On May 4, 2018, Kathryn Bartimote-Aufflick and Abelardo Pardo led a workshop for The University of Sydney staff on using learning and teaching data analytics to inform decision making and action in university education.
This workshop was part of the “Outcomes of learning analytics knowledge co-creation: Interpretations, actions, and teaching efficacy” theme of the larger SREI 2020 funded “Understanding and facilitating learning in emerging knowledge co-creation spaces” and builds on previous work undertaken by Bartimote, Pardo and Reimann (forthcoming).
Participants from across faculties, departments and disciplines in a range of education roles worked collaboratively to interpret and reflect on the meaning of data representations, and decide on what actions or responses might be appropriate for students’ learning, academic teaching and the design of study units. The visualisations presented were drawn from existing university learning analytics already available to staff or being prototyped as well as based on work undertaken by Abelardo Pardo. These included visualisations highlighting students’ weekly activities, Canvas user statistics, Canvas student interactions, student demographics and unit of study trends.
In addition to raising awareness of the existence of learning analytics and supporting staff make better use of these data and their representation, the team leading the workshop were also interested in examining the outcomes of academic staff undertaking knowledge co-creation with colleagues when engaging with representations of learning data.
Bartimote, K., Pardo, A., & Reimann, P., (forthcoming). The perspective realism brings to learning analytics in the classroom. In: J. Lodge, J. Coovey Horvath, L. Corrin (Eds.), Learning Analytics in the Classroom. Routledge.