This presentation will explore the future role of learning analytics data in creating: feedback, awareness, improved student performance and learning though the collection and, ultimately, the presentation of student data back to the students. A key distinction will be to do so at a point in a student’s learning experience where they will be most likely to attend to it, similar to findings in other research that highlighted the importance of the timing of feedback (Jessop, El Hakim and Gibbs, 2014).
The data type that will be focused upon will be that of citation data generated by students through the RefME platform. The potential of citation data in the future of Higher Education (HE) and Learning Analytics, will be presented and possible scenarios for the enhancing nature of the data in engaging students within their curriculum and learning activities will be outlined.
Building upon national initiatives such as the Jisc Learning Analytics project, and in partnership with Universities in the UK and US predominantly, RefME seeks to disrupt some of the student experience by removing a widely known anxiety that students from a multitude of educational backgrounds and cultures experience face around referencing (Blog post and infographic). Data will also be shared that illustrates data informing the development of new functions and products. In addition, evidence of the benefits of RefME for users in each RefME Institute e.g. RefME saving users approximately 2.5 minutes per reference in their reference list.
Foci of the session will include matters concerning how learning analytics can be collected, analysed, observed and reported, in ways that better inform the creation of learning environments and experiences. How such data may in the future, build into a broader learning gain ecosystem (which the TEF may be forced to consider in the future) will also be alluded to. Therefore, the importance of interoperability and being hardware independent will be the key for such functionality and potential citation data to be scaled globally. Therefore, the discussion will be focused on a) the ability of the data to inform institutional decision making as well as b) making a difference to student learning.
* RefME is an Ed-Tech Start-Up founded by Tom Hatton, a graduating student from Oxford Brookes University. Over 1.2 million users now use the platform which has received £3 million of seed funding to date, having only been founded at the end of 2013.
References Jessop, T., El Hakim, Y. and Gibbs, G. (2013) ‘The whole is greater than the sum of its parts: A large-scale study of students’ learning in response to different programme assessment patterns’, Assessment & Evaluation in Higher Education, 39(1), pp. 73–88. doi: 10.1080/02602938.2013.792108.