Abstract

Learning analytics by definition is “the measurement, collection, analysis and reporting of data about learners and their contexts for purposes of understanding and optimizing learning and the environments in which it occurs.”1 Often times traditional assessment and data collection methods (quizzes, tests, attendance, etc) have become more of an administrative burden than a useful learning tool. Additionally, teachers often have little or no real-time feedback for how to develop better teaching skills. The proposed project is an analytics extension of the KEEP project (a central eLearning platform for eight UGC institutions coordinated by CUHK) to address these modern issues via learning analytics. This proposal aims to improve quality of teaching in three areas: (1) communication, (2) engagement, and (3) performance through providing rich analytics that will allow teachers to visualize personal historical records, cross-department records, and course historical records. The analytics developed will include easy import, export, and sharing data, charts to visualize teacher engagement on their LMS platform, and metrics measuring performance for quizzes, attendance, assignments, and other learning objects. The ultimate outcomes this project hopes to achieve are improved teaching ability, better learning environment for students, and improved assessment tools and data for administrators. As an extension of the KEEP project that has already attained nearly all of its proposed outcomes, this proposal is readily achievable and beneficial. Future developments could enable open data repositories for teaching and learning research across all eight tertiary institutions in Hong Kong and beyond, ultimately hoping to advance CUHK’s eLearning and internationalisation objectives.

Reference:
1. 1st International Conference on Learning Analytics and Knowledge 2011. (n.d.). Retrieved July 18, 2016, from https://tekri.athabascau.ca/analytics/