Week 11

Analytics Models

Analytics can be deployed at individual classroom (course) levels. Greatest impact, however, will be when analytics are integrated and planned at a systemic level. Analytics should also incorporate online/offline (library, clickers in classroom) data sources. Reducing barriers to information flow is important for system-level analytics.

There are numerous stakeholders in a successful learning analytics project: the learners, educators, administrators, governments, business, and (broadly) society. Each of these stakeholders has different needs of and uses for analytics.

Readings

Norris, D., Baer, L., Leonard, J., Pugliese, L. & Lefrere, P. (2008). Action analytics: Measuring and improving performance that matters in higher education. EDUCAUSE Review, 43(1), 42–67. Retrieved from https://er.educause.edu/articles/2008/1/action-analytics-measuring-and-improving-performance-that-matters-in-higher-education

Campbell, J.P., & Oblinger, D.G (2007). Academic analytics. Retrieved from the EDUCAUSE website: https://library.educause.edu/resources/2007/10/academic-analytics

Activities

1. Work on your concept map and analysis of your participation in course discussion, both due next week.
2. In your discussion forum posting this week, reflect on how analytics can be deployed to have the greatest impact for students. Much of the current discussion with analytics is focused on helping students succeed. What are other benefits? How do other stakeholders benefit from learning and knowledge analytics? How can organizations roll out analytics initiatives to help learners succeed in their course work?