{"id":6299,"date":"2021-06-29T11:33:01","date_gmt":"2021-06-29T10:33:01","guid":{"rendered":"https:\/\/blogs.ncl.ac.uk\/ltdev\/?p=6299"},"modified":"2021-06-29T11:33:02","modified_gmt":"2021-06-29T10:33:02","slug":"learning-analytics","status":"publish","type":"post","link":"https:\/\/blogs.ncl.ac.uk\/ltdev\/2021\/06\/29\/learning-analytics\/","title":{"rendered":"Learning Analytics"},"content":{"rendered":"\n

Do you know how analytics might help you in your teaching?<\/strong> <\/h2>\n\n\n\n

There are lots of definitions of learning analytics but the most widely cited definition that aligns with Newcastle University’s approach is what Siemens and Ga\u0161evi\u0107’s<\/a> 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.” <\/p>\n\n\n\n

With this in mind, colleagues came together at the latest NUTELA session to explore analytics and share what worked for them. We\u2019ve included videos and some key ideas from each of our presenters below: <\/p>\n\n\n\n

Using analytics to gain insights into students’ access.<\/strong> <\/h3>\n\n\n\n

Rachelle Maddison, INTO <\/strong> <\/p>\n\n\n\n

Rachelle used analytics with a small group of international students\u00a0during\u00a0the lockdown to check if they could\u00a0access resources on Canvas. Rachelle’s transparency about the purpose of using Canvas New Analytics promoted trust and partnership with students.\u00a0\u00a0<\/p>\n\n\n\n

In this video, Rachelle explains how this helped her to make changes to her course content\u00a0early\u00a0in the\u00a0academic year.\u00a0<\/p>\n\n\n