scholarly journals Learning Analytics: A Case Study of the Process of Design of Visualizations

2012 ◽  
Vol 16 (3) ◽  
Author(s):  
Martin Olmos ◽  
Linda Corrin
Keyword(s):  
Student Engagement ◽  
Continuity Of Care ◽  
Curriculum Design ◽  
Learning Analytics ◽  
Learning Experience ◽  
Learning Support ◽  
Intended Audience ◽  
Opportunities For Learning ◽  
Final Design

The ability to visualize student engagement and experience data provides valuable opportunities for learning support and curriculum design. With the rise of the use of learning analytics to provide “actionable intelligence” [1] on students’ learning, the challenge is to create visualisations of the data which are clear and useful to the intended audience. This process of finding the best way to visually represent data is often iterative, with many different designs being trialled before the final design is settled upon. This paper presents a case study of the process of refining a visualization of students’ learning experience data. In this case the aim was to create a visual representation of the continuity of care students were exposed to during a longitudinal placement as part of a medical degree. The process of visualization refinement is outlined as well as the lessons learnt along the way.

scholarly journals Understanding Learner Behaviour in Online Courses through Learning Analytics

2021 ◽  
pp. 381-390
Author(s):  
D. Thammi Raju ◽  
G. R. K. Murthy ◽  
S. B. Khade ◽  
B. Padmaja ◽  
B. S. Yashavanth ◽  
...  
Keyword(s):  
Online Learning ◽  
Learning Analytics ◽  
Online Courses ◽  
Learning Experience ◽  
Training Needs ◽  
Online Course ◽  
Quality Of Education ◽  
Time Data

Building an effective online course requires an understanding of learning analytics. The study assumes significance in the COVID 19 pandemic situation as there is a sudden surge in online courses. Analysis of the online course using the data generated from the Moodle Learning Management System (LMS), Google Forms and Google Analytics was carried out to understand the tenants of an effective online course. About 515 learners participated in the initial pre-training needs & expectations’ survey and 472 learners gave feedback at the end, apart from the real-time data generated from LMS and Google Analytics during the course period. This case study analysed online learning behaviour and the supporting learning environment and suggest critical factors to be at the centre stage in the design and development of online courses; leads to the improved online learning experience and thus the quality of education. User needs, quality of resources and effectiveness of online courses are equally important in taking further online courses.

Manchester in Partnership

2017 ◽  
Vol 3 (1) ◽  
pp. 204
Author(s):  
Julia Smith ◽  
William Carey ◽  
Paul Chapman
Keyword(s):  
Teaching And Learning ◽  
Learning Experience ◽  
Change Agents ◽  
Learning Support ◽  
Online Student ◽  
Collaborative Working ◽  
The University ◽  
University Of Manchester ◽  
Student Discussion

In 2016, the University of Manchester (UoM) and the University of Manchester Students’ Union (UMSU) embarked on a more strategic, collaborative working approach to engage students in a broader range of enrichment opportunities. Having worked closely together for a number of years on prescribed activities, such as student induction and co-leading support for Resident Associations, student committees, a more meaningful partnership was perceived to increase transformational impact through engaging students in modes of activity championed recently under the banner of students as partners, researchers and change agents. With the Teaching and Learning Support Office (TLSO), a REACT project was designed to narrow the gap between staff and students through a more collaborative relationship. To that end, our project ‘Manchester in Partnership’ worked on two themes, the first looking at engaging students as researchers to identify engagement patterns with the MyManchester online student portal and the second focusing on creating a series of staff and student discussion seminars about the learning experience. This project has ignited further work engaging students as researchers, student review teams as well as further work around institutional dialogue, the student charter and student representation models. This case study will outline the journey from an isolated REACT project to a broader range of activities highlighting underpinning rationale, implementation, intended impact and benefits already realised.

scholarly journals Students as Partners in the Real World – A Whole-Institution Approach

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Natasha Shaw ◽  
Caroline Rueckert ◽  
Judith Smith ◽  
Jennifer Tredinnick ◽  
Maddison Lee
Keyword(s):  
Student Engagement ◽  
Real World ◽  
Learning Experience ◽  
Institutional Culture ◽  
The Real ◽  
Institutional Goals ◽  
Three Phases

Students as Partners (SaP) is an approach to student engagement that has gained much traction in recent years. Evidence shows that it adds value to the learning experience and provides opportunities for students to develop the capabilities needed in their future pathways. This paper documents one university’s approach to embedding partnerships in its institutional culture. The paper begins by contextualising the process in relation to wider institutional goals and outlines the three phases of implementation. This case study argues that to enable a whole-institution approach to SaP, it has been necessary to invest in strategies at a number of levels that enable partnership, from high-end policy and protocols to providing opportunities for staff and students to shape their own partnerships.

scholarly journals Failure is an option: an innovative engineering curriculum

2018 ◽  
Vol 36 (3) ◽  
pp. 268-282 ◽  
Author(s):  
Edward Simpson ◽  
David Bradley ◽  
Juliette O’Keeffe
Keyword(s):  
Student Satisfaction ◽  
Engineering Design ◽  
Curriculum Design ◽  
Learning Experience ◽  
Content Type ◽  
Learning Group ◽  
Learning From Failure ◽  
Innovative Curriculum ◽  
Quality Learning

Purpose Advancements and innovation in engineering design are based on learning from previous failures but students are encouraged to “succeed” first time and hence can avoid learning from failure in practice. The purpose of this paper is to design and evaluate a curriculum to help engineering design students to learn from failure. Design/methodology/approach A new curriculum design provided a case study for evaluating the effects of incorporating learning from failure within a civil engineering course. An analysis of the changes in course output was undertaken in relation to graduate destination data covering 2006 to 2016 and student satisfaction from 2012 to 2017 and a number of challenges and solutions for curriculum designers were identified. Findings The design and delivery of an innovative curriculum, within typical constraints, can provide opportunities for students to develop resilience to failure as an integral part of their learning in order to think creatively and develop novel engineering solutions. The key issues identified were: the selection of appropriate teaching methods, creating an environment for exploratory learning, group and team assessments with competitive elements where practicable and providing students with many different pedagogical approaches to produce a quality learning experience. Originality/value This case study demonstrates how to design and implement an innovative curriculum that can produce positive benefits of learning from failure. This model can be applied to other disciplines such as building surveying and construction management. This approach underpins the development of skills necessary in the educational experience to develop as a professional building pathologist.

An Institution Wide Approach to Learning Analytics

2016 ◽  
pp. 73-87 ◽  
Author(s):  
Jennifer Heath ◽  
Eeva Leinonen
Keyword(s):  
Learning Analytics ◽  
Learning Support ◽  
Student Survey ◽  
Ethical Challenges ◽  
Student Expectations ◽  
Approach To Learning ◽  
Study Approach ◽  
Organizational Culture Change ◽  
The University

The desire to provide personalized learning support for students has been a strong driver of the development of learning analytics capabilities at the University of Wollongong (UOW), Australia. A case study approach is taken to explore the diverse challenges faced when adopting an institution wide approach to learning analytics. Aspects explored include: establishing a clear strategy and governance, implementing foundation technology, developing and applying analytics and visualizations, managing organizational culture change, understanding student expectations, and addressing ethical challenges associated with learning analytics. This chapter draws upon the results of a UOW student survey conducted in late 2013 that explored first year student expectations regarding privacy in relation to learning analytics, and their preferred approach to interventions. Throughout it is noted that the academic endeavor, rather than technology and data management, drives the UOW adoption of learning analytics.

scholarly journals LATUX: an Iterative Workflow for Designing, Validating and Deploying Learning Analytics Visualisations

2016 ◽  
Vol 2 (3) ◽  
pp. 9-39 ◽  
Author(s):  
Roberto Martinez-Maldonado ◽  
Abelardo Pardo ◽  
Negin Mirriahi ◽  
Kalina Yacef ◽  
Judy Kay ◽  
...  
Keyword(s):  
Learning Environments ◽  
User Interfaces ◽  
Learning Analytics ◽  
Research Agenda ◽  
Learning Experience ◽  
Intervention Strategies ◽  
Educational Design ◽  
Pedagogical Decisions ◽  
Collaborative Activities

Designing, validating and deploying learning analytics tools for instructors or students is a challenge that requires techniques and methods from different disciplines, such as software engineering, human-computer interaction, computer graphics, educational design and psychology. Whilst each of these disciplines has established its own design methodologies, there is a need for methodological frameworks that meet the specific demands of the cross-disciplinary space defined by learning analytics. In particular there is no systematic workflow for producing learning analytics tools that are both technologically feasible and truly underpin the learning experience. In this paper, we present a set of guiding principles and recommendations derived from the LATUX workflow. LATUX is a five-stage workflow to design, validate and deploy awareness interfaces in technology-enabled learning environments. LATUX is grounded on a well-established design process for creating, testing and re-designing user interfaces. We extend this process by integrating the pedagogical requirements, to guide the design of learning analytics visualisations that can inform instructors’ pedagogical decisions or intervention strategies. The workflow is illustrated with a case study in which collaborative activities were deployed in a real classroom. Finally, the paper proposes a research agenda to support designers and implementers of learning analytics interfaces.

scholarly journals Theory-based learning analytics to explore student engagement patterns in a peer review activity

2021 ◽  
Author(s):  
Erkan Er ◽  
Cristina Villa-Torrano ◽  
Yannis Dimitriadis ◽  
Dragan Gasevic ◽  
Miguel L. Bote-Lorenzo ◽  
...  
Keyword(s):  
Student Engagement ◽  
Peer Review ◽  
Learning Analytics

scholarly journals Automated Feedback Is Nice and Human Presence Makes It Better: Teachers’ Perceptions of Feedback by Means of an E-Portfolio Enhanced with Learning Analytics

2021 ◽  
Vol 11 (6) ◽  
pp. 278
Author(s):  
Pihel Hunt ◽  
Äli Leijen ◽  
Marieke van der Schaaf
Keyword(s):  
Learning Analytics ◽  
Electronic Portfolio ◽  
Human Interaction ◽  
Web Based ◽  
Teachers Perceptions ◽  
Use Of Technology ◽  
Group Interviews ◽  
Automated Feedback ◽  
Development Course

While there is now extensive research on feedback in the context of higher education, including pre-service teacher education, little has been reported regarding the use of feedback from teachers to other teachers. Moreover, literature on the potential advantages that the use of technology, for example electronic portfolios and learning analytics, has in improving feedback in the in-service workplace practices, is also sparse. Therefore, the aim of this exploratory case study was to explore how in-service teachers perceived the peer feedback they received and provided through a web-based electronic portfolio during a professional development course carried out in their workplace. Questionnaire and interview data were collected from 38 teachers who received feedback through a learning analytics enhanced electronic portfolio and from 23 teachers who received feedback only by the electronic portfolio. Additionally, one individual and four focus group interviews were conducted with 15 teachers who were the feedback providers. Several common topics were identified in the interviews with the feedback receivers and providers, involving the benefits and challenges of human interaction and the flexibility of the feedback process that the electronic portfolio offered. The results also revealed better feedback experience within the group of teachers who received extra feedback by means of learning analytics. It is concluded that although an electronic portfolio provides a useful tool in terms of flexibility in the provision and receipt of feedback, the need for human interaction was acknowledged.

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