Best practices for learning analytics initiatives in higher education

This article aims to summarise international best practices for implementing a learning analytics (LA) strategy in a higher education institution (HEI). Universities have always collected data for reporting purposes. LA collects data while students are learning, enabling targeted interventions with potentially at-risk individuals or students with the ability to excel. LA has been made possible by the widespread use of technology, particularly learning management systems (LMSs) that enable the electronic collection of data. Such data can be combined with more traditional sources of data, such as student demographics or academic success plus qualitative information to produce analyses for decision making.Book chapter in :'Best practices for learning analytics initiatives in higher education' in Kilfoil, W.R. (Ed.). (2015). Moving beyond the hype : a contextualised view of learning with technology in higher education. Pretoria : Universities South Africa.hb201

Best practices for learning analytics initiatives in higher education

This article aims to summarise international best practices for implementing a learning analytics (LA) strategy in a higher education institution (HEI). Universities have always collected data for reporting purposes. LA collects data while students are learning, enabling targeted interventions with potentially at-risk individuals or students with the ability to excel. LA has been made possible by the widespread use of technology, particularly learning management systems (LMSs) that enable the electronic collection of data. Such data can be combined with more traditional sources of data, such as student demographics or academic success plus qualitative information to produce analyses for decision making.hb201

Student Success at the University of Pretoria, 2009-2019: A Systemic, Intentional and Data-Informed Strategy

Preface: In essence, the publication provides an exposé of the evolution of an increasingly complex and comprehensive student success strategy developed by a South African university (viz the University of Pretoria). The problem facing the University in 2009 was common across the higher education sector in South Africa: the phenomenon of student success. This publication is a case study or series of case studies of how the University of Pretoria intentionally integrated its student support and development programmes between 2009 and 2019, and how it innovated and improved the holistic programme over the decade. The outcome was a gradual increase in the student success rate as measured by both module pass percentage (defined as the number of students who passed v the number who enrolled for the module) and minimum time to completion of individual cohorts (‘cohort’ defined as a group of first-time entering students followed through to graduation). The chapter reflects on contextualised approaches to student success initiatives that are similar to those found at other institutions, nationally and internationally. Using case studies shows how initiatives develop over time within a unique context, as well as challenges and successes. This publication has both a descriptive and exploratory approach in its case studies. Existing but siloed initiatives within the University were uncovered, interrogated, improved and integrated into a broader programme between 2009 and 2019. The cases might provide some insights into the phenomenon of student success that other South African institutions could contextualise

Innovative training and support interventions with respect to a commercial learning management system

During 2006, the University of Pretoria embarked on an upgrade from WebCT Campus Edition to WebCT Vista 4, now called the Blackboard learning management system. The customised name for the system at the University of Pretoria is clickUP. The ethos behind the choice of name, besides the incorporation of the UP acronym, is to spread the idea of ‘clicking up’ teaching practice, ‘clicking up’ assessment strategies and ‘clicking up’ with ICTs. The project implementation team followed the recommendations of the WebCT (UK) consultants (Dark & O'Brien, 2005), which included establishing various task teams to handle all aspects of the upgrade. This paper reports on the strategies of the Training and Support task team. Innovations in the training strategy include lunch times sessions, just-in-time and customised training for lecturers, a help website, fact sheets and the use of props, analogies and storytelling during face-to-face training sessions. Participant feedback is exceptionally positive. The main support intervention was the establishment of an e-support office to support lecturers with technical and administrative tasks in the electronic environment and to provide one central point for assistance. The members of the team developed and matured in their understanding and usage of clickUP, including best practices which were incorporated in the training strategy. Important lessons were learned by the instructional design team, which are shared in this paper. It is possible for other training and support teams to modify many of these ideas and resources for their own needs.http://www.zaw3.ac.z