Our annual summit is based on the understanding that faculty adoption of big data, predictive models, and learning analytics are critical to advancing a data-informed culture in higher education. Faculty care deeply about their students and want to make the most of the limited instructional time they have with them. Additionally, institutions are rapidly adopting learning analytics to improve teaching, and enhance student learning, retention and graduation rates.
To ensure faculty assume personal ownership of learning analytics and see its value for their students, courses and programs, increasing knowledge of designing projects is pertinent. In this working session we will share the agile design thinking model (Walden & Vadnais, 2019) as a progressive model for advancing learning analytics.
An agile design thinking model considers the five core competencies: empathize, define, ideate, prototype, and test. Progressing through each competency allows for learning analytics projects to be human-centric and based in action. In this working session, you will engage with agile design thinking through the five competencies applied to learning analytics. The ability to apply design thinking to learning analytics provides ownership of the results and initiates action that will advance the use of big data for student success.
George Rehrey, founding director of Indiana University’s Center for Learning Analytics and Student Success (CLASS).
Briandy Walden, Associate Director, Student and Academic Services Office of Information Technology, University of California, Irvine
Walden, B. & Vadnais, R. (2019, October). How to Apply Design Thinking to Facilitate Successful IT Projects. Presented at Educause 2019, Chicago.
At last year’s summit, a working session entitled Developing Faculty Learning Analytics Communities was offered, in which participants discovered and discussed the multitude of ways to create learning analyticscommunities on their campuses. Within that session and in conversations throughout the 2019 Summit, participants asked questions about moving forward in the development of and field of Learning Analytics. We will further those conversations in a working session that highlights different perspectives on the general status of learning analytics within higher education. Summit participants will also have an opportunity to share the current state of learning analytics at their institutions and what data informed actions they may be taking to improve student success as we collectively progress from analysis to solutions.
This working session will be framed along a continuum of possibilities for learning analytics, which can progress from simply starting a conversation on your campus, to creating a team of like-minded and learning analytics focused persons devoted to using learning analytics to increase student success. Once a problem has been defined and data has been located, you are able to proceed with analysis which often leads to developing solutions that will impact student success. This working session will allow you the opportunity to contribute to this conversation and leave with ideas and new perspectives on furthering learning analytics at your school. Participation in last year’s working session is in no way required.
Linda Shepard, Assistant Vice Provost and Director of Bloomington Assessment and Research
Bloomington Assessment and Research, Indiana University