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1. What is Learning Analytics?

The range of techniques to gather, store, and use data for administrative, programmatic, and pedagogical purposes. Data ranges from measuring retention, understanding progress, tracking tool usage, and provided student specific data. (K G, S., Kurni, M. 2021, pg 1)

2. What are the advantages of using learning analytics?

Learning analytics can help to assess learning behaviors and attitudes, determine useful tools, and analyze beneficial instruction or next steps for students. Learning analytics can help to determine scaffolds that are expected to help students show better performance. (K G, S., Kurni, M. 2021, pg 5)

3. How do you see yourself personally using learning analytics?

One way that I really see myself using Learning Analytics is through our iReady platform and tool usage data. iReady allows us to look at student data, whether in lessons or assessments and helps to determine next steps. Our county data usage tools allow us to make decisions about what applications/programs our students/teachers are utilizing the most. If we have a request for a program purchase, I can pull the data on that program. If only one classroom is using it, it really won't benefit our entire school, so it may not be the best use of money.

References:

K G, S., Kurni, M. (2021). Introduction to Learning AnalyticsLinks to an external site.. In: A Beginner’s Guide to Learning Analytics. Advances in Analytics for Learning and Teaching. Springer.

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Kristina made a great point that learning analytics can help decision makers decide where to spend the money. I used i-Ready in two districts, and I loved the amount of data it provided to justify its cost. In my most recent district, we used a different program that we were required to use, but we hated it. Our usage data showed us using the program as intended, but students were not engaged and not learning, because they learned to "cheat the system." How can decision makers circumvent these issues, where one data point shows heavy usage, which can equal a great program?

Trinica

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What is Learning Analytics?

Learning Analytics involves gathering and analyzing data on students, their learning, and the context, then using that information to improve and support education. IATED (2021) and K G and Kurni (2021) each share a more detailed definition: “Learning analytics refers to the collection, measurement, analysis, and reporting of data about learners and their contexts, for the purpose of understanding and optimizing learning and the environments in which it occurs.” Data can be gathered from various sources, such as those produced by teachers and students, assessments, learning environments, and several other origins (IATED, 2021). The data is then used to drive decisions that will ideally support learners and create a more successful learning environment for all stakeholders.

What are the advantages of using learning analytics?

There are several advantages to using learning analytics. Pelletier et al. (2021) note that the use of learning analytics allows institutions “to better understand and interpret the needs and challenges of learner populations” (p. 19). These insights provide the information needed to ensure that all students are engaged and on track in their studies. Instructors can also use learning analytics to access learning behavior, evaluate social learning, improve learning materials and tools, provide individualized learning, predict student performance, and visualize learning activities (K G & Kurni, 2021).

How do you see yourself personally using learning analytics?

I used learning analytics as a classroom teacher on a daily basis. I formed learning groups and planned based on data collected from multiple sources, including adaptive diagnostic tests, performance in adaptive learning platforms, classroom assessments, and EVAAS data (predictive performance data provided by NCDPI). As I transition into an instructional designer role, learning analytics will allow me to assess engagement, identify those who are at-risk, and provide feedback in the courses I design. Using learning analytics will also aid me in continuously improving the courses to ensure learning is taking place in the way it is intended.

References

IATED. (2021, July 30). EDULEARN21 - Barbara Wasson: Data and Learning Analytics [Video]. YouTube. https://www.youtube.com/watch?v=0Bxu7yvnMug

K G, S., Kurni, M. (2021). Introduction to Learning Analytics In: A Beginner’s Guide to Learning Analytics. Advances in Analytics for Learning and Teaching. Springer.

Pelletier, K., et al. (2021). 2021

EDUCAUSE Horizon Report Teaching and Learning Edition. EDUCAUSE.

Pelletier, K., et al. (2022). 2022 EDUCAUSE Horizon Report, Teaching and Learning Edition. EDUCAUSE.

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1. What is Learning Analytics?

“In “The Beginner’s Guide for Learning Analytics,” it states that learning analytics incorporates a wide variety of techniques used to gather, store, and report data used for administrative, programmatic, and pedagogical purposes. (K G, S., Kurni, M., et al., 2021, p. 1)” The data can follow student retention, tools being used by students, understanding student progress, and looking at student specific data. Learning analytics also includes environments in which students come from. “In “The Beginner’s Guide for Learning Analytics,” it states that the three main components of learning analytics are data, analysis and action (K G, S., Kurni, M., et al., 2021, p. 4)”

2. What are the advantages of using learning analytics?

According to the 2021 EDUCAUSE Horizon Report, learning analytics data can be tied directly to retention and persistence efforts to keep students engaged, enrolled, and graduating (Pelletier, K. et al., 2020, p. 20).” Engagement in the classroom is down, so using learning analytics can benefit educators and school administrators by using data to keep students engaged and willing to stay in school. Learning analytics can be used to analyze personalized student data by studying their habits and patterns of learning. Another benefit of learning analytics is is real-time access, analysis, and modeling of educational information (K G, S., Kurni, M., et al., 2021, p. 13). If we have real-time access on hand, educators can quickly change how they are using materials and what materials they are using to benefit student learning. Learning analytics can close achievement gaps and could keep some students from dropping out of school.

3. How do you see yourself personally using learning analytics?

I can see myself using learning analytics with my students in the classroom. Watching and analyzing how students learn in the classroom. Some students learn better in a hands-on approach and some need more of a visual approach. Students learn in different ways and as a teacher I have to figure out the best way to educate my students. The materials that I use with students might need to change if they are not learning with those materials. In my small math and reading groups, I have to meet each student on their reading and math levels. Also, I have to take into consideration what kind of environments my students are coming from in the home. As an educator I have to take into account the learning my students are getting, the teaching I give to them, and their educational environment.

Resources:

1. K G, S., Kurni, M. (2021). A Beginner’s Guide to Learning Analytics. Advances in Analytics for Learning and Teaching. Springer. https://doi.org/10.1007/978-3-030-70258-8

2. 2. Pelletier, K. et al. (2021). 2021 EDUCAUSE Horizon Report, Teaching and Learning Edition. EDUCAUSE. https://library.educause.edu/-/media/files/library/2021/4/2021hrteachinglearning.pdf?la=en&hash=C9DEC12398593F297CC634409DFF4B8C5A60B36E

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Tiffany,

As a now former teacher myself, I agree with your assertion that classroom engagement is down. Have you used any worthwhile data collection methods to measure engagement? As a teacher, I looked at Canvas usage as well as time spent on our learning platform, but those only provided a small snapshot of usage data, not necessarily engagement data. How do we know when learners are engaged?

Trinica

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1. What is learning analytics?

According to KG and Kurni, learning analytics is the measurement, collection, analysis, and reporting of data about learners and their contexts to understand and optimize learning and the environment in which it occurs (KG, S., Kurni, M. 2021, pg 3). This data will help learners be successful. Learning analytics can come from learning management systems, student information systems, and cocurricular data sources (Pelletier, K. et al. 2021, pg 19).

2. What are the advantages of using learning analytics?

According to A Beginner’s Guide to Learning Analytics, there are many advantages of using learning analytics. Here are a few benefits that are mentioned: access learning behavior, individualized learning, and predict student performance (KG, S., Kurni, M. 2021, pg 5). With data, learning behaviors can be analyzed by measuring the student’s engagement behavior style. Individualized learning is important since different types of learners learn differently. Analyzing student data helps drive personalized learning for each student. Student performance predictions help educators know which students are on target and which students are at risk. Learning analytics use data to help optimize learning so students can be successful.

3. How do you see yourself personally using learning analytics?

As an educator, using learning analytics is important because I use data from adaptive tests, diagnostic tests, formative assessments, and summative assessments to help create personalized learning paths for students. Some students need interventions based on their data and other students excel. Using learning analytics will help all students be successful.

Resources:

K G, S., Kurni, M. (2021). Introduction to Learning Analytics. In: A Beginner’s Guide to Learning Analytics. Advances in Analytics for Learning and Teaching. Springer.

Learning Analytics. (pp. 19-21). Pelletier, K. et al. (2021). 2021 EDUCAUSE Horizon Report, Teaching and Learning Edition. EDUCAUSE.

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Nuria Barroso

1. What is Learning Analytics?

As defined in A Beginner’s Guide to Learning Analytics, “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.” (K G, S., Kurni, M. 2021, pg 3).
There are three components in the process: data or “raw material”, the starting point of the process; Analysis,  or algorithms used to analysis the data; and Action or decisions to make changes based on the data analysis (K G, S., Kurni, M. 2021, page 4).

The goal of Learning Analytics is to make evidence-informed decisions about teaching and learning and better serve the learners community (Pelletier, K. et al. 2021, page 19)

2. What are the advantages of using learning analytics?

According to KGand Kurni, learning analytics can help in the design of curricula with the sequence and content, and also offering insights on the learning process. (K G, S., Kurni, M. 2021, page 13).

In the 2021 Educause Horizon Report, Pelletier mentions the use of learning analytics “to better understand and interpret the needs and challenges of learner populations”. (Pelletier, K. et al. 2021, page 19)

3. How do you see yourself personally using learning analytics?
As an ESL teacher I am involved in administering WIDA Testing for Multilingual students every year. The test evaluates the four communicative skills of multilingual students (listening, speaking, reading and writing). ESL teachers receive the report with a lot of data to analyze. I am able to see patterns of students individually and collectively and we can compare with results from previous years. In fact, I am currently involved in this process of analysis. I see for example that 6th graders consistently score lower than the previous year, or that a high percentage of students score the lowest in the speaking test. Numbers do not give me an explanation, but to me they are an opportunity to reflect and discuss factors that can affect the results, and try to use them to improve those results in the future.

K G, S., Kurni, M. (2021). Introduction to Learning Analytics: A Beginner’s Guide to Learning Analytics. Advances in Analytics for Learning and Teaching. Springer.

Pelletier, K. et al. (2021). 2021 EDUCAUSE Horizon Report, Teaching and Learning Edition. EDUCAUSE.

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1. What is Learning Analytics?

Through the definitions and discussions in our readings such as, “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.” (K G, S., Kurni, M. 2021, pg 3), I have come to understand learning analytics as the means by which we can determine best practices for learning strategies and environments through gathering data. This data comes from previous learning experiences/environments, and can be derived from an abundance of sources; LMS usage and performance, measurable knowledge checks such as tests or projects, and online resources are some examples of sources that learning analytics data can be extracted from in order to get a better understanding of what affects the learning styles and success of different students.

2. What are the advantages of using learning analytics?

In A Beginner’s Guide to Learning Analytics, some of the uses they mention for learning analytics are things like, “Access learning behavior… improve learning materials and tools… individualized learning” (K G, S., Kurni, M. 2021, pg 5); the specific aforementioned three are the ones I picked out and identified to specifically be advantages to using learning analytics. In terms of accessing learning behavior, learning analytics can determine certain trends and preferences within the engagement and operational uses of learners, giving insight for instructors on what kind of materials and delivery methods resonate the most with their students. Improving learning materials and tools is sort of self explanatory, but learning analytics can specifically contribute to this through identifying gaps in performance and lack of interaction with certain tools in order to rule out their usefulness and redirect to new and more relevant options. Learning analytics could also advantageously contribute to individualized learning, as performing data analyses on specific learners and their learning habits/styles will help to narrow down what environment and methods will specifically suit them best in order to succeed.

3. How do you see yourself personally using learning analytics?

Though I am not currently in a field or position that requires me to interact with people on a learner/instructor level, or allows me to create learning content, there was an aspect of one of the EDUCAUSE articles that I felt I could relate to in terms of personally using learning analytics. The article touches on how, “One recent C-ALT project focused on student study behaviors and offered a personalized visualization to each student to help them better understand their study habits and patterns.” (Pelletier, K. et al. 2021, pg 20), specifically mentioning how the analytics were presented to the learners in this case, rather than their instructors, in order to give them a better idea of what learning environments were best suited for them. I believe using learning analytics in this way for myself would be very relevant and beneficial, as I am of the opinion that we can always learn and grow as people and students, and so would welcome any insight to further optimizing how I can successfully learn about topics and apply my knowledge.

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A common theme of engagement is consistently mentioned as an advantage of using learning analytics. Specifically, how does the use of learning analytics promote engagement in either a higher education or corporate setting?

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In a higher education setting, a learning analytics dashboard, similar to what the Learning Analytics dashboard for University of Michigan students, can be beneficial for student engagement. Both students and professors can view the dashboard. Students are able to make informed decisions about what they are currently doing (accessing course material, how much time they are spending online, performance, learning gaps, etc.). I also briefly read saw another research article that stated that engagement and overall performance improves when learning analytic dashboards send personalized reminders or recommendations for students to promote engagement based off the data. Learning analytics is a realistic, tangible resource for students. When there are performance gaps for students, students are able to see where the gaps are in their engagement. If they improve within these gaps, and performance gaps still occur, then teachers/professors know that true gaps may exist in teaching strategies, and instructional materials and tools.

Madison