{"id":4937,"date":"2017-03-15T14:01:49","date_gmt":"2017-03-15T14:01:49","guid":{"rendered":"https:\/\/microsites.bournemouth.ac.uk\/cel\/?p=4937"},"modified":"2017-03-15T21:58:35","modified_gmt":"2017-03-15T21:58:35","slug":"learning-analytics-at-bu","status":"publish","type":"post","link":"https:\/\/microsites.bournemouth.ac.uk\/flie\/2017\/03\/15\/learning-analytics-at-bu\/","title":{"rendered":"Learning Analytics at BU?"},"content":{"rendered":"

Jisc have a broad definition of learning analytics. \u00a0They say:<\/p>\n

Every time a student interacts with their university \u2013 be that going to the library, logging into their virtual learning environment or submitting assessments online \u2013 they leave behind a digital footprint. Learning analytics is the process of using this data to improve learning and teaching.<\/i><\/p>\n

Learning analytics refers to the measurement, collection, analysis and reporting of data about the progress of learners and the contexts in which learning takes place. Using the increased availability of big datasets around learner activity and digital footprints left by student activity in learning environments, learning analytics take us further than data currently available can.<\/i><\/p>\n

HEIs are increasingly using learning analytics to augment the information available to both staff and students. \u00a0Jisc are working with over 50 HEIs on learning analytics.<\/p>\n

The benefits of learning analytics accrue at many levels as shown in this figure:<\/p>\n

\"IMG_0021\"<\/a>For example, learners can benefit from real-time information on their progress and automated alerts about their performance. \u00a0Tutors can benefit from information on all the students taking their unit and how they are performing. \u00a0Both of these benefits allow early intervention, allowing action to be taken before a more serious situation develops. \u00a0This highlights two of the reasons that HEIs are using learning analytics, to improve student performance and retention. \u00a0Moving from the micro level, programme leaders can view information aggregated at the programme level and the same process enables information to be used to inform decision making at department, faculty and institution levels.<\/p>\n

Learning analytics typically uses large data sets from multiple sources. This is often presented to the user in a graphical format using visualisation software which aids comprehension of the information. This is an example of how Brightspace could display performance information to a student:<\/p>\n

\"FC649A14-A572-4F07-81D9-ED18B0D5C67D-1311-0000039EABA438CE\"<\/a>Through the V4L and Student Journey projects, BU now has access to two learning analytics solutions.<\/p>\n

A project team has just been established to work out how BU can make best use of this new functionality in the coming 24 months. \u00a0The team includes representation from IT, LLS and CEL. \u00a0We are seeking more academic representation so, if this is something of interest, please contact David Biggins<\/a>.<\/p>\n

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Image sources:\u00a0https:\/\/councilcommunity.com\/2015\/05\/23\/learning-analytics-benefits-and-challenges-for-higher-education\/ and\u00a0https:\/\/www.d2l.com\/topics\/learning-analytics\/<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

Jisc have a broad definition of learning analytics. \u00a0They say: Every time a student interacts with their university \u2013 be that going to the library, logging into their virtual learning environment or submitting assessments online \u2013 they leave behind a digital footprint. Learning analytics is the process of using this data to improve learning and… Read more » about Learning Analytics at BU?<\/span><\/a><\/p>\n","protected":false},"author":486,"featured_media":4719,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[422,491],"tags":[],"class_list":["post-4937","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-brightspace","category-learning-analytics"],"acf":[],"_links":{"self":[{"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/posts\/4937","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/users\/486"}],"replies":[{"embeddable":true,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/comments?post=4937"}],"version-history":[{"count":5,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/posts\/4937\/revisions"}],"predecessor-version":[{"id":4944,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/posts\/4937\/revisions\/4944"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/media\/4719"}],"wp:attachment":[{"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/media?parent=4937"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/categories?post=4937"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/tags?post=4937"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}