{"id":8327,"date":"2025-09-10T16:33:29","date_gmt":"2025-09-10T15:33:29","guid":{"rendered":"https:\/\/blogs.ncl.ac.uk\/ltdev\/?p=8327"},"modified":"2025-09-10T16:33:30","modified_gmt":"2025-09-10T15:33:30","slug":"nula-features-and-improvements-for-2025-26","status":"publish","type":"post","link":"https:\/\/blogs.ncl.ac.uk\/ltdev\/2025\/09\/10\/nula-features-and-improvements-for-2025-26\/","title":{"rendered":"NULA features and improvements for 2025\/26"},"content":{"rendered":"\n

As we begin the new academic year, NULA has introduced a range of new features and enhancements in the staff-facing system designed to make learning analytics more accessible, informative, and useful. These updates build on feedback from colleagues and aim to provide clearer insights into student engagement, easier navigation of the system, and more practical tools to support tutoring conversations.<\/p>\n\n\n\n

Metric help pop-over<\/h3>\n\n\n\n

To make NULA\u2019s metrics clearer and easier to interpret, a new metric help pop-over<\/strong> has been introduced. This feature provides quick, accessible explanations of each engagement metric\u2014such as attendance, Canvas activity, submissions, and days since last activity\u2014along with the data sources used to calculate them. By simply clicking on the hotspot icons in the student list or student overview pages, staff can see detailed guidance without leaving the page.<\/p>\n\n\n\n

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Student attendance grid view<\/h3>\n\n\n\n

The student attendance grid<\/strong> in the student overview has been upgraded to give staff more flexibility and clearer insights. Instead of a fixed 30-day snapshot, colleagues can now filter attendance by a date range, with a simplified table view, making it easier to spot patterns that matter in student conversations.<\/p>\n\n\n\n

\"\"<\/a><\/figure>\n\n\n\n

Tiers<\/h3>\n\n\n\n

The new Tiers feature<\/strong> makes it easier to filter and navigate student data by School, Faculty, or course. Depending on their role within the system, this means staff can quickly focus on the level of detail most relevant to them, whether looking across a whole Faculty or drilling down to a single course. Tiers also pave the way for more granular engagement metrics<\/strong>, giving a clearer picture of how students are engaging.<\/p>\n\n\n\n

\"\"<\/a><\/figure>\n\n\n\n

Student Engagement history<\/h3>\n\n\n\n

The student engagement history<\/strong> on a student overview page has been enhanced to give staff greater flexibility when reviewing patterns over time. You can now apply date range filters to focus on specific periods and choose to view individual data sets\u2014including attendance, submissions, or Canvas engagement\u2014separately. This makes it easier to spot trends, identify changes in behaviour, and have more informed conversations with students about their engagement.<\/p>\n\n\n\n

\"\"<\/a><\/figure>\n\n\n\n

These updates improve NULA\u2019s usability and provide staff with clearer, more flexible insights into student engagement. Additional features and enhancements will be introduced throughout the year, continuing to expand the system\u2019s capabilities and support for staff and students.<\/p>\n","protected":false},"excerpt":{"rendered":"

As we begin the new academic year, NULA has introduced a range of new features and enhancements in the staff-facing system designed to make learning analytics more accessible, informative, and useful. These updates build on feedback from colleagues and aim to provide clearer insights into student engagement, easier navigation of the system, and more practical … <\/p>\n

Continue reading “NULA features and improvements for 2025\/26”<\/span><\/a><\/p>\n","protected":false},"author":8097,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[686,756,1,453],"tags":[],"class_list":["post-8327","post","type-post","status-publish","format-standard","hentry","category-learning-analytics","category-learning-analytics-nula","category-other","category-student-support"],"_links":{"self":[{"href":"https:\/\/blogs.ncl.ac.uk\/ltdev\/wp-json\/wp\/v2\/posts\/8327","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ncl.ac.uk\/ltdev\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ncl.ac.uk\/ltdev\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ncl.ac.uk\/ltdev\/wp-json\/wp\/v2\/users\/8097"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ncl.ac.uk\/ltdev\/wp-json\/wp\/v2\/comments?post=8327"}],"version-history":[{"count":2,"href":"https:\/\/blogs.ncl.ac.uk\/ltdev\/wp-json\/wp\/v2\/posts\/8327\/revisions"}],"predecessor-version":[{"id":8333,"href":"https:\/\/blogs.ncl.ac.uk\/ltdev\/wp-json\/wp\/v2\/posts\/8327\/revisions\/8333"}],"wp:attachment":[{"href":"https:\/\/blogs.ncl.ac.uk\/ltdev\/wp-json\/wp\/v2\/media?parent=8327"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ncl.ac.uk\/ltdev\/wp-json\/wp\/v2\/categories?post=8327"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ncl.ac.uk\/ltdev\/wp-json\/wp\/v2\/tags?post=8327"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}