative evaluation How do students like/rate/value specific learning offerings? (DATA DRIVEN – IF survey data is gathered) How difficult/easy…

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To recap, my definition of Learning analytics is “The timeous capture and analysis of institutional data sets, to inform immediate and long term decision making.” Having reviewed the Ferguson et al. (2019) paper, I have identified the following innovations which I believe could be supported by learning analytics. I do believe my original definition is still valid in the context of the following examples. Innovation 1 – Action Learning Action Learning could perhaps be supported by analytics. This learning technique…

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“Decide which groups of people could benefit from some of the different types of data reported by Google Analytics, and make a note in the appropriate column(s). Write a reflective piece in your learning journal or blog about how these data could be used to generate learning analytics, together with any problems that might be associated with their use in education. Make reference to any occasions on which you have been presented with or had access to any of these…

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“For each person, make a note of areas of the websites listed below that you would recommend to them, and any resources or events that would help their understanding.“ I would first of all direct all of the staff outlined to the excellent online seminar I attended in April 2020 hosted by Poquet et al. (2020). This seminar provides some useful background information on analytics in social networks, VLEs and relates these areas to learning design. It is also mentioned…

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Make a list in your learning journal or blog of the main points you would share with someone in your context, or in a context that you know well, who had asked for a brief introduction to learning analytics. Further to studying the paper by Ferguson (2020) I would initially share the basic definition of Educational Data Mining (EDM). This would involve a brief explanation of the use of data sets too large to be handled manually. I would introduce…

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“consider each of your areas of concern in turn and note whether learning analytics could potentially address this issue and, if so, how this might be done” In this activity we are asked to analyse the PISA, OECD (2012) report comparing key metrics of two countries (including your own) I have chosen to compare the UK and Italy in the 2012 PISA results. In the reported year students in the UK felt positive about school compared to Italy where one…

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Consider the reasons for the use of learning analytics that are given in these papers, and reflect on them in relation to the recommendations you and others made in Activity 3 and the problems that you thought learning analytics might be able to address. Norris et al. (2009) describes new ways of combining data using Web 2.0. Although this terminology is now outdated, the concept of pulling many data sources together through the web has come to pass. Campbell et.al…

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