{"id":3730,"date":"2021-12-20T14:02:42","date_gmt":"2021-12-20T14:02:42","guid":{"rendered":"http:\/\/blogs.cardiff.ac.uk\/LTAcademy\/?p=3730"},"modified":"2022-04-13T15:46:20","modified_gmt":"2022-04-13T15:46:20","slug":"learning-analytics-at-cardiff-university","status":"publish","type":"post","link":"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/learning-analytics-at-cardiff-university\/","title":{"rendered":"Learning Analytics at Cardiff University\u202f"},"content":{"rendered":"

Since\u00a02020, it has become increasingly challenging to see and support our students\u2019 engagement. As we increasingly use a wider blend of approaches to teach and support learning, naturally our students show a more complex and personalised pattern of engagement with their course. Perhaps we are no longer able to rely on spotting that a student has missed a few lectures\u202fas a spark to a first conversation about engagement.\u202fPerhaps we are less likely to see our keenest students working busily in the library, as we spend less time on campus.\u202fOr perhaps we spend less time in communal areas with colleagues, sharing insights and concerns about our shared students\u2019 engagement.\u202f\u202f<\/span>\u00a0<\/span><\/p>\n

Students entering\u202fLevel 4 have experienced disruption and transformation at\u202fscale.\u202fCardiff University is committed to supporting the\u202ftransition of each student into the institution and into the fold of Higher Education more generally.\u202fLooking ahead, one of the possible tools in the toolkit of Personal Tutors\u202fcould be\u202fLearning Analytics. Learning Analytics sees data on students\u2019 learning brought together in one time-saving space to provide an overview of how students are engaging and performing.\u202f<\/span>\u00a0<\/span><\/p>\n

It is hoped that Learning Analytics could offer staff a platform to have evidence-based conversations with students about their engagement with their courses.\u202fEmpowering students to\u202fdiscuss\u202ftheir learning and engagement\u202fis likely to\u202fbenefit\u202fstudents, as they will\u202ftake time to consider what they may need to do to reach their goals\u202fwith their Personal Tutor\u2019s support at hand.\u202f\u202f<\/span>\u00a0<\/span><\/p>\n

What is Learning\u00a0Analytics?\u00a0\u00a0<\/span><\/h2>\n

Even in early weeks of study, data is presented around if and how students are engaging with their online modules.\u202fReaching out in these early weeks\u202fwith targeted and personalised support\u202fcould\u202fset students on the surest path to success.\u202fAs the term develops, assessment data can be discussed alongside engagement data, giving a burgeoning picture of\u202fhow a student\u2019s engagement may affect their performance.\u202fData\u202fcan be explored at individual and cohort level, allowing\u202fperspective\u202fand nuances to be better appreciated.\u202f<\/span>\u00a0<\/span><\/p>\n

How we\u2019re using Learning Analytics at Cardiff University<\/h2>\n

Cardiff University are currently piloting Jisc\u2019s Data Explorer tool\u202fwith Personal Tutors in four Schools (CHEMY, MEDIC, MLANG and SOCSI).\u202fBuilding on the experience and support already provided by Personal Tutors in the Schools, it is\u202fhoped that the pilot will help us\u202fevaluate the system and what Learning Analytics may mean more generally for academic practice around personalised support.\u202fThe pilot is aimed at supporting the transition of students\u202fat Level 4.\u202f<\/span>\u00a0<\/span><\/p>\n

We are working with Student Champions and the\u202fstudent cohorts in our pilot Schools to shape our approach to\u202fLearning Analytics.\u202fStaff involved in the pilot are committed to ensuring that Learning Analytics\u202fis beneficial to\u202fstudents and always a supportive tool. Ensuring that we are led by student voice throughout the pilot (and beyond) is\u202frightly\u202frecognised as crucial to the success of the project.\u202f\u202f<\/span>\u00a0<\/span><\/p>\n

The dashboards currently display biographical\u202fdata, SIMS data and VLE data in a range of configurable graphs for each student and module. The potential of the system is much more powerful,\u202fhowever. Integrations for data from spaces such as Panopto, Zoom, Teams and library services can be achieved, as well as\u202fphysical and virtual attendance.\u202f\u202f<\/span>\u00a0<\/span><\/p>\n

It is paramount that we do not gather data for data\u2019s sake and carefully consider whether each set illuminates the students\u2019 engagement and progress.\u202fEngagement is a personal matter, and in this increasingly blended landscape of learning, we would expect more choice and personalisation. In time, insights about correlation and causation in learning may help us understand\u202fand communicate\u202fwhat works\u202fwith our students in order to best ready them for success.\u202f<\/span>\u00a0<\/span><\/p>\n

Written by Ada Huggett-Fieldhouse\u00a0<\/span><\/span>\u00a0<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"Since\u00a02020, it has become increasingly challenging to see and support our students\u2019 engagement. As we increasingly use a wider blend of approaches to teach and support learning, naturally our students […]","protected":false},"author":1774,"featured_media":3737,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":true,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2},"jetpack_post_was_ever_published":false},"categories":[371,36],"tags":[],"custom_author":[],"class_list":["post-3730","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-digital-education","category-student-engagement"],"lang":"en","translations":{"en":3730,"cy":3733},"jetpack_publicize_connections":[],"jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p4KqgK-Ya","meta_box":[],"jetpack_featured_media_url":"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/wp-content\/uploads\/sites\/286\/2021\/12\/sub-article-2-1.png","pll_sync_post":[],"_links":{"self":[{"href":"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/wp-json\/wp\/v2\/posts\/3730","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/wp-json\/wp\/v2\/users\/1774"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/wp-json\/wp\/v2\/comments?post=3730"}],"version-history":[{"count":3,"href":"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/wp-json\/wp\/v2\/posts\/3730\/revisions"}],"predecessor-version":[{"id":3739,"href":"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/wp-json\/wp\/v2\/posts\/3730\/revisions\/3739"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/wp-json\/wp\/v2\/media\/3737"}],"wp:attachment":[{"href":"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/wp-json\/wp\/v2\/media?parent=3730"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/wp-json\/wp\/v2\/categories?post=3730"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/wp-json\/wp\/v2\/tags?post=3730"},{"taxonomy":"custom_author","embeddable":true,"href":"https:\/\/blogs.cardiff.ac.uk\/LTAcademy\/wp-json\/wp\/v2\/custom_author?post=3730"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}