University of Adelaide Learning Analytics Project
The Learning Analytics project will:
- Define and implement effective processes for selection and sourcing of learning analytics from learning technologies, for continuing use by staff and students.
- Enable the University's staff and students to access learning analytics which supports evidence-informed engagement with, and design of, learning and teaching activities.
- Facilitate appropriate support processes for relevant stakeholders to engage in shared and accurate interpretation of learning analytics, including implementation of actionable responses.
To find out more about the data in our learning systems, please send your
- Project Vision
Staff will be empowered with appropriate reporting, analytical tools, and support for a correct interpretation of course analytics in learning systems to guide refinements in learning design and activity creation which may be proven to increase student engagement.
The future state of Learning Analytics will include enterprise-wide technology solutions providing
centralisedlearner behaviourdata into the University’s Data Warehouse to enable coordinated responses for retention activities, and measures of student success.
- Project Scope
The successful implementation and adoption of learning analytics at the University are complex goals and will require
ongoingcommitment from all stakeholders, from students to senior executives.
Central to Learning Analytics is to be able to access and use the data from existing and future learning systems. This project will identify and provide technologies and systems to collate and
visualiseanalytics as appropriate reports supporting meaningful interpretation and actionable responses. This will be achieved through a combination of in-house provided systems such as Power BI.
There are currently multiple approaches to data interpretation at different scales through the University, from individual instructors downloading data from single sources, through to the Planning and Analytics team providing reports at the institutional level to internal and external stakeholders. This project will explore the current approaches for teaching and learning data analysis, and deliver solutions which are aligned with the ongoing best practice for the University community.
This project will establish the processes for sustainable development and delivery of learning analytics for staff and student access. Any reports generated are likely to stimulate new avenues of exploration, therefore requiring additional reports to be developed. The workflows for identifying, requesting,
prioritisingand actioning new reports will be a focus for this project, to ensure the maximum return on investment is delivered for the University community.
- Benefits from Learning Analytics
- Improved ability to meet the University's strategic learning and teaching goals for the adoption of learning analytics in 5% of courses by end of 2018.
- Fostering a data-driven mindset underpinning enhancements to design of best- practice learning, teaching, and assessment for improved learning outcomes.
- Improved student learning experience through the use of actionable measures for student engagement; and course delivery and facilitation
- Increased student empowerment through access to metrics of their learning
behavioursprovides agency of their own learning
- Immediate and accurate access to learning analytics which can inform actionable responses with all stakeholders
- Framework for rapid and iterative development and provision of dashboards/analytics reports focused on (1) student retention and success, and (2) broader adoption and use of tools and processes
- Authoritative learner
behaviourand performance data (decreased number of standalone repositories)
- Data, Analytics and Insight
Collecting Learning Analytics
Learning Analytics tools are available within our online Learning Management System, Canvas and the Echo 360 Active Learning Platform. Activity and performance continue to be tracked by the system while you are logged in.
Any information collected from UoA learning technologies is used only to support and improve learning and teaching.
To find out how you can start using data from learning systems to
analyseyour course or student performance, go to the Analytics Section of the MyUni Learning Centre.
Canvas tracks student and teacher activity in all published courses. The analytics captured fall into these categories:
- Access – when courses are accessed and by whom. Analytics
allowus to see things like who has or hasn't accessed a site, time of last access and duration of accesses by different participants in the site
- Interactions – what is "clicked on" within the course, by whom, when, and duration of the interaction. These analytics allow us to see things like who has or hasn't interacted with what content (e.g. files, links, pages) or tools (e.g. forums, groups, tests) within the site, how long they have spent in that content/tool, and individual participants' overall activity levels with the site.
- Submissions – what is posted/submitted to the course site (including posts to forums, journals
andblogs). The analytics allow us to see when submissions are made using tools like forums and journals, and who made them.
The analytics above may be conflated (e.g. looking at a combination of data about accesses and interactions) to enable the University to identify students who may be in need of support.
Tests and quizzes within Canvas also capture analytics, such as accesses, attempts, duration and results, which allow us to see how a student progressed through a test/quiz and/or how students performed on and engaged with particular questions.
Echo 360 records data on student usage of recorded sessions, such as when and how much of the recording was viewed. The Active Learning Platform tools also record who has responded to questions/quizzes posed during
class,and viewed presentation slides.
- Access – when courses are accessed and by whom. Analytics