Learning analytics for better learning content

A resume of a break-out discussion at the JISC/CETIS annual conference

For me, the highlight of the 2012 JISC/CETIS annual conference[1] was Adam Cooper’s session on “Mapping Cause and Effect”. Adam asked participants to create diagrams which traced chains of causality (both negative and positive) through to a final, desirable, pre-defined outcome.

I joined a break-out group with Colin Smythe (Chief Architect at IMS ), Tore Hoel (Oslo and Akershus University, Sweden), Malcolm Batchelor (JISC/CETIS), and Seyoung Kim (Carnegie Mellon University, USA). We chose to analyse what preconditions would favour or disfavour the use of analytics to improve the quality of course materials, taking course materials to be synonymous with learning content. We envisaged a scenario in which the author of a digital course might be able to track the performance of students taking the course. Having discovered from this data which parts of the course worked well and which worked less well, the author could improve the quality of the course materials.

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