Learning Analytics FAQs

The key beneficiaries of learning analytics include:

• Individual learners who can reflect on their achievements and patterns of behaviour in relation to others.
• Teachers and support staff who can plan supporting interventions with individuals and groups.
• Functional groups such as course teams who are seeking to improve current courses or develop new curriculum offerings.
• Institutional administrators who are taking decisions on matters such as efficiency and effectiveness measures.

The Purpose of learning analytics at the University of Greenwich is to improve the whole student experience in a way which is effective and efficient for both students and staff.

While learning analytics in higher education is a new area of activity, there are a number of institutions that have introduced aspects of this activity and have been able to demonstrate benefits. A small number of examples are cited here.

Improved student experience

In a post published in The Pie News [1] Dr Paul Dowland, Senior Lecturer at Plymouth University described how data on the online activity of students collected by learning systems is being used effectively to identify top resources, improve the student experience and underpin success at university.

[1] Using student analytics to improve the student experience and underpin success at university, Beckie Smith, 27 June 2014, The PIE News.

Better student retention

As part of the Jisc-funded FulCRM project [2] the University of Roehampton used student activity data from a variety of sources to support student progression and retention, especially addressing causes of non-completion. The final report [3] summarizes the work.

[2] Project FulCRM, Jisc.

[3] Case study final document, FulCRM, University of Roehampton.

Cost saving through efficient practice

A paper on "Reducing Costs through Online Learning Five Proven Strategies from the US, Canada, the UK and Australia 2013" [4] admits that ""The consensus seems to be that no amount of research will ever result in a 'yes' or 'no' answer to the question of whether or not online learning saves money while maintaining quality". The paper goes on to add that "However, through experience in universities and colleges much has been learned about the potential and realities of cost saving through the application of various components of online learning".

[4] Reducing Costs through Online Learning Five Proven Strategies from the US, Canada, the UK and Australia 2013.

Benefiting students more generally

Niall Sclater, Learning Analytics Explained, Published Feb 2017, ISBN 978-1138931732

Data Explorer can be accessed from the personal tutor dashboard (there is a new tab called Learning Analytics) and the university portal, via the new tab in 'Learning Support'. It can also be accessed directly via: https:\\datax.jisc.ac.uk

Currently Data Explorer holds data for the 2017-18 session. The access rights relate to staff responsibilities in that session see below.

• Anyone who is listed on our student record system as a personal tutor can see their tutees
• Anyone listed on our student record system as teaching on a module can see their modules and their students
• Any other members of staff who have been authorised by the systems administration team. Some colleagues, e.g. our Faculty Retention and Success Officers, may have roles that require they have access. Others would need to demonstrate why access was necessary.

Data Explorer will be pointed at the 2018-19 session in the middle of September 2018, just ahead of main student registration, and then the access rights will relate to this new session. If you think you should have access to Data Explorer and you are experiencing problems, please contact the IT helpdesk at extension 7555.

The data shown in Data Explorer comes from various University sources. This includes-

• Attendance data extracted from the Attendance Monitoring System
• VLE activity data from Moodle
• Assessment data from Moodle
• Student, Course and Module data, including Module results from Banner

The data feeds from Moodle are live and update data explorer every few minutes. The other feeds are generally overnight so there may be a small lag between data being entered or corrected and what you see in Data Explorer.

Personal Tutors, module leaders, module teachers and Faculty Directors of Student Experience can see data for their students in Data explorer.

If you cannot see data for your students this is most likely because you are not assigned the correct role in Banner. To resolve this, you can contact the appropriate person in your faculty by emailing:

Faculty of Business- Business Learning Analytics

Faculty of Liberal Arts and Sciences- FLAS Office

Faculty of Engineering and Science- Michael McGibbon

Faculty of Education and Health- Simon Leggatt

The data feed into Data Explorer from the University Moodle system is live which means that data should be refreshed every few minutes throughout the day and night.

The other feeds are generally overnight so there may be a small lag between data being entered or corrected and what you see in Data Explorer.

The date and time of the last data feed can be easily checked by contacting the IT helpdesk, or contacting PAS Learning Analytics by email.

Yes, staff are encouraged to show/share the Data Explorer view with students as part of being open and transparent about data collection and to prompt and inform conversations with students. Data can be shown to a student on a one-to-one basis however care should be taken not to show a student's data to others.

When the traffic light indicator is coloured grey it means that the Traffic Light Calculator cannot make an assessment i.e. there is a lack of data to determine the traffic light colour. When more data becomes available, the Traffic light calculator will show the applicable traffic light colour.

Module traffic lights are calculated by giving each student 100 points to start with. Points are then deducted for each rule that is broken. Students with less than 100 points are shown as amber, students with less than 50 points are shown as red.

The overall student level traffic light is determined by the "least good" traffic light that the student holds for all their modules, whereby red is the lowest, then amber and then green.

The points deducted for rules being broken are determined as below:

Virtual Engagement

Days since last VLE activity:

• 14 days inactive - 20 points deducted
• 21 days inactive an additional 20 points deducted

VLE usage less than module average:

• 80% less than average - 31 points deducted

No. of days for comparison: 28

Physical Engagement

Days since last Attendance activity:

• 14 days inactive - 20 points deducted
• 21 days inactive an additional 20 points deducted

Attendance usage less than module average:

• 80% less than average - 31 points deducted

No. of days for comparison: 28

Achievement

Average Mark:

• Between 0 and 40 - 51 points deducted
• Between 40 and 50 - points deducted

Attendance usage less than module average:

• 80% less than average - 31 points deducted

The Learning Analytics Service as developed with JISC is capable of operating as a predictive modelling system however, this facility will be switched off at Greenwich at least for the first year of operation.

This may happen with some students. In 2018-19, students will not be able to customise their Study Goal app and switch off the comparative aspects or decide whether they want to compare themselves to the top 20% or the whole cohort for example. When you have an anxious tutee, you may want to suggest they opt out of the Study Goal app until they feel better able to deal with it. This is something that would be good to discuss together in tutorials.

There has been some research gathered into whether Learning Analytics can help or hindrance in the quest for better student mental wellbeing which gives insight into how students have behaved when being exposed to Learning Analytics.

Data Explorer is a data visualisation tool provided by Jisc to users of its Learning Analytics Service. It enables staff to view learning analytics data about students, modules and courses.

Attendance monitoring via Checkin+ is currently trialled in a small selection of modules only. Unless you have been notified that the trial is running on your module, you should follow your standard attendance capturing procedure.

Go to Data Explorer and find your modules. Attendance records are taken within my modules on Data Explorer. Click 'Start Attendance' under the module you wish to take a register for.

By entering a 4-digit code from the Study Goal app. Students can download the app from the app store or through the UoG student app.

Yes. There is a button to view the register once you have started and if you click refresh, it will show you who has checked in. There have been some issues with Internet Explorer so please use Chrome if you can.

Students can check in using a workstation or laptop via https://studygoal.jisc.ac.uk/

You can also register attendance manually if you view the register and use the drop-down beside a student's name.

The register is open for 1 hour once it is started so a student can still check in if they are late. However, you can choose to close the register earlier.

Coming soon there will be an option to mark a student as arrived late/left early/notified absence.

Yes it does, but only as a relative measure. Where the majority of students check in is considered the correct location, and if a student attempt to check in from a relative distance from the main group it will flag up and hence not be registered as attending.

Study Goal does not provide the University with data on where students are on campus or elsewhere.

Teachers can edit the register for two weeks after the event has happened through Data Explorer.

It will not impact on the student's attendance measure in Data Explorer. Only captured attendance is visualised.

If you believe your timetable needs updating, contact your faculty's timetabling team.

Coming soon, there will be an option to add students onto your register if they are missing.

Yes, once you have selected Start Attendance, use the Create session tab.

There is an option to manually mark students as Not required. Shortly there will be a button to mark all students as Not required for optional sessions and just those present can check in.

Currently there is no simple solution to this. We are working on a development, but at the moment each individual module will need to be captured or updated after the session.

Attendance monitoring and, more widely, learning analytics is intended to support students. The data should be used as the basis for a conversation between the tutor and students.

The engagement and attendance policy has been approved and undergoes regular review. If you have any issues with Checkin+ and attendance monitoring, please raise these with your Faculty Director of Student Experience.

Student responsibilities are explained in the Student Charter. Not attending has a negative impact on fellow students and academic staff.

Study goal is an app for students designed as part of the Jisc Learning Analytics Service. It allows students to see their learning activity, set targets, record their own activity amongst other things.

Study Goal can be downloaded from:

• Android Play Store
• Apple App Store

Anyone can download the Study Goal app. However, only those who are registered to study on a module will be able to see information about their engagement with teaching and learning.

Students can see their engagement data using the Study Goal app designed by Jisc. The app contains visualisations about attendance, use of the VLE and marks. There are fewer visualisations in Study Goal than in Data Explorer. There is no Red/Amber/Green (RAG) rating. However, students may ask their personal tutor to show them the full range of data held in Data Explorer.

Students are not required to use the Study Goal app, and if any student is concerned about their studies they can be directed to talk to their tutor instead.

No. Students will be encouraged to use it. It is not compulsory. Most students will gradually see that they enjoy interacting with this app and set goals for themselves.

The University has carefully reviewed security of data. As learning analytics uses data slightly differently for our normal records system we have put together a governance package that includes a statement of principles, the purposes for which learning analytics will be used, a student guide and a Learning Analytics Policy. These documents were based on best practice templates as developed by Jisc working in collaboration with a number of higher education institutions and the NUS. All were reviewed by both the Student Experience Comittee and Learning, Quality and Standards Committee with approval given by Academic Council. Members of the Students Union had the opportunity to review and revise the documents before and again during the committee process.

If you have any concerns about the information, please discuss this with your Personal Tutor.

The data shown in Study Goal comes from various University sources. This includes-

• Attendance data extracted from the Attendance Monitoring System
• VLE activity data from Moodle
• Assessment data from Moodle
• Student, Course and Module data, including Module results from Banner

The data feeds from Moodle are live and update data explorer every few minutes. The other feeds are generally overnight so there may be a small lag between data being entered or corrected and what you see in Study Goal.

The data feed into Data Explorer from the University Moodle system is live which means that data should be refreshed every few minutes throughout the day and night.

The other feeds are generally overnight so there may be a small lag between data being entered or corrected and what you see in Data Explorer.

The date and time of the last data feed can be easily checked by contacting the IT helpdesk, or contacting PAS Learning Analytics by email.

Depending on how the data is collected, it may take longer for some pieces of data to be live in the system. For example, attendance captured through a paper record typically takes longer before it is available on Data Explorer. The same goes for grades from assignments submitted by hand rather than via Moodle.