1. LEARNING ANALYTICS iTeach Seminar Series, 2016

2. WHAT IS LEARNING ANALYTICS? “This multiplicity of definitions should not be taken to indicate a field in confusion, but rather indicate the richness of the domain and the multiplicity of approaches to it.” JISC – UK

3. HOW CAN LEARNING ANALYTICS BE USED? Understand learners' behaviours and adapt to a personalised learning path. Identifying student and class engagement patterns online, i.e. are students logging in and accessing items/tools, and if so, during what time periods. Identifying resource usage patterns i.e. what resources are students finding valuable. Clarifying access patterns, both timing and duration, for individual students and the class. This can be particularly useful in the context of assessment submission.

4. THE ELEPHANT IN THE ROOM

5. Ethical principles – beneficence – doing good – Non-maleficence – do no harm – Respect for autonomy – self determination – Justice – concept of fairness Cost/benefit Mitigating the risk Using a moral compass

6. LEARNING ANALYTICS AT CDU Analytics Reports Combines data from LMS with student and unit/course attributes from Student Management System Key metrics: Accesses, Time, Interactions & Clicks, Submissions & Posts, LMS Grade Performance, Student Demographics and Unit/Course attributes Learnline Analytics Reports

7. LEARNING ANALYTICS AT CDU

9. Provides a view of information about sites and activity Can be used to develop a high-level understanding of how the Learnline is being used How is the use of Learnline is changing over time Offer self-service reporting options Gain insight into user activity, site design and student grades

10. IS IT BEING USED @ CDU? Analytics Reports

11. JOSEPHINE STUDENT (#####) LEARNING ANALYTICS AT CDU

12. HOW IS LEARNING ANALYTICS BEING USED? Student Snapshot Survey results (September 2015) Overall how useful do you find the Student Snapshot report?

13. HOW IS LEARNING ANALYTICS BEING USED? Student Snapshot Survey results (September 2015) What has the report has been used for? Results Familiarise myself with the class for general preparation for teaching 40% rated as very useful Identify issues to discuss with colleagues 20.8 % rated as vey helpful Identify services to support students37.5 rated as very helpful Identify attributes which may impact learning & teaching approaches 41.7% rated as very helpful In ranking the usefulness of the report variables: Student NESB attribute and Number of Unit attempts ranked @ # 1 Number of Unit enrolments ranked @ # 2 ATSI indicator & INT/EXT indicator ranked @ # 3

14. HOW IS IT BEING USED? Learnline Staff support scenario “Learnline support, can I help you ” “Hi do I need to use Tracking on content items to show me that a student has viewed the item? ” The Analytics Reports Unit at A Glance and Student at a Glance shows clicks and interactions across the class and for each student enrolled in the class. The Items accessed by Student table in the Student at a Glance report shows the item name, access count, date of first access & last and time measures. “You could use the Analytics Reports to show you what items have been viewed”

15. HOW IS IT BEING USED? Dr James Valentine, Lecturer - Tertiary Enabling Program - Maths / Bioscience

16. HOW IS IT BEING USED? Monitoring student engagement First and last student accesses to TEP025 Bioscience Learnline site during S115

17. Analytics – Understanding your teaching style and your students learning style Dr Hana Morrissey

18. Units I taught in S2 2015 PHA411 – 19 students PHA306 – 10 students SCL200 – 14 students

19. Who I will be teaching? PHA411

20. Who I will be teaching? PHA306

21. Who I will be teaching? SCL200

22. Do I need to change anything in my approach? No, but I need to keep an eye on 4 students with GPA <4 in PHA411, 3 in PHA306 and 2 in SCL200, as potentially at risk

23. During Semester, I keep eyes on..

24. All weeks will start purple, then…

25. More details……keep in mind that….. These units are offered only internal mode, also heavy in PBL, i.e. most interaction done in class, most content is either lectures or resources.

26. Placement, 1 st lecture Monday W3 Oral presentations and report due and revisions

27. Placement for 3 weeks Oral presentations and report due and revisions Compulsory module 5 W/s – aseptic and cytotoxic and PharmStock game due

28. Series of workshops Preparation of Mini Interviews End of unit interactions, W12

29. Most classes and access the LL during class Very steady every day, 4 th year unit

30. Heavy on in-class work during lectures and tutorials, but also son online activities

31. Heavy on in-class work during lectures and tutorials, increased towards end of semester

32. 90 min

33. 110 min

34. 280 min

35. Steady…

36. Dropped during the placement time weeks 6-9

37. Dropped after week 6 where the intensive class practice started up to week 12….

38. No online assessment items

39. Only PharmStock

40. No online assessment items

41. No LL tools, students used PCC4U webpage to complete their 30% assessment items

42. Compulsory module 5 W/s – aseptic and cytotoxic

43. After the first term, students used the textbook interactive learning page

44. Who access LL more, the top student or the students at risk? Are all top students’ Learnline use is the same?

45. Top student

48. Very low GPA

49. Middle 50/50

51. All contact done in class

52. Average student

54. top student

57. Results vs assessments Out of the three units no student failed – I had intensive remediation with 6 students

58. Was I worried? I saw my students every week Understanding student by looking at the full picture, not just how many clicks

59. Thank you

60. KEY FINDINGS “ Learning Analytics: Assisting Universities with Student Retention” (2015) Charles Darwin University, Batchelor Institute of Indigenous Tertiary Education, Griffith University, Murdoch University and the University of Newcastle 1. The sector in Australia is at an early stage of development, implementation and understanding. 2. Context is important. 3. There is great variability across the sector – in relation to preparedness and how institutions are thinking about and implementing analytics. 4. There is tension around the extent to which learning analytics can drive actions and behaviours or take the functions of people. 5. There is tension between the ‘business’ needs, wants and limitations (costs) verses ‘academic” staff needs and wants (e.g. academic freedom, and innovation in learning and teaching) 6. People across institutions have a key role to play in leveraging the opportunities of learning analytics, which must take account of the relationships between strategy, planning, policy and action.

61. KEY FINDINGS “ Learning Analytics: Assisting Universities with Student Retention” (2015) Charles Darwin University, Batchelor Institute of Indigenous Tertiary Education, Griffith University, Murdoch University and the University of Newcastle Curriculum /course design and teaching improvement Institutional resource planning Improving retention Student behaviours Academic actions and behaviours Student background and demographics Student performance KEY DATA THAT ACADEMIC STAFF WANT USE CASES/ APPLICATIONS DATA SOURCES OUTCOME

62. KEY ANALYTICS QUESTIONS Theme 1:Curriculum/Course design & improvement – Is unit/course design effective? – Which unit/course(s) are performing well? (within a school, faculty, university) For example – How active are students in unit/course content overall and at an individual content level? – Analysis of unit/course responsiveness to shape future courses to meet user preferences

63. KEY ANALYTICS QUESTIONS Theme 2:Student behaviour When and how are students engaged with the LMS and associated tools? – what times/lengths of day – spread of access throughout academic calendar, particularly key milestone dates? When did a student last access email? When did a student last access Wi-Fi? Is there correlation between messaging and test attempts?

64. KEY ANALYTICS QUESTIONS Theme 3:Improve Retention Which students are at risk? Can we predict/anticipate which students are likely not to engage/stay in course? How do we predict which student will perform well? Or vice versa? Analytics for identifying, monitoring, managing and responding to students at risk. What are the indicators? Who are the most at risk? What interventions are more likely to be effective? What trends can we see in terms of at risk students?

65. KEY ANALYTICS QUESTIONS Theme 4:Resourcing/planning at institutional level What does the institution need to do to assist the student in their learning? Gauging impact of new initiatives/introduction of new technologies Where are students connecting with “the university” in their learning journey? E.g. Where in Bb? Library? Face to face? Services? Other unexpected places? Can we identify potential marketing opportunities to recruit new cohorts of students? Is the time and/or money/effect that has been put into something worthwhile? Are there particular things which are over or underrepresented?

66. OTHER APPLICATIONS EVALUATION CURRICULUM REVIEW SOTL - AWARDS

67. WHAT COULD YOU DO WITH IT? In your context/role – how can you use analytics? omap out the purpose otiming, oreflection/ action Share from your table the key ideas/plans

68. FOLLOW UP ACTIVITY Bb Analytics Consultant, Nicole Wall at Casuarina Campus PYRAMID ANALYTICS SCHOOL DASHBOARDS – OPEN SESSION TUESDAY 15 MARCH, OLT TRAINING ROOM, ORANGE 1.2.04 (12:30PM-1:30PM)