Tag Archive | Institutional Capacity

RSS feed for this tag

Setting Learning Analytics in Context: Overcoming the Barriers to Large-Scale Adoption

http://dl.acm.org/citation.cfm?id=2567592

Once learning analytics have been successfully developed and tested, the next step is to implement them at a larger scale — across a faculty, an institution or an educational system. This introduces a new set of challenges, because education is a stable system, resistant to change. Implementing learning analytics at scale involves working with the entire technological complex that exists around technology-enhanced learning (TEL). This includes the different groups of people involved — learners, educators, administrators and support staff — the practices of those groups, their understandings of how teaching and learning take place, the technologies they use and the specific environments within which they operate. Each element of the TEL Complex requires explicit and careful consideration during the process of implementation, in order to avoid failure and maximise the chances of success. In order for learning analytics to be implemented successfully at scale, it is crucial to provide not only the analytics and their associated tools but also appropriate forms of support, training and community building.

An Exercise in Institutional Reflection: The Learning Analytics Readiness Instrument (LARI)

http://dl.acm.org/citation.cfm?id=2567621

While the landscape of learning analytics is relatively well defined, the extent to which institutions are ready to embark on an analytics implementation is less known. Further, while work has been done on measuring the maturity of an institution’s implementation, this work fails to investigate how an institution that has not implemented analytics to date might become mature over time. To that end, the authors developed and piloted a survey, the Learning Analytics Readiness Instrument (LARI), in an attempt to help institutions successfully prepare themselves for a successfully analytics implementation. The LARI is comprised of 90 items encompassing five factors related to a learning analytics implementation: (1) Ability, (2) Data, (3) Culture and Process, (4) Governance and Infrastructure, and, (5) Overall Readiness Perception. Each of the five factors has a high internal consistency, as does the overall tool. This paper discusses the need for a survey such as the LARI, the tool’s psychometric properties, the authors’ broad interpretations of the findings, and next steps for the LARI and the research in this field.