The NMC Horizon Report > 2014 Higher Education Edition (see below) describes learning analytics as the “Field associated with deciphering trends and patterns from educational big data, or huge sets of student-related data, to further the advancement of a personalized, supportive system of higher education.”
Learning analytics is the measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimising learning and the environments in which it occurs.
Learning analytics is developing rapidly in higher education, where learning is happening more within online and hybrid environments. It has moved closer to mainstream use in higher education in each of the past three years.
[gview file=”http://blog.yorksj.ac.uk/moodle/files/2014/02/2014-nmc-horizon-report-he-EN.pdf”]
It is proposed that the TEL team explore approaches to analysing the data of users’ behaviours that are recorded in the Moodle logs (page views, unique actions, average session length, bounce rate etc.). It is suggested that analysis of data would enable tutors to focus on the pedagogic implications, and invest in practical, realistic scenarios through informed decision making.
What do you think about the concept of Learning Analytics?
- What are the potential pitfalls or ethical issues?
- Which are the long-term implications of the implementation of Analytics on a large scale?
- What are the epistemological perspectives of the trend?
Would you be interested in exploring the application of Learning Analytics for your programme or module?
Let us know in the comments below, or contact the TEL team: TEL@yorksj.ac.uk
Phil
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