During the summit, you will be given an opportunity to join one of three working sessions described below. The working sessions will be facilitated conversations intended to address current issues for improving student success through faculty use of learning analytics. The results of each working sessions’ discussions will contribute to a final summit product that will provide outcomes to be acted upon as we advance data-informed cultures upon returning to our own institutions.
For many of us, creating a data-informed culture focused on student success is in its early stages at our institutions, and faces many challenges and potential road blocks as we move ahead. In this working session we will address how a top down, bottom-up and middle-out framework may help overcome bottlenecks and provide a useful pathway for initially engaging faculty in use of learning analytics, or for scaling up current faculty oriented initiatives. This will include identifying strategies for obtaining upper administrative support for the use of learning analytics, collaborating with data-stewards, and engaging departments in the practice of making data-informed decisions when it comes to curriculum design and resource allocations. We will also consider the fact that faculty have a wide disparity of skill sets when it comes to using learning analytics in their teaching and learning scholarship.
A number of recent studies have indicated that Networked Improvement Communities (NICs) can positively influence how innovative practices are adopted and sustained throughout higher education. NICs take various forms, but those that span across disciplines and institutions have proven to be especially helpful in transforming teaching and learning cultures at the departmental level, with those changes then rippling throughout the institution. In this working session, we will address how best to adapt approaches taken by other successful NICs to advance data-informed cultures on our own campuses. We will discuss the benefits of working within networks, thinking of innovative ways to create new NICs in the future, and determining the mechanisms and support structures that are specifically appropriate and necessary for the development of networked learning analytics communities.
As learning analytics is more widely adopted throughout higher education, there is a pressing need to consider its appropriate use and impact upon our students’ lives. In this working session we will address the ethical and moral dimensions that arise as faculty use learning analytics to conduct scholarly research about teaching, learning and student success. We will discuss who should have access to the data and how that data should be provided, along with identifying guidelines that will ensure faculty research results will be used in a responsible and transparent manner, especially when race, gender, economic status and similar demographics are important factors within their findings. Because we anticipate that student privacy and consent will be part of this conversation, we plan to invite a small group of undergraduate students to add their voices to this working session, providing their insights about the use of learning analytics.