The current state of higher education has increasing pressure over academics to offer high quality experience at scale. But what could be the actions that can be deployed to achieve this increase?
Join Bart Rienties, Professor of Learning Analytics at the second LTI Series event Most institutions, including the OU, are exploring how data can better inform teaching and learning.
Across the globe institutions are exploring the opportunities technology affords to provide a better, more consistent, and more personalised service to their students and stakeholders.
March is the month of the Learning Analytics & Knowledge conference, in 2019 has taken place in Tempe, Phoenix, Arizona. Coming back from a very long journey (extended by some days off) in the United States, I decided to wrap up all my conference highlights in a blog post.
Today, Web Analytics (WA) is commonly used to obtain key information about users and their behavior on websites. Besides, with the rise of online learning, Learning Analytics (LA) emerged as a separate research field for collecting and analyzing learners' interactions on online learning platforms.
As Massive Open Online Courses (MOOCs) generate a huge amount of learning activity data through its thousands of users, great potential is provided to use this data to understand and optimize the learning experience and outcome.
EdMedia 2019 presentation. This brief paper describes a student-centered approach to the research and development of pedagogical learning analytics solutions.
Begona Nunez-Herran and Kevin Mayles (Data and Student Analytics), Rebecca Ward (Data Strategy and Governance), Prof Bart Rienties & PhD students (Institute of Educational Technology), Prof John Domingue (Knowledge Media Institute) & Dr Thea Herodotou (IET)
Learning analytics is hot. But are learning dashboards scalable and sustainable solutions for providing actionable feedback to students? Can learning dashboard be applied for feedback at scale? Is learning analytics applicable in more traditional higher education settings?
By collecting and analyzing data, you will begin to paint a picture of what aspects of training are working, where you need to improve, and the steps you need to take to make those improvements
Game Learning Analytics (GLA) is the process of applying Learning Analytics techniques to Serious Games in order to get insight about how the game is being used and improve the educational experience.
This talk will explore connections between two emerging fields focused on harnessing the potential of data – learning analytics and quantitative ethnography.
Presentation from Marko Teräs at the 28th ICDE World Conference on Online Learning of a national-level learning analytics research and development project funded by the Finnish Ministry of Education and Culture. Student and teacher needs analysis results for LA pilot development and for policy recommendations.
Martin Ebner hat zusammen mit vielen Kolleginnen und Kollegen im Rahmen einer Arbeitsgruppe des Forums Neue Medien in der Lehre Austria (FNMA) ein Whitepaper zu „Learning Analytics: Einsatz an österreichischen Hochschulen“ erstellt
XVI Congresso Brasileiro de Ensino Superior a Distância (ESUD) e o V Congresso Internacional de Educação Superior a Distância (CIESUD) 2019, Teresina, Brazil
The big data revolution is an exciting opportunity for universities, which typically have rich and complex digital data on their learners. It has motivated many universities around the world to invest in the development and implementation of learning analytics dashboards (LADs).
Massive Open Online Courses (MOOCs) have opened new educational possibilities for learners around the world. Numerous providers have emerged, which usually have different targets (geographical, topics or language), but most of the research and spotlight has been concentrated on the global providers and studies with limited generalizability.
In this webinar, Prof Bart Rienties will reflect on the process of implementing learning analytics solutions within the UK higher education setting, its implications, and the key lessons learned in the process.
In this lecture series Bart Rienties (Professor of Learning Analytics, head of Academic Professional Development) will discuss how from the safety of your home you could use existing trace data to explore interactions between people (e.g., Twitter data, engagement data in a virtual learning environment, public data sets), and what the affordances and limitations of these trace data might be.
An introduction to argumentation for UTS:CIC PhD students (with some Learning Analytics examples, but potentially of wider interest to students/researchers)
Talk given by Rebecca Ferguson at ‘Responsible Learning Analytics: Creating Just, Ethical, and Caring LA Systems’ workshop at Learning Analytics and Knowledge 2021 (LAK21) conference, held online, 12 April 2021.
This systematic literature review aimed at identifying the pedagogical approaches, aligned with Education 4.0, used to support teaching computer science course with undergraduate and graduate students in Europe.
This keynote by Bart Rienties on Oct. 06, 2022 will help you:
-Understand where to start with learning analytics
-Understand how to effectively support your staff to use data
-Critically review whether learning analytics is something for your organisation