National Forum Webinar Wednesday 6th November 2019 Video: https://www.teachingandlearning.ie/resource/learning-analytics-innovative-practices/

1. Lee O’Farrell

2. • Student Success is a strategic priority of NF
• DESSI Project
• ORLA (Online Resource for Learning Analytics)
o www.teachingandlearning.ie/ORLA
o www.teachingandlearning.ie/publication/resources-to-support-
development-of-data-enabled-student-success-strategies/
• Previous LA webinar:
https://www.teachingandlearning.ie/event/webinar-learning-analytics-what-
works/

3. • Contributed to 16 institutional strategies/policies
• DESSI-supported initiatives currently under way in 9 HEIs
• Increased awareness of value of (student-centred) data at both
institutional and national level
• Facilitated intra-institutional conversations and collaborations
• Enabled inter-institutional co-operation
• Growth of data-informed teaching approaches (eg VLE reporting)
• National-level focus has engaged institutions

4. REPORT
Understanding and
Enabling Student Success
in Irish Higher Education
REPORT
Making a Difference: A
Student View of Excellent
Teaching
INSIGHT
Towards a National
Understanding of Student
Success

5. • Hazel Farrell – Waterford Institute of Technology
• Pieterjan Bonne – OFLA Project
• Mark Glynn & Shadi Karazi – Dublin City University

8. STUDENT
ENGAGEMENT
RETENTION EVOLVE AS AN
EDUCATOR

12. TWO STUDENTS ARE CLEARLY
IN DIFFICULTY
I NEED TO WORK AT
ENHANCING UNDERSTANDING
OF QUESTIONS 1 AND 10

13. Positive student
feedback
More informed
perspective
Early detection

14. Increase in the number of
quizzes
Integral part of Continuous
Assessment
Broader range of modules
– Theoretical and Practical

18. www.oflaproject.eu
@OFLAproject
Pieterjan.Bonne@arteveldehs.be
Rianne Bouwmeester, Tim Bezemer, Peter Crowson, Ed Foster, Sofie Heirweg,
Rebecca Siddle, Harold Van Rijen, Beatrijs Vandenkerckhove, Veerle
Vanoverberghe

19. Prompts (data) Communication Intervention
The OfLA model

20. Snowballing through the
literature

21. From reviews to cases
• 2 review lead to 39 articles selected for abstract screening
• Viberg, O., Hatakka, M., Bälter, O., & Mavroudi, A. (2018). The current landscape of learning
analytics in higher education. Computers in Human Behavior, 89, 98-110.
• Wong, B. T. M. (2017). Learning analytics in higher education: an analysis of case
studies. Asian Association of Open Universities Journal, 12(1), 21-40.
• 23 articles processed with a total of 48 cases
• 36 unique cases where data was used for an intervention

22. Work with what you have got but use it effectively
Basic data are available
Communicate concerns and existing support (which are normally already
tailored to your student population)
Improve time between student and mentor/advisor

23. Data
Use a combination of data
including at least actionable and recent data.
Data should be visually and continuously accessible for all stakeholders

25. Data
Use a combination of data
including at least actionable and recent data.
Data should be visually and continuously accessible for all stakeholders
Data should lead to (targeted) intervention
(minimum is making aware and this might be sufficient)

26. Communication
Communication should be actionable/activating.
Communication to the student should be/come across as personalized.
Support staff should have the final say.

27. Intervention
Start the conversation from the data
Use data as a shared aspect in the conversation
Timing is important

28. www.oflaproject.eu
@OFLAproject
Pieterjan.Bonne@arteveldehs.be
Rianne Bouwmeester, Tim Bezemer, Peter Crowson, Ed Foster, Sofie Heirweg,
Rebecca Siddle, Harold Van Rijen, Beatrijs Vandenkerckhove, Veerle
Vanoverberghe

31. Using Analytics to improve the
learning experience
Assessment analytics from Moodle
Dr Mark Glynn, Dr Shadi Karazi

32. Assessment team
LauraClare ShadiFiona Rob SuzanneMark
This project is one of the many initiatives that we have undertaken in DCU to address the
multifaceted challenge of assessment in higher education. There is a team of people
involved in a range of projects, former and current members of the TEU team.

33. What people say...
I had an Oral CA the
same week as
[Module X] CA.
Had many assessments
and exams at this time,
was overwhelmed and
exhausted
Normally I would spend more
time but there was a lot of
work due around the same
time, so, as this was a mock-
exam, it was not my priority
Lot of CAs towards
end of term
Students
I have to get a certain
amount covered
before I can assess
them
I don’t know how much
lecturers know about how
much is going on in the
bigger picture for students
because we just tend to be
responsible for [our own]
modules.
They need all my
assignments in order to prove
they have met the learning
outcomes
They need all my
assignments in order
to prove they have
met the learning
outcomes
Staff

34. Overview of Assessment
A
CB
1
2
3
4
4
5
6
7
1 2 3 4 5 6 7 8 9 10 11 12
Week
Numberofassessments
13

35. Moodle solution
Can we automate this process
and take advantage of the
resulting data?

36. “Multi-tag timeline” Report
Multi tag timeline plugin built by LTS

37. Assessment Breakdown
My Feedback plugin built by UCL

38. Student Breakdown
My Feedback plugin built by UCL

39. One step data generation
Requirement
－Insert deadlines to create
calendar
Result
－calendar view for all
－provide online submission
for students
－Analyse assignment
submissions
－Monitor student across a
programme

40. Contact us
mark.glynn@dcu.ie, Shadi.karazi@dcu.ie

42. lee.ofarrell@teachingandlearning.ie
www.teachingandlearning.ie/ORLA