Setting learning analytics in context: overcoming the barriers to large-scale adoption

Ferguson, R; Clow, D; Macfadyen, L; Essa, A; Dawson, S; Alexander, SA

Setting learning analytics in context: overcoming the barriers to large-scale adoption

Ferguson, R Clow, D Macfadyen, L Essa, A Dawson, S Alexander, SA

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Publisher:: ACM
Publication Type:: Conference Proceeding
Citation:: Proceedings of the Fourth International Conference on Learning Analytics And Knowledge, 2014, pp. 251 - 253
Issue Date:: 2014

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Field	Value	Language
dc.contributor.author	Ferguson, R	en_US
dc.contributor.author	Clow, D	en_US
dc.contributor.author	Macfadyen, L	en_US
dc.contributor.author	Essa, A	en_US
dc.contributor.author	Dawson, S	en_US
dc.contributor.author	Alexander, SA	en_US
dc.date	2014-03-24	en_US
dc.date.issued	2014	en_US
dc.identifier.citation	Proceedings of the Fourth International Conference on Learning Analytics And Knowledge, 2014, pp. 251 - 253	en_US
dc.identifier.isbn	978-1-4503-2664-3	en_US
dc.identifier.uri	http://hdl.handle.net/10453/120924
dc.description.abstract	Once learning analytics have been successfully developed and tested, the next step is to implement them at a larger scale -- across a faculty, an institution or an educational system. This introduces a new set of challenges, because education is a stable system, resistant to change. Implementing learning analytics at scale involves working with the entire technological complex that exists around technology-enhanced learning (TEL). This includes the different groups of people involved -- learners, educators, administrators and support staff -- the practices of those groups, their understandings of how teaching and learning take place, the technologies they use and the specific environments within which they operate. Each element of the TEL Complex requires explicit and careful consideration during the process of implementation, in order to avoid failure and maximise the chances of success. In order for learning analytics to be implemented successfully at scale, it is crucial to provide not only the analytics and their associated tools but also appropriate forms of support, training and community building.	en_US
dc.publisher	ACM	en_US
dc.relation.ispartof	Proceedings of the Fourth International Conference on Learning Analytics And Knowledge	en_US
dc.relation.ispartof	International Learning Analytics & Knowledge Conference	en_US
dc.relation.isbasedon	10.1145/2567574.2567592	en_US
dc.rights	© ACM 2014. This is the author's version of the work. It is posted here by permission of ACM for your personal use. Not for redistribution. The definitive version was published in Proceedings of the Fourth International Conference on Learning Analytics And Knowledge, 2014, pp. 251 - 253 http://doi.acm.org/10.1145/2567574.2567592	en_US
dc.title	Setting learning analytics in context: overcoming the barriers to large-scale adoption	en_US
dc.type	Conference Proceeding
utslib.location	USA	en_US
utslib.location.activity	Indianapolis, USA	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)
utslib.copyright.status	closed_access
pubs.consider-herdc	false	en_US
pubs.finish-date	2014-03-28	en_US
pubs.place-of-publication	USA	en_US
pubs.publication-status	Published	en_US
pubs.start-date	2014-03-24	en_US

Abstract:

Once learning analytics have been successfully developed and tested, the next step is to implement them at a larger scale -- across a faculty, an institution or an educational system. This introduces a new set of challenges, because education is a stable system, resistant to change. Implementing learning analytics at scale involves working with the entire technological complex that exists around technology-enhanced learning (TEL). This includes the different groups of people involved -- learners, educators, administrators and support staff -- the practices of those groups, their understandings of how teaching and learning take place, the technologies they use and the specific environments within which they operate. Each element of the TEL Complex requires explicit and careful consideration during the process of implementation, in order to avoid failure and maximise the chances of success. In order for learning analytics to be implemented successfully at scale, it is crucial to provide not only the analytics and their associated tools but also appropriate forms of support, training and community building.

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http://hdl.handle.net/10453/120924