Here's the problem with learning analytics, in one simple example: "Taking a higher ed focus, there are (at least) four roles at universities for whom learning analytics might provide benefits, including:
- Administration – retention, success, at-risk, efficiencies etc.
- Students – seeing their performance in the context of others (somewhat related to success, retention etc)
- Teachers – knowing what’s going on in their courses and what happens when they make changes.
- Researchers – as a research method that complements other quantitative and qualitative methods for figuring out the why, why, how, who etc with e-learning.
So which roles do you think learning analytics, as implemented at universities, is most likely to serve? Who holds the purse strings?" That's pretty much the problem. The people who really should benefit from the daya probably won't.
- Administration – retention, success, at-risk, efficiencies etc.
- Students – seeing their performance in the context of others (somewhat related to success, retention etc)
- Teachers – knowing what’s going on in their courses and what happens when they make changes.
- Researchers – as a research method that complements other quantitative and qualitative methods for figuring out the why, why, how, who etc with e-learning.
So which roles do you think learning analytics, as implemented at universities, is most likely to serve? Who holds the purse strings?" That's pretty much the problem. The people who really should benefit from the daya probably won't.
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