Learning Analytics
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Learning Analytics
The most widely cited definition of learning analytics that aligns with Newcastle University's approach is what Siemens and Gašević's describe as "the measurement, collection, analysis and reporting of data about students and their contexts to help institutions understand and optimise educational processes, learning and the environments in which it occurs."
With the increasing use of educational technology, there is a need for flexible education that supports students in achieving their learning objectives, and learning analytics can help support this.
More about learning analytics within the UK higher education contexts and elsewhere can be found on the JISC website.
You can use learning analytics to support student learning. For example, knowing how many students viewed specific content could inform your instructional design, class discussions, assessments and future course development. Learning analytics can also inform supervision and discussions between personal tutors and tutees.
The approved Policy on the Ethical use of Student Data for Learning Analytics includes data in scope and out of the scope for the use of learning analytics at the University.
- Academic staff (Teachers and Teaching Assistants) can use learning analytics in their instructional design.
- Functional groups such as course teams who seek to improve current courses or develop new curriculum offerings.
- Directors and Administrators who support teaching and learning.