Learning Analytics can be used to enhance learners’ engagement and performance in courses through the collection,
The benefits of using Learning Analytics include -
- Greater understanding of student engagement and activity patterns.
- The limitation of speculation and subject interpretations through the use of data-driven data.
- Identification of resource usage patterns i.e resources students are finding valuable.
- Access patterns clarification (e.g. timing) for individual students, that can be useful in assessment submission.
- Identification of trends and anomalies in assessments that can be used to improve future assessments.
- Timely identification of students at risk.
To find out more about how learning analytics can provide further benefit to your learning and teaching, please send your
Principles for Using Student Information
Universities need to have in place clear guidelines on ethical considerations surrounding such aspects as the rights and dignity of individuals and transparency of processes and practices, ensuring that legal obligations are met in relation to personal privacy, data
The University of Adelaide guidelines on ethical considerations is based on eight key principles:
Learning analytics is a justified and ethical practice that is core to
The University of Adelaide has a responsibility to all stakeholders to use and extract meaning from student data for the benefit of students where feasible.
Students should not be wholly defined by their visible data or our interpretation of that data.
The University (and its employees) will be transparent with regard to the collection,
Students should be engaged as active agents in the implementation of learning analytics (e.g. informed consent,
Modelling and interventions based on analysis of data should be sound and free from bias.
Adoption of learning analytics within the University of Adelaide requires broad acceptance of the values and benefits (
Each of the above principles is linked to particular aspects of learning analytics.
Principles 1, 2 and 3 aim to reflect key tenets that the University has a focus on the development of learning experiences specifically catering for the needs of students. At the same time, the University
Principles 4 and 5 make clearer why the University has adopted learning analytics as one of many means of providing effective and targeted student support whilst
Principle 6 reflects the shared responsibility of both the student and the University for student learning. The SLTA promotes students as co-creators and partners in learning, and in learning and teaching enhancement in addition to
The final principles relate to the need to ensure that any interpretation or manipulation of data to extract meaning is based on
To find out more about the Learning Analytics principles and the ethical use of student data, please contact the project team via email.