{"id":270,"date":"2022-02-26T12:59:06","date_gmt":"2022-02-26T20:59:06","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru0209\/?p=270"},"modified":"2022-02-26T12:59:06","modified_gmt":"2022-02-26T20:59:06","slug":"learning-analytics-and-data","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru0209\/learning-analytics-and-data\/","title":{"rendered":"Learning Analytics and Data"},"content":{"rendered":"

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image source<\/span><\/a><\/p>\n

Education is changing, and with change comes a responsibility to make strategic decisions about where the future of education is heading. Data has been used to drive improvements and planning in school systems since the 1970\u2019s (Massell, 2001, as cited in Marsh et al, 2006). Recently, more and more institutions have employed learning analytics and the use of data to assist in navigating challenges faced by a changing educational landscape.<\/p>\n

The amount of data collection is staggering. Information on enrolment, curriculum development, student performance, and student satisfaction, to name a few, are collected from teachers, students, principles, and administrators at a startling rate; you name it, someone is collecting data on it somewhere. But where does all this data go? And is it driving change in the right way?<\/p>\n

There are many things to consider when interpreting and using data:<\/p>\n

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  1. Who are we collecting data from?<\/strong> There is an argument that data used to drive change should be obtained from the people who are affected by the change, those who are in a position to provide the most reliable, relevant data or who have insight into the issue being examined. There are however, moral issues to consider when obtaining data from a student group, especially in the field of healthcare. This has led many institutions to create policies addressing the collection and use of data for learning analytics.<\/li>\n
  2. Is the data representative of the question asked?\u00a0<\/strong> For example, when obtaining data on performance, do test scores accurately reflect students\u2019 knowledge, or does it reflect the curriculum objectives? (Marsh et al, 2006). Data collection is only useful if it is done with purpose (Zettelmeyer, 2015).<\/span><\/li>\n
  3. Is the data recent and applicable to the current situation?<\/strong> Data collection takes time and can be less useful when used to make decisions that need to be made swiftly or in response to a change in the environment. \u00a0Time lag between data collection, processing, and application can create a mismatch between data and decision making (Marsh et al, 2006).<\/span><\/li>\n<\/ol>\n

    In my field of healthcare, there are many privacy concerns that arise when collecting data, especially personal data. To facilitate the development of \u2018better business\u2019 in teaching healthcare, it is important to have privacy policies in place surrounding the collection of data. The results of data driven change is also important to include when developing change. Reviewing the results of data driven change ensures the change is actually working.<\/p>\n

    Ultimately, choosing the problems that need to be solved is important, but the data collected has to match the specific problem needing to be solved. As stated by Zettelmeyer (2015, para 13), all data needs to be viewed with caution as \u201canalytics is no substitute for understanding the business.”<\/p>\n

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    References:<\/p>\n

    Zettelmeyer, F. (2015, May 1). A leader\u2019s guide to data analytics. KelloggInsight. A Leader\u2019s Guide to Data Analysis: A working knowledge of data science can help you lead with confidence<\/a>. [Blog post].<\/p>\n

    Marsh, J., Pane, J., & Hamilton, L., (2006).\u00a0Making Sense of Data-Driven Decision Making in Education: Evidence from Recent RAND Research<\/a>. Santa Monica, CA: RAND Corporation.<\/p>\n

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     <\/p>\n","protected":false},"excerpt":{"rendered":"

    image source Education is changing, and with change comes a responsibility to make strategic decisions about where the future of education is heading. Data has been used to drive improvements and planning in school systems since the 1970\u2019s (Massell, 2001, as cited in Marsh et al, 2006). Recently, more and more institutions have employed learning … <\/p>\n

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