For our MyLab and Mastering products, we evaluate student activity and achievement to generate Educator Studies and Essential Analytics Studies, for example, alongside a Financial Management course using MyAccountingLab at the University of Exeter (Capper, 2015). By grouping the analysis into practical areas of the greatest interest or concern for teachers such as: engagement, participation, achievement and activity, the results are used to connect usage data and create new or altered ways of integrating technology effectively.
During this session we will deconstruct and analyse some of the Educator and Essential Studies in order to understand how we gain the insights, how we create actionable recommendations to teaching teams and how this could influence the way teachers use digital resources in class.
For example, in the MAL study at Exeter these included:
- Using MyAccountingLab question metrics to ensure questions are of comparable difficulty in different assignments. Achievement in different assignments is then comparable.
- Assigning more ‘for-credit’ assessments throughout the course would encourage more consistent participation. (Capper, 2015)
For courses we design and develop with institutions, our early stage collaboration with the institution enables us to tailor a ‘Learning Outcomes Framework’ to the institution’s specific priorities. We do this because we recognise the importance of assessing how effective our courses are for learners. We can then review, revise and strive for excellence by evaluating our courses against the agreed learning outcomes. We can then design the course to drive these outcomes and measure the impact of our courses on learners by using tracking metrics.
Although the learning resources we analyse differ, Pearson’s analytics service remains committed to achieving effective learning. And that is because at the heart of all our analysis is Recommendation 6 of The Higher Education Committee’s ‘Bricks to Clicks’2016 report (HEC, 2016) which states that “learning analytics should be driven by improvement of learning and teaching processes and student engagement” (DBIS, 2015).
In this session we will:
- Explore completed studies, look at the metrics used and the recommendations of the studies.
- Discuss the recurring themes e.g. participation and discuss how findings can / have been put into practice to enhance learning.
- Explore ‘best practice’ themes for integrating technology based on completed studies.
- Explore the Pearson Learning Outcomes Framework for course development, looking in more detail at how to evaluate and design for course success and student experience.
Capper, G. (2015). Case Study: INTO 3605 Financial Management. http://www.pearsonmylabandmastering.com/global/results/files/Exeter_-_MAL_INTO_%25281%2529.pdf?v1447421844 (accessed March 2016)
Higher Education Commission. From Bricks to Clicks – The Potential of Data and Analytics in Higher Education (2016) http://www.policyconnect.org.uk/hec/research/report-bricks-clicks-potential-data-and-analytics-higher-education (accessed March 2016)
New Media Consortium (2015). NMC Horizon Report: 2015 Higher Education Edition. https://net.educause.edu/ir/library/pdf/HR2015.pdf (accessed February 2016)