Designing a collection of analytics to explore "engagement"

I’m working with a group of fellow teacher educators here at USQ to explore what is happening around student engagement with our online courses. It’s driven by the apparent less than stellar responses on the QILT site from our prior students around “engagement”. It’s also driven by some disquiet about the limitations of aggregated and

Continue reading Designing a collection of analytics to explore "engagement"

Playing with D3

I’m part of a group that’s trying to take a deep dive into our courses using “learning analytics”. My contribution is largely the technology side of it and its time to generate some pretty pictures.  The following is a summary of some playing around with D3.js and ended up with some success with Plot.ly. Example

Continue reading Playing with D3

Learning analytics should not promote one size fits all: The effects of instructional conditions in predicting academic success

What follows is a summary of Gašević, D., Dawson, S., Rogers, T., & Gasevic, D. (2015). Learning analytics should not promote one size fits all: The effects of instructional conditions in predicating learning success. The Internet and Higher Education, 28, 68–84. doi:doi:10.1016/j.iheduc.2015.10.002 I’ve skimmed it before, but renewed interest is being driven by a local

Continue reading Learning analytics should not promote one size fits all: The effects of instructional conditions in predicting academic success

css.php