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Where should the university go next?  Your thoughts please.

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Where should the university go next?  Your thoughts please.

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Step 1.  assess the data and provide module activity reports

Step 2. Look at a course in more detail over time.

Step 3.  Look to formalise useful data streams into a dashboard, either within BES or across the university

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Progress is being made with the new attendance monitoring system.

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does this help

a dashboard is a simple way of visualisingthe answers to these questions.

key findings:

that enagagement is MUCH more of an indicator than entry level qualifications OR background.

that interventions need to be accepted in order to work

· The Blackboard definition How to provide students with immediate real time feedback

·  How to design effective interventions

·  How to assess innovations

·  Do these findings apply equally to all students

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4 projects were chosen by JISC to fund small scale innovation they were:

1. addressing student workload

2. evaluating the deeper learning levels of discussion on online courses

3. making use of CQEM and NSS data for course evolution.

4. looking at the impact of pace on learning outcomes

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The UK learning analytics network is about to select some micro-projects to push forward learning analytics in new and innovative directions. At the next meeting of the network in Nottingham on 24 th June, the community will decide which of the proposals will receive funding from Jisc of up to £5,000 each.

Some interesting suggestions have already been proposed via ideascale and been voted on publicly. The seven most popular ideas will now go forward in Nottingham for a panel to decide which will receive funding. Here's a quick summary of the top contenders:

Providing learning material to students that's of interest, at the right level, and stretches their learning, is challenging. Student workload contributes to students' decisions around withdrawing from study and is among the most important course-related factors influencing student drop-out.The call of duty visualised - workload planning tool - Jitse van Ameijde, Lisette Toetenel, Vicky Marsh, Nai Li & David Cook, the Open University
The problem:
The solution: the project will develop a tool to enable staff to record course directed workload using a taxonomy of seven activity types (assimilative, finding and handling information, communication, productive, experiential, interactive/adaptive and assessment). By linking this information to student outcome information, insight will be provided into the impact of workload on student outcomes, e.g. relating the amount and type of workload to student satisfaction and pass rates.

Automated system for cognitive presence coding - Vitomir Kovanović, Srećko Joksimović & Dragan Gašević, University of Edinburgh
The problem: A widely used theoretical model that describes different dimensions of online learning is the Community of Inquiry (CoI) framework. The central component of the model is cognitive presence, which is associated with the development of students' critical thinking and construction of meaning through the collaborative inquiry process. This is normally analysed post-course by surveys or manual coding - not allowing any analysis of the social learning as it unfolds.
The solution: The project will enable the use of the CoI framework for continuous monitoring of student discourse. Using text mining and text classification techniques the team will develop an automated content analysis system to label each student discussion message in accordance with CoI coding scheme. This will then provide novel visualisations and dashboards which give insights into student learning processes.

Can survey data be used as an indicator of learning outcomes? - Karl Molden, University of Greenwich
The problem: The University of Greenwich currently collects a large volume of survey data from a number of different sources; as well as the National Student Survey the University also runs many other surveys of different groups of students - postgraduates, new entrants, overseas students etc. Some of these surveys are also conducted by other institutions which means that it is possible to make comparisons and perform benchmarking exercises. However, very little work has been done in trying to understand if further value could be leveraged from the data by matching it to other information sources.
The solution: The project will take data from the 'University Student Survey' and match it to end of session progression and completion information. The first stage of the analysis of this merged dataset would be to investigate if a correlation exists between responses to sets of questions which are indicative of positive engagement with the University and better learning outcomes. If such a correlation can be shown, the second stage would be to apply a similar analysis to in-session, course level survey responses which could potentially be used to help understand which students may require support to achieve the best learning outcomes.

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Jisc micro-projects: supporting innovation in learning analytics

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The UK learning analytics network is about to select some micro-projects to push forward learning analytics in new and innovative directions. At the next meeting of the network in Nottingham on 24 th June, the community will decide which of the proposals will receive funding from Jisc of up to £5,000 each.

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This is a growth area for UK institutions.  Some 60+ are already actively involved in nework developments through a JISC community at

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We're working in collaboration to build a learning analytics service for the sector. There are over 50 universities and colleges signed up to the initial phases of the implementation.

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Log in to Moodle, choose a module and turn editing on.

For flipped classroom, try activities: online activity registers. or try an overview graph.

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Do you know your students are struggling before they fall off the assessment cliff?  How?  If not, would you like to?

Do you use the CQEM and NSS survey data to refine and change?

If you had real-time data, would you use it?

What would be the MOST useful piece of information you could have about your students?