Analytics and complexity: Learning and leading for the future
Colin Beer, CQUniversity, Australia ; David Jones, University of Southern Queensland, Australia ; Damien Clark, CQUniversity, Australia
ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference, ISBN 978-0-473-22989-4 Publisher: Australasian Society for Computers in Learning in Tertiary Education
There is growing interest in the application of learning analytics to manage, inform and improve learning and teaching within higher education. In particular, learning analytics is seen as enabling data-driven decision making as universities are seeking to respond a range of significant challenges that are reshaping the higher education landscape. Experience over four years with a project exploring the use of learning analytics to improve learning and teaching at a particular university has, however, revealed a much more complex reality that potentially limits the value of some analytics-based strategies. This paper uses this experience with over 80,000 students across three learning management systems, combined with literature from complex adaptive systems and learning analytics to identify the source and nature of these limitations along with a suggested path forward.
Beer, C., Jones, D. & Clark, D. (2012). Analytics and complexity: Learning and leading for the future. In M. Brown, M. Hartnett & T. Stewart (Eds.), Proceedings of ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2012. Australasian Society for Computers in Learning in Tertiary Education.
Cited ByView References & Citations Map
David Jones, University of Southern Queensland; Damien Clark & Colin Beer, CQ University
ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2013 (2013) pp. 446–450
Paul Prinsloo, University of South Africa; Sharon Slade, Open University
The International Review of Research in Open and Distributed Learning Vol. 15, No. 4 (Aug 15, 2014)
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