This document discusses using learning analytics to encourage students to complete pre-class preparation assignments and materials. It proposes tracking various engagement metrics like views of online content, posts and responses on discussion platforms, and checkpoint submissions. This data could be analyzed as a whole for the cohort to see popular resources, and individually to understand each student's usage. The analytics would inform faculty actions like sending reminders, reorganizing content, and customizing learning paths. The goal is to align learning analytics with learning design to improve pedagogical approaches.

1. Applying Learning Analytics to the Flipped Classroom
or “How do we get students/trainees to undertake pre-class preparation”
Presentation/
Workshop/Symposium
Blog
Instagram
Visual index
/visual search
Online content repository
/engagement platform
Learning Analytics
Embedded in blog
Web analytics
Padlet posts
Email responses
Checkpoint analytics*
Process analytics*
*Informing pedagogical action: Aligning learning analytics with learning design
L Lockyer, E Heathcote, S Dawson
American Behavioral Scientist 57 (10), 1439-1459
Faculty action
Individual email reminders
To review pre-class
/pre-session material
/pre-session assignment Padlet
Post (public)
/pre-class email response
(private)
Within-class engagement
AND
Post-class/post-session
Review of material
/note-taking
/discussions
/Padlet posts
Assignment submissions
Poh-Sun Goh
1st draft on 17 October 2017 @ 0438am
Whole cohort analytics
views - popular = useful, interesting
Individual usage
through logins - institutional, website tracking
through public or private discussion threads (citations)
assignment submissions (citations)
Before session
reminders
suggestions
After session evaluation
reorder
curate (down, or up)
Content - amount, order
Learning path - generic
customised
What was useful, used
Analyse usage (views, citations)
Student feedback
Faculty reviews