Setting learning analytics in
context: overcoming the
barriers to large-scale
Rebecca Ferguson, Doug Clow
Shane Dawson, Leah Macfadyen
Shirley Alexander, Alfred Essa
“The many elements
of the „TEL Complex‟
must all be taken into
account as an
Scanlon, E., Sharples, M., Fenton-
O'Creevy, M., Fleck, J., Cooban, C.,
Ferguson, R., Cross, S., Waterhouse,
P. (2013). Beyond Prototypes. London:
TEL Research Programme.
at The Open University
The Open University, UK
VLE (Moodle) data
Help desk data
250,000 students around the world
Talking the same language
Resource page? Sub page? URL?
Significance of dates?
Understanding learning design
How many forums?
What were their roles?
How were they timetabled?
Agreeing on conventions
80% agreed or strongly agreed that….
80% of registered students?
80% of those who completed the survey?
80% of those who completed both survey and course?
Or is it
80% of survey respondents who completed the
course and did not select „not applicable‟
Thinking through ethical issues
Support, not surveillance
Reporting at module level, not individual level
Survey responses kept apart from activity data
Making data accessible, not overwhelming
Negotiating meaning, not dictating interpretation