Learning Analytics Examples
Parent Page(s): Intro to Arts Evaluation & Learning Analytics
Learning Analytics (LA) is a broad term that spans a broad range of activities: from instructors testing effectiveness of learning approaches, to instructors and advisors determining efficacy of particular learning interventions, to researchers asking basic questions of learning data to gain insights into individual performance or learning strategies, to institutional approaches used for program planning or reporting.
- Track your students’ progress and give more, better and targetted feedback
- Monitor student activity in your course’s online discussion forums
- Know your students before the first class
- Visualize student enrollment pathways
- Monitor student and class activity in the course site, in real time
- Measure the impact of student engagement with course material on their course grades or other indicators of learning
- Make better use of student performance data to inform curriculum redesign
- Help students monitor their own level of preparation for class
Your department has some lore about student pathways, but how do different ‘kinds’ of student really progress through your degree programs? Do their enrolments bear any relation to the carefully sequenced curriculum that your program has designed (or not designed)? A pathways tool would allow departments to visually explore patterns of enrollment, and answer questions like “What proportion of students who take prerequisite course X then take course Y, next term, next year, or after a longer gap?” or “Is there a big difference in the proportion of students in different sections of the same introductory course who go on to major in the program?”
An instructor dashboard that displays learner engagement with material and activities and ongoing student performance. Can be used in courses with multiple sections or large enrollments through an interactive, multilevel heat map.
It allows instructors to monitor student activity and performance in courses with multiple sections and large enrollment through an interactive, multilevel heat map. The top level shows an aggregated view with weekly activity (based on participation in discussions, page views, and quiz attempts) and submission grades for all course sections. Selecting a specific cell drills down the engagement or grade date for individual students in a lower-level heat map. A preliminary user study showed that instructors found the dashboard an improvement upon existing embedded dashboard in Canvas
For example, the Collaborative Learning Annotation System (CLAS), built by Arts at UBC, allows students to actively engage with the content by leaving comments and reflections at specific moments of the video. Does the course material and student engagement with it really contribute to learning and performance on course assessments? Pardo et al. have analyzed log data from CLAS to investigate the relationship between mid-term score and use of CLAS in a flipped classroom first year course. The analysis showed a significant positive relationship between annotating videos and midterm results, while additional findings offered suggestions for improving course design and teaching.
Mendez, Gonzalo, et al. “Curricular design analysis: a data-driven perspective.” Journal of Learning Analytics 1.3 (2014): 84-119.
The ‘flipped classroom‘ is a new buzzword in education, although asking students to prepare materials before class is not new, especially in Arts disciplines!
However, learning technologies now make material available to students in various new ways. So instructors face the challenge of incentivizing students to complete preparatory work before class. In order to be able to give reinforce students’ preparation work, Pardo et al. (University of Sydney) have developed an activity dashboard that provides students immediate feedback on their preparation activities. The underlying system compiles and presents data on an individual student’s work on preparatory materials: log data from the learning management system, from the video platform, and a course website with domain-specific learning activities.
Khan, Imran & Abelardo Pardo. “Data2U: scalable real time student feedback in active learning environments.” Proceedings of the sixth international conference on learning analytics & knowledge. ACM, 2016.