I’m pleased that our paperLearning Analytics in Context: Overcoming the Barriers to Large-Scale Adoption has just been published by the Journal of Learning Analytics.
The paper begins by looking at why introducing learning analytics within an institution often proves to be difficult. It goes on to set out a framework that offers a step-by-step approach to the introduction of learning analytics, and shows how this can work in practice by focusing on developments in two very different institutions: a distance university in the UK and a university of technology in Australia.
The paper’s authors bring together a wealth of experience that is grounded in strategy, research and practice. Co-authors with a strategic perspective are Belinda Tynan, pro vice chancellor at the UK’s Open University who is leading on the development and roll-out of a programme of learning analytics across the institution, and Shirley Alexander, the deputy vice chancellor taking the lead on developing University of Technology Sydney as a data-intensive university. Leah Macfadyen from the University of British Columbia and Shane Dawson from the University of South Australia bring a research perspective that draws on an intensive study of the roll-out of analytics at an institutional scale, while Doug Clow from The Open University draws on his practitioner experience as a data wrangler, as well as his research experience in this area.
A core goal for most learning analytic projects is to move from small-scale research towards broader institutional implementation, but this introduces a new set of challenges because institutions are stable systems, resistant to change. To avoid failure and maximize success, implementation of learning analytics at scale requires explicit and careful consideration of the entire TEL technology complex: the different groups of people involved, the educational beliefs and practices of those groups, the technologies they use and the specific environments within which they operate. It is crucial to provide not only the analytics and their associated tools, but also to begin with a clear strategic vision, to critically assess institutional culture, to identify potential barriers to adoption, to develop approaches to overcome these and to put in place appropriate forms of support, training and community building. In this paper, we provide tools and case studies that will support educational institutions in deploying learning analytics at scale with the goal of achieving specified learning and teaching objectives. The ROMA Framework offers a step-by-step approach to the institutional implementation of learning analytics and this approach is grounded by case studies of practice from the UK and Australia.