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![References
• Bichsel, J., 2012. Analytics in higher education:
Benefits, barriers, progress, and
recommendations. Louisville, CO: EDUCAUSE
Center for Applied Research. Available from:
http://net.educause.edu/ir/library/pdf/ERS12
07/ers1207.pdf [Accessed 21 February 2014].](https://image.slidesharecdn.com/analyticspres-141023090743-conversion-gate02/85/Measuring-Digital-Professional-Development-38-320.jpg)
Uploaded byStephanie Richter
Measuring Digital Professional Development
The document discusses the importance of measuring web and social media analytics for faculty development at Northern Illinois University, highlighting various metrics and tools such as Google Analytics. It presents usage data for online resources, social media engagement, and identifies trends that can inform future development efforts and workshops. Key conclusions include high traffic to online resources, the necessity for updates on popular topics, and a growing engagement on social media that requires further analysis.
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Measuring Digital Professional Development
- 1. Measuring Digital ProfessionalDevelopment Analytics for the Use of Web and Social Media Materials View the slides at facdev.niu.edu/slate14analytics
- 2. Presenters Stephanie Richter Assistant Director srichter@niu.edu Peter Gowen Online Analytics Coordinator pgowen@niu.edu
- 3. The Need forWeb and Social Media Analytics
- 4. Faculty Development and Instructional Design Center
- 5. Faculty Development and Instructional Design Center niu.edu/facdev
- 6. Teaching with Blackboard niu.edu/blackboard
- 7. Academic Integrity Tutorial niu.edu/ai
- 8. Responsible Conduct of Research Tutorial niu.edu/blackboard
- 9. Social Media @facdev @NIUBlackboard @NIUTeachOnline facdev facdev
- 10. Faculty Development and Instructional Design Center
- 11.
- 12. Why Web? •Programs • Services • Resources * No (or little) “cross-talk”
- 13. Analytics The useof data, statistical analysis, and explanatory and predictive models to gain insights and act on complex issues Bichsel, 2012, p. 6
- 14. On Data •Data let you answer questions – Are our resources being used? – What is being used? – How are they being used? – Why?* *May not be possible, or at least not easy
- 15. Why Google Analytics? • Measure utilization easily • Measure behavior (with some work) • Key terms – Traffic: Pageviews or Users, per given time span – Visits/Sessions: A (default) 30-minute sliding activity window – Hits/Pageviews: A webpage request from a web browser – Visitors/Users: A unique ID set by Google per browser
- 16. What can GAdo? Screenshot from Google Analytics
- 17. What can GAdo? Traffic for Teaching w/ Bb, Aug. 16, ‘13 – Aug. 15, ‘14 Fall 2013 Spring 2014 Summer 2014 Pageviews 140,951 128,990 39,630 Users 48,236 48,462 17,531
- 18. What can GAdo? Geography of Sessions to Teaching w/ Bb, 95.07% from the US 67.04% from Illinois Aug. 16, ‘13 – Aug. 15, ‘14 ~160 countries
- 19. What can GAdo? Top 5 Pages for Teaching w/ Bb /index /students/safeassign /assess/safeassign /students/index /faq/qa/safeassign 135,207 27,635 5,994 4,408 4105 Deeper analysis: • Traffic over time, per page • Categorizing pages
- 20. What can GAdo? Top 10 Browsers Desktop v Mobile
- 21. What can GAdo? Top 10 visiting schools
- 22. Google Analytics Resources • Get started with Analytics • How To Set Up Google Analytics Account Setup 2014 (YouTube tutorial) • Setup Checklist (for all/advanced features)
- 23.
- 24. Key Terms •Users – Follower: someone who sees Twitter posts in their stream – Like: someone who (maybe) sees your posts on Facebook in their News Feed – Subscriber: someone who received notifications of new videos posted on YouTube
- 25. Key Terms •Engagement – Retweet: someone shares your Twitter post with their followers – Favorite: someone appreciates or approves of your tweet – Like: someone appreciates or approves of your Facebook post – Share: someone reposts your Facebook post to their friends – View: someone begins watching a video on YouTube
- 26. Social Media Presence @facdev @NIUBlackboard @NIUTeachOnline facdev facdev
- 27. Followers on Twitter 800 700 600 500 400 300 200 100 0 Aug '13 Sep '13 Oct '13 Nov '13 Dec '13 Jan '14 Feb '14 Mar '14 Apr '14 May '14 June '14 July '14 @facdev @niublackboard @niuteachonline
- 28. Twitter Analytics –Tweet activity
- 29. Twitter Analytics -Followers
- 30. 200 195 190 185 180 175 170 165 160 155 150 Likes on Facebook 8/13 9/13 10/13 11/13 12/13 1/14 2/14 3/14 4/14 facdev
- 31.
- 32. Views on YouTube 1400 1200 1000 800 600 400 200 0 8/13 9/13 10/13 11/13 12/13 1/14 2/14 3/14 4/14 facdev
- 33.
- 34.
- 35. What We HaveLearned • Online resources are heavily used, at NIU and around the world • Top pages are a priority for updates • Popular topics may need additional workshops • Mobile users are a small but growing group • Significant site traffic comes from other universities and colleges • Social media engagement is growing but needs further analysis
- 36. Next Steps •Look at traffic to segments of content instead of single pages • Identify trends in topics over time • Compare trends to consultation trends and workshop schedule • Investigate user behavior more deeply – page visits vs. searches – page visits vs. question submission – in-page behavior
- 37. Questions? Stephanie Richter srichter@niu.edu Peter Gowen pgowen@niu.edu View the slides at facdev.niu.edu/slate14analytics
- 38. References • Bichsel,J., 2012. Analytics in higher education: Benefits, barriers, progress, and recommendations. Louisville, CO: EDUCAUSE Center for Applied Research. Available from: http://net.educause.edu/ir/library/pdf/ERS12 07/ers1207.pdf [Accessed 21 February 2014].
Editor's Notes
- #4 Our Center’s services have grown rapidly into the digital arena, which requires new methods of assessing and evaluating use & effectiveness
- #6 Describe the Center – Offer Programs, Consultations/Mentoring/Observations, and provide resources, including Instructional Guide, tutorials, and Blackboard documentation
- #7 Describe Blackboard documentation site
- #10 The department maintains a presence on several social media networks, including 3 accounts on Twitter, one Page on Facebook, and multiple YouTube channels and playlists. These accounts are used to connect with faculty and share tips and news. YouTube is also used to store tutorial videos for streaming.
- #25 The important distinction here is between analytics on Users and analytics on Engagement (who has viewed, liked, shared, retweeted, etc.). Both are important pieces of analyzing social media
- #27 The department maintains a presence on several social media networks, including 3 accounts on Twitter, one Page on Facebook, and multiple YouTube channels and playlists. These accounts are used to connect with faculty and share tips and news. YouTube is also used to store tutorial videos for streaming.
- #28 Slow but steady growth in numbers of followers Need to promote @niuteachonline more to increase the number of followers Need to consider INTERACTIONS (such as retweets, favorites, and clicks) in addition to followers
- #31 Smaller group of followers on Facebook, but often more engagement than on Twitter (clicks, comments, likes)
- #33 More sporadic, but generally rising Not very many subscribers, but that is OK Also measure views from embedded player on our website pages (some require log in to track specific campus users)