Applying Learning Analytics to the Scholarship of Teaching and Learning
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Applying Learning Analytics to the Scholarship of Teaching and Learning Jurg Bronnimann 1 & Deborah West 2 & Henk Huijser 3 & David Heath 4
# Springer Science+Business Media, LLC, part of Springer Nature 2018
Abstract In this article we report on the findings of a project funded by the Australian Office for Learning and Teaching and entitled BLearning Analytics: Assisting Universities with Student Retention.^ While this project was primarily focused on retention as a potential outcome of learning analytics, its application could be related to the broader concept of student success. Student success allows for a focus on pedagogy and the use of learning analytics for the improvement of learning and teaching with a firm scholarly evidence base. The data gathered for the project provide the background for a discussion about the potential of learning analytics to inform the practice of the Scholarship of Teaching and Learning. A case study Jurg Bronnimann earned his Ph.D. at Massey University, and he is Head of School Higher Education in the Division of Higher Education and Research at Batchelor Institute in the Northern Territory of Australia. His special interests are the Scholarship of Teaching and Learning and German crime fiction. Email: [email protected] Deborah West received her Ph.D. from Flinders University, and she serves as Pro Vice Chancellor for Learning and Teaching Innovation at Flinders University in Adelaide, Australia. Her special interests are the use of technology to support learning and teaching and learning analytics. Email: [email protected] Henk Huijser received his Ph.D. from the University of Waikato and is Curriculum Designer and Senior Lecturer in the Learning and Teaching Unit at Queensland University of Technology in Brisbane, Australia. He is particularly interested in blended learning, problem-based learning, and learning analytics. Email: [email protected] David Heath is Senior Digital Media Designer in RMIT Studios at the Royal Melbourne Institute of Technology in Melbourne, Australia. His special interests are learning and teaching, digital media, and social work.
* Henk Huijser [email protected]
1
Division of Higher Education and Research, Batchelor Institute, Batchelor, Australia
2
Flinders University, Adelaide, Australia
3
Learning and Teaching Unit, Queensland University of Technology, Brisbane, Australia
4
Royal Melbourne Institute of Technology, Melbourne, Australia
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demonstrates the potential of this approach. Overall, clear pedagogical questions are important in the application of learning analytics to the Scholarship of Teaching and Learning, and we suggest potential ways to explore pedagogical questions with big data methods. Keywords Learning analytics . Scholarship of Teaching and Learning . Case study . Program evaluation . Learning design Learning analytics is most commonly defined as the Bmeasurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding an
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