A learning analytics pilot in Moodle and its impact on developing organisational capacity in a university

Froissard, JC; Liu, D; Richards, D; Atif, A

A learning analytics pilot in Moodle and its impact on developing organisational capacity in a university

Froissard, JC Liu, D Richards, D Atif, A

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Publication Type:: Conference Proceeding
Citation:: ASCILITE 2017 - Conference Proceedings - 34th International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, 2019, pp. 73 - 77
Issue Date:: 2019-01-01

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Field	Value	Language
dc.contributor.author	Froissard, JC	en_US
dc.contributor.author	Liu, D	en_US
dc.contributor.author	Richards, D	en_US
dc.contributor.author	Atif, A https://orcid.org/0000-0003-0381-0343	en_US
dc.date.issued	2019-01-01	en_US
dc.identifier.citation	ASCILITE 2017 - Conference Proceedings - 34th International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, 2019, pp. 73 - 77	en_US
dc.identifier.uri	http://hdl.handle.net/10453/136694
dc.description.abstract	© ASCILITE 2017 - Conference Proceedings - 34th International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education.All right reserved. Moodle is used as a learning management system around the world. However, integrated learning analytics solutions for Moodle that provide actionable information and allow teachers to efficiently use it to connect with their students are lacking. The enhanced Moodle Engagement Analytics Plugin (MEAP), presented at ASCILITE2015, enabled teachers to identify and contact students at-risk of not completing their units. Here, we discuss a pilot using MEAP in 36 units at Macquarie University, a metropolitan Australian university. We use existing models for developing organisational capacity in learning analytics and to embed learning analytics into the practice of teaching and learning to discuss a range of issues arising from the pilot. We outline the interaction and interdependency of five stages during the pilot: technology infrastructure, analytics tools and applications; policies, processes, practices and workflows; values and skills; culture and behaviour; and leadership. We conclude that one of the most significant stages is to develop a culture and behaviour around learning analytics.	en_US
dc.relation.ispartof	ASCILITE 2017 - Conference Proceedings - 34th International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education	en_US
dc.rights	info:eu-repo/semantics/openAccess
dc.title	A learning analytics pilot in Moodle and its impact on developing organisational capacity in a university	en_US
dc.type	Conference Proceeding
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology/School of Information, Systems and Modelling
utslib.copyright.status	open_access	*
pubs.publication-status	Published	en_US

Abstract:

© ASCILITE 2017 - Conference Proceedings - 34th International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education.All right reserved. Moodle is used as a learning management system around the world. However, integrated learning analytics solutions for Moodle that provide actionable information and allow teachers to efficiently use it to connect with their students are lacking. The enhanced Moodle Engagement Analytics Plugin (MEAP), presented at ASCILITE2015, enabled teachers to identify and contact students at-risk of not completing their units. Here, we discuss a pilot using MEAP in 36 units at Macquarie University, a metropolitan Australian university. We use existing models for developing organisational capacity in learning analytics and to embed learning analytics into the practice of teaching and learning to discuss a range of issues arising from the pilot. We outline the interaction and interdependency of five stages during the pilot: technology infrastructure, analytics tools and applications; policies, processes, practices and workflows; values and skills; culture and behaviour; and leadership. We conclude that one of the most significant stages is to develop a culture and behaviour around learning analytics.

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http://hdl.handle.net/10453/136694