The following is an early attempt to write and share some thoughts on what, why and with what impacts Australian universities are going to engage with learning analytics over the next couple of yea...
t seems a fair bit of interest in learning analytics is being driven by non-teaching folk. Student administration and IT folk amongst the foremost with senior management in there somewhere as well. Long and Siemens (2001) define this level as academic analytics rather than learning analytics. But I believe it belongs here because of the likelihood that if senior managers use academic analytics to make decisions, that some of the decisions they make will have an impact on academics (i.e. do it to them).
I can see this path leading to outcomes like
Implementation of a data warehouse, various dashboards and reports.
Some of these may be used to make data-driven decisions.
The implementation of various strategies such as “at-risk” processes that are done independently of academics.
At it’s worst, the creation of various policies or processes that require courses to meet certain targets or adopt certain practices (e.g. the worst type of “common course site policy), i.e. performativity.