Element 13: Analytics

What is this element about?

This element focuses using UNE learning systems to assist with student support, engagement and future unit improvement. Analytics can be utilised through the internal LMS system and through external supported system such as ATRIUM.

Why is it important?

UNE learning supported systems collate a vast range of data that can be used to benefit learners, teachers, administrators, learning and curriculum designers.

Benefits of analytics include:

Leaners: 

• Give visibility to behaviour patterns
• Track change over time
• Compare progress
• Opportunity to manage performance

Teachers: 

• Understand how unit resources are used
• Observe student engagement patterns
• Respond/adapt unit in response to student engagement patterns
• Reflect on own teaching practice

Administrators: 

• Assess unit performance
• Gain in-depth insight on a units performance
• Provide meaningful  comparisons across units or iterations of delivery.

Learning/curriculum designers: 

• Inform on how individuals are interacting in a unit and advise developments accordingly
• Opportunity to examine impact of user behaviour impacts other outcomes.

(Adapted from Collins, 2022)

The value of analytics is dependent on how the data is used as well as the data that is collected. This means that analytics should lead to action to enhance learning opportunities.

A simple measure of an institution’s analytics capability is its demonstrated ability to seamlessly move from data to analysis to action. (Norris et al., 2008, pp. 56–57)

This element relates to the following research and practice informed guidelines/ frameworks:

TELAS Guidelines

• 3.5. Learning analytics are available to learners.

UNE Learning Standards

• 5. Promote active engagement:
  Our learning experiences are designed to nurture student engagement and challenge in their learning. Learning experiences encourage in students both intellectual and emotional engagement in their studies. By taking an active role in their learning, students are rewarded with a sense of achievement and growth.

• 7. Use technology to enrich and enable learning:
  Our learning experiences are designed to utilise existing and emerging technologies to enrich learning and provide opportunities to engage in new and meaningful ways. Technology should be used purposefully and must add value to the learning experience.

What can I do?

Some things you can do include:

• Explore opportunities to utilise LMS internal data analytics
• Make analytics available to students when appropriate – this may be through universal settings for all students in a unit or accessing specific data to support individual students
• Use analytics at key points of the learning process to support student engagement – for example, use LMS user reports early in the unit delivery to identify learners who have not accessed a unit.
• Include the use of ATRIUM analytics as appropriate
• Explore the use of automated systems that align with data to prompt student engagement and or to trigger actions for t further student support involvement.
• Use unit data analytics to provide insights on how to improve a unit

Hints and tips

Tips for tracking inactive students with ATRIUM Digital Education @ UNE Blog

Learning Futures Roadshow #1 – Learning Analytics. Digital Education @ UNE Blog

Video: Small data and ‘person-alisation’ – how relationships and engagement drive learning analytics at the University of Sydney. Digital Education @ UNE Blog

Introduction to Atrium – recording of recent introduction session. Digital Education @ UNE Blog

Webinar: Showcasing the Atrium Retention Platform – Monday, 20th June. Digital Education @ UNE Blog

Help and Support

Teaching Online @ UNE contains information on learning analytics.

Contact the Learning Design team for specific unit related guidance and advice: learningdesign@une.edu.au

Supporting resources

Collins, B. (2022, January 18). Harnessing the Potential of Learning Analytics Across the University. Wiley University Student Support Services. https://universityservices.wiley.com/potential-for-higher-education-learning-analytics/

Norris, D., Baer, L., Leonard, J., & Pugliese, L. (2008). Action Analytics: Measuring and Improving Performance That Matters in Higher Education. EDUCAUSE Review, 43(1), 42–67.

TELAS Framework https://www.telas.edu.au/framework/

UNE Online Learning Standards: https://myune.sharepoint.com/sites/academic-transformation/SitePages/Principals-for-Designing-Learning-Experiences-Online.aspx