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The readings and videos provides interesting information, perspectives, and examples of the use of learning analytics.  I really appreciated the TLT Symposium video which brought up many valuable points.  I liked the various examples of learning analytics and its connection to the future of assessment through programs such as Purdue Signals- with the colors (red, yellow, green) to help guide students about their progress, Open Learning Initiative with the use of cognitive tutors, and Degree Compass.  The connection of learning analytic which such ordinary things as television shows and Netflix really got me thinking about how much of our lives are being monitored for someone's analysis and "marketing". The adaptive InBloom Gates program as an informed ongoing learning model that emphasizes personalized teaching was also interesting.  All of these examples can be used to help my career and students in university first year writing and technical communication courses.  The fields of "study" which I engage with students involves more practice hands-on writing, revising, responding then memorizing facts per se but the learning analytics can still be an important part of the learning process.  For example, personalized teaching can be used to help  students who struggle with certain aspects of the writing process and then they can get specific feedback and development ideas through tutoring and peer feedback. This point leads to another helpful insight about analytics and the role social learning plays with student growth.  I have found that students often respond better to comments they receive on their papers/projects from fellow students than just reading my feedback.  When they can connect socially and academically with the peers, they can often fill in the gap of the papers/projects more than just me -one teacher.  The data can help students see patterns and habits in their learning and give recommendations for improvement.

Who owns the data? is another intriguing question.  Is it the student's or the institution's? That can be a debatable point, but I personally think the student should be the owner since it it his learning.  The institution can use it for data purposes or assessments or school reports but since it is from students generated results, they should be able to take it with them.

At first, I was not impressed with the concept of learning analytics since I thought it was relying too much on machines and was impersonal.   I was also concerned about the potential for the lack of reliance on the instructor and the potential for lack of creativity, but just as with any "machine" or program- it is up to the humans to control the machine and not let the machine or system control them.  The system is there to enhance the learning not take away from the classroom or human interaction.

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The term "Learning Analytics" is a new term for me although I am familiar with the overall concept.  The learner-produced data trails provide valuable insights into the learning process (Long and Siemens).  The 1st International Conference on Learning Analytics and Knowledge, "learning analytics is the measurement , collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs"

Based on the readings and videos, there are several advantages to learning analytics:

focused specifically on learner and their learning behaviors

gather data from course management system to manage student success (including early warning signs for remediation and intervention)

collected data then helps instructor and student design plan and make informed decisions about student learning process and goals

helps target instructional, curricular, and support resources to the maximum to fully support the achievement of specific goals

data provides clues and insights to potential instructional changes to better guide students

teachers receive real-time input on student performance, students receive feedback in relation to others and their own goals, administrators see how to best improve the quality and value of the learning experience

connect and share learning through social networks instead of just one source-the teacher

Learning  analytics centers on the learning process (analyzing the relationship between learner, content, institution, and educator). Long and Siemens

Big data and knowledge domains can be captured-interesting points

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Mary Ellen Muesing