© 2017 – Routledge
Learning Analytics Explained draws extensively from case studies and interviews with experts in order to discuss emerging applications of the new field of learning analytics. Educational institutions increasingly collect data on students and their learning experiences, a practice that helps enhance courses, identify learners who require support, and provide a more personalized learning experience. There is, however, a corresponding need for guidance on how to carry out institutional projects, intervene effectively with students, and assess legal and ethical issues. This book provides that guidance while also covering the evolving technical architectures, standards, and products within the field.
Learning Analytics Explained is a must-read for senior managers, learning technologists, and all academics interested in how learning is impacted by the volume of information and the new kinds of data produced by digital technologies. Accessibly written, this is a book that speaks to everyone in higher education and addresses what are perhaps the most important current issues. Rooted in international experience and years of solid work at The Open University and with the UK Joint Information Systems Committee, it is well-informed and comprehensive. It is a book to read immediately and then to go back to later as a unique source of reference.
— Chris Jones, Professor of Research in Educational Technology, Liverpool John Moores University, author of Networked Learning
The analysis of digital data is changing the way we think about education. Niall Sclater, who brings years of practical expertise into this field, has written the first comprehensive account of learning analytics and its effects on education. He evaluates technical advances and claims to efficacy with a critical eye, and foregrounds ethical considerations to produce a considered introduction to the field. This book is essential reading for anyone who needs to know about the ways in which digital data are shaking the traditional idea of the classroom.
—Martin Hall, Emeritus Professor, University of Cape Town, and Advisor to Jisc
1: The evolution of a new field
2: Expert motivations
3: Early alert and student success
4: Course recommendation
5: Adaptive learning
6: Curriculum design
7: Expert thoughts on applications
9: Metrics and Predictive Modelling
12: Student-facing analytics
13: Expert thoughts on logistics
17: Expert thoughts on technologies
18: Institutional Readiness
19: Project planning
21: Transparency and consent
22: Privacy and data protection
23: Expert thoughts on deployment
24: Emerging techniques
25: Expert visions