Developing a strategy for the implementation of learning analytics at the University of Strathclyde

A. Hainey, H. Ramsay, B. Green, H. Gould, S. Walker, M. Aherne

Research output: Chapter in Book/Report/Conference proceedingConference contribution book

Abstract

Higher education institutions urgently require strategies for the use of emergent technologies such as learning analytics. The University of Strathclyde achieved this through an exploratory piloting structure and process. A Learning Analytics Strategy Group oversaw the use of learning analytics in five diverse classes across all four faculties, capturing evidence of impact on learning, teaching and student success. This evidence, combined with a wide range of literature, was used to develop the institutional strategy. Components of the strategy document, in addition to the keys to success and lessons learned from this approach, will be discussed.
LanguageEnglish
Title of host publicationPractitioner Track Proceedings of the 7th International Learning Analytics & Knowledge Conference (LAK17).
EditorsShady Shehata, Jennifer Pei-Ling Tan
Pages83-87
Number of pages5
Publication statusPublished - 17 Mar 2017
Event7th International Learning Analytics & Knowledge Conference (LAK17). - Simon Fraser University, Vancouver, Canada
Duration: 13 Mar 201717 Mar 2017

Conference

Conference7th International Learning Analytics & Knowledge Conference (LAK17).
Abbreviated titleLAK17
CountryCanada
CityVancouver
Period13/03/1717/03/17

Fingerprint

learning
evidence
Teaching
education
Group
student
literature

Keywords

  • learning analytics
  • strategy
  • pilot projects
  • lessons learned
  • implimentation
  • keys to success

Cite this

Hainey, A., Ramsay, H., Green, B., Gould, H., Walker, S., & Aherne, M. (2017). Developing a strategy for the implementation of learning analytics at the University of Strathclyde. In S. Shehata, & J. P-L. Tan (Eds.), Practitioner Track Proceedings of the 7th International Learning Analytics & Knowledge Conference (LAK17). (pp. 83-87)
Hainey, A. ; Ramsay, H. ; Green, B. ; Gould, H. ; Walker, S. ; Aherne, M. / Developing a strategy for the implementation of learning analytics at the University of Strathclyde. Practitioner Track Proceedings of the 7th International Learning Analytics & Knowledge Conference (LAK17). . editor / Shady Shehata ; Jennifer Pei-Ling Tan. 2017. pp. 83-87
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Hainey, A, Ramsay, H, Green, B, Gould, H, Walker, S & Aherne, M 2017, Developing a strategy for the implementation of learning analytics at the University of Strathclyde. in S Shehata & JP-L Tan (eds), Practitioner Track Proceedings of the 7th International Learning Analytics & Knowledge Conference (LAK17). . pp. 83-87, 7th International Learning Analytics & Knowledge Conference (LAK17). , Vancouver, Canada, 13/03/17.

Developing a strategy for the implementation of learning analytics at the University of Strathclyde. / Hainey, A.; Ramsay, H.; Green, B.; Gould, H.; Walker, S.; Aherne, M.

Practitioner Track Proceedings of the 7th International Learning Analytics & Knowledge Conference (LAK17). . ed. / Shady Shehata; Jennifer Pei-Ling Tan. 2017. p. 83-87.

Research output: Chapter in Book/Report/Conference proceedingConference contribution book

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AU - Aherne, M.

PY - 2017/3/17

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N2 - Higher education institutions urgently require strategies for the use of emergent technologies such as learning analytics. The University of Strathclyde achieved this through an exploratory piloting structure and process. A Learning Analytics Strategy Group oversaw the use of learning analytics in five diverse classes across all four faculties, capturing evidence of impact on learning, teaching and student success. This evidence, combined with a wide range of literature, was used to develop the institutional strategy. Components of the strategy document, in addition to the keys to success and lessons learned from this approach, will be discussed.

AB - Higher education institutions urgently require strategies for the use of emergent technologies such as learning analytics. The University of Strathclyde achieved this through an exploratory piloting structure and process. A Learning Analytics Strategy Group oversaw the use of learning analytics in five diverse classes across all four faculties, capturing evidence of impact on learning, teaching and student success. This evidence, combined with a wide range of literature, was used to develop the institutional strategy. Components of the strategy document, in addition to the keys to success and lessons learned from this approach, will be discussed.

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Hainey A, Ramsay H, Green B, Gould H, Walker S, Aherne M. Developing a strategy for the implementation of learning analytics at the University of Strathclyde. In Shehata S, Tan JP-L, editors, Practitioner Track Proceedings of the 7th International Learning Analytics & Knowledge Conference (LAK17). . 2017. p. 83-87