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Target Audience: All staff involved in or with an interest in teaching and learning
Strathclyde’s approach to learning analytics initiated with an innovative pilot project to examine the potential use of learning analytics across five diverse classes. This session’s aim is to disseminate the results of this project by presenting the experiences of staff involved with the project and the results of each class’s evaluation. Lessons learned from the pilot and how this has shaped the future direction of the project will also be presented.
Learning analytics, broadly defined as “the analysis and representation of data about learners in order to improve learning”[1], is an emerging discipline that develops from, and can be facilitated by, the increasing use of big data and technology in learning and teaching. With Higher Education becoming increasingly a more flexible and technologically supported experience with greater focus on individual choice and self-direction, learning analytics can help unpack what is needed to respond to this changing trend from knowledge to learning and also enhance what we do for a wider range of students and backgrounds. This is reflected in an emphasis on learning, with the learner supported and informed by student and academic data sources. Strathclyde’s focus is on adopting a student-centred approach, emphasising a systemic approach and the uniqueness of Strathclyde students’ needs in learning analytics. Applied to learning, this has the potential to inform programme and class design, pedagogy and assessment.
Lunch will also be provided during this lunchtime session.
[1] Clow, D. (2013). An overview of learning analytics. Teaching in Higher Education, 18(6), 683-695.
Delivered By: Learning Analytics Steering Group