Learning Analytics hold the potential to influence our practices and to inform our stories of teaching and learning by providing insights into what, how, and why learning is happening.
There are numerous sources of data that we can draw on to address our teaching and learning questions. In the context of online learning, tools like Learning Management Systems provide us with access to data, and frameworks for analysis and alignment with learning design.
To be effective, learning analytics should be considered alongside other data sources about learners and learning and teaching experiences. By drawing on multiple sources, we can begin to discover patterns and trends in and across cases/courses, increase the trustworthiness of the data through triangulation, and look for ways to integrate and analyze these data sets in and across a program of study, such as a department or Faculty, as well as institution-wide.
Gaining Insights from Data
The video below discusses the numerous sources of data that we can draw on to address our teaching and learning questions. In the context of online learning, tools like Learning Management Systems provide us with access to data, and frameworks for analysis and alignment with learning design. Broadly, approaches to this work can be categorized as: (1) checkpoint analytics, (2) process analytics (Lockyer, Heathcote, and Dawson, 2013), (3) network analytics, and (4) content analytics (Hoppe, 2017). This video discusses the types of learner data we might be able to access through our institutional systems.
Here is a summary of the types of data discussed in the video:
“Gaining Insights From Data” featuring Patrick Molicard-Chartier, Sheridan College
Working with Data
The video below provides insights into some of the challenges around working with data.
“Data is Messy” featuring Michael Carrigan, Sheridan College
Learning Analytics and Data Literacy
The video below discusses a number of issues related to data literacy and the importance of understanding our relationship to data.
“Learning Analytics and Data Literacy” featuring Gayle Palas, University of Victoria
How to Implement Learning Analytics
The infographic below provides examples and guidance on how to start working with Learning Analytics in a course.
“How to Implement Learning Analytics” by Sarah Sinclair, Sheridan College