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HeLF UK HE Research on Learning Analytics 2017

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The quantitative data from the Heads of eLearning Forum survey on learning analytics. It is an update from our 2015 survey.

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HeLF UK HE Research on Learning Analytics 2017

  1. 1. HELF UK HE RESEARCH ON LEARNING ANALYTICS DR BARBARA NEWLAND
  2. 2. AIMS OF SURVEY • an update on the 2015 HeLF survey on Learning Analytics on the current situation in UK HE • the focus of and responsibilities for developments • the impact on Heads of eLearning
  3. 3. A network of senior staff in institutions engaged in promoting, supporting and developing technology enhanced learning Over 130 nominated Heads from UK Higher Education institutions A regular programme of well attended events Represents the interests of its members to various national bodies and agencies including the Higher Education Academy and JISC www.helf.ac.uk HEADS OF ELEARNING FORUM (HELF)
  4. 4. DEFINITIONS FOR THE SURVEY Learning analytics is defined in the 2013 Horizon report as the "field associated with deciphering trends and patterns from educational big data, or huge sets of student-related data, to further the advancement of a personalized, supportive system of higher education.” (Johnson, L., Adams Becker, S., Cummins, M., Estrada, V., Freeman, A., and Ludgate, H. (2013). NMC Horizon Report: 2013 Higher Education Edition. Austin, Texas: The New Media Consortium)
  5. 5. The survey was available: • to HeLF members who were asked to respond with regard to their knowledge of their own institution • In May/June 2017 and took about 15 minutes to complete The questions were a mixture of closed multiple-choice/multiple-answer and multiple selection as well as open response type Participants were assured that all data collected in the survey would be held anonymously and securely No personal data was asked for or retained unless the participant indicated a willingness to be contacted in the future The results were analysed using quantitative and qualitative methods 53 responses from 138 HeLF members – 38% response rate METHODOLOGY
  6. 6. IMPLEMENTATION PROGRESS OF LA 2% 23% 62% 13% Fully implemented and supported Partially implemented Working towards implementation Not implemented at all
  7. 7. STAGE OF LA DEVELOPMENTS 47% 16% 11% 26% Descriptive – what happened? Diagnostic – why did it happen? Predictive – what will happen? Prescriptive – how can we make it happen?
  8. 8. RATE OF PROGRESS OVER THE PAST 2 YEARS 0 5 10 15 20 25 30 Quickly Steadily Slowly Not at all
  9. 9. CHANGE IN SENIOR MANAGEMENT UNDERSTANDING 0 5 10 15 20 25 30 35 40 45 Improved Stayed the same Decreased
  10. 10. CURRENT FOCUS OF DEVELOPMENTS 36% 27% 37% Retention more than enhancement of learning Enhancement of learning more than retention Equally important
  11. 11. EVIDENCE OF RETURN ON INVESTMENT OR IMPACT 10% 90% Yes No
  12. 12. DEVELOPMENT MANAGEMENT 74% 26% Formal university project Informal group
  13. 13. BIGGEST DRIVER 0 2 4 6 8 10 12 14 16 18
  14. 14. BIGGEST BARRIER 0 2 4 6 8 10 12 14
  15. 15. MORE STAFF 17% 83% Yes No
  16. 16. LEVEL OF INVOLVEMENT AS HEAD OF ELEARNING 28% 57% 15% Greatly involved Some involvement No involvement
  17. 17. CHANGE IN LEVEL AS HEAD OF ELEARNING 47% 51% 2% Yes OK with current level of involvement No
  18. 18. Dr Barbara Newland b.a.newland@brighton.ac.uk CONTACT DETAILS

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