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TAG: analytics

LEI’s ‘High Failure Rate’ HAKLAB/01 Contribution

On Tues 25th September our colleagues over in ITDS hosted a Hack Day on the Mezzanine Level 5 of The Hub.  As they explained to us ‘a Hack Day is an organised event where teams come together to develop ideas which help to solve a business problem’.  The brief was that we should ‘mashup, reuse […]

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Get to know your analytics in MyUni

The analytics in MyUni combines activity data from Canvas, students and unit/course from PeopleSoft. How can Learning Analytics be used? Understand students’ behaviours and adapt to a personalised learning path. Identify students and class engagement patterns online, i.e. are students logging in and accessing items/tools, and if so, when. Clarify access patterns, both timing and […]

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Learning Analytics come to life!

Do you know who your students are this semester? Would knowing about them help you to be more prepared and effective in delivering your courses? Try the New Course Student Profile Report in LMS Analytics! It provides demographic information about the students in your course i.e. which other courses are they studying, which other programs […]

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Leveraging Analytics to Stimulate Student Engagement

Guest blog by Dr. Peter Strelan I coordinate and teach a large first year Research Methods course in Psychology.  As much as possible, I try to use student data and experience as a feedback loop to illustrate key principles in the course.  Having collaborated with Daniel Barry from the Analytics team in Learning Enhancement and Innovation, […]

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Learning design and analytics enhance the student experience

In late 2017, the Learning Enhancement & Innovation team were invited to investigate a high failure rate (>20%) course at ECMS and make some design recommendations for possible adjustments and/or interventions with the aim of improving the pass rate and enhancing the overall student learning experience. The LEI team began by looking at Learning Analytics […]

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Peppy about Program Design

“This isn’t the course building that I would normally do” was the Course Coordinator’s response to the first Program Enhancement Partnership (PEP) workshop at the University of Adelaide. Program Enhancement Partnership activities commenced at the University with a series of pilot workshops in December 2017 and the first program off the block was the Bachelor […]

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Using the ‘LMS Analytics’ tool to connect with students

Understanding the student access and activity within a course is even more valuable when connecting with students about their progress. The ‘LMS Analytics’ tool in every MyUni course supports staff to explore course activity and connect with students via email. Instructors can rapidly access data on the frequency and timing of student access for course content, including […]

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LMS Analytics – Enabling greater access to course and student activity

You now have greater access to courses and student activity in your course through a new feature in MyUni that supports evidence-informed engagement in your learning and teaching activities. LMS Analytics The new feature “LMS Analytics” has been added to Semester 1, 2018 MyUni courses. LMS Analytics enables staff to – See the number of […]

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Evidence-Based Decision Making: Using Learning Analytics to Improve Learning and Teaching Outcomes

Guest blog by Dr David Wilson, Lecturer | Head of Molecular Physiology of Vascular Function Research Group, School of Medical Sciences I would like to share a tip that will help you choose the best submission time for assignments. Student activity in the LMS: Learning Analytics data indicate that in the evenings students are most active in […]

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Critical Prep: Providing early and meaningful feedback

Providing meaningful feedback to students goes beyond a final mark on a summative piece of assessment. Meaningful feedback is provided early and often throughout a student’s study. It provides guidance to students and encourages reflection, action, improvement, planning, and the list goes on. The impact that feedback can have on student success cannot be overstated. […]

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