Nudging analytics onto a learning path

Tiếng Việt

Nudging analytics onto a learning path

An international leader in educational technology shared his research on how learning analytics can support student achievement at a recent public talk at RMIT Vietnam.

The talk Determining Deficit or Supporting Success? Nudging Analytics onto a Learning Path – presented by Professor Gregor Kennedy, Pro Vice-Chancellor (Teaching and Learning) and Director of the Melbourne Centre for the Study of Higher Education, University of Melbourne – focused on how learning analytics can help learners of all levels increase their personal academic achievement.

According to Professor Kennedy, a great promise of learning analytics is to determine hidden patterns associated with students’ learning process, and how those analytics can be used to actively support the success of students – instead of determining their deficit.

“Learning analytics help detect potential ‘at risk’ students; [facilitate] formative and summative feedback to students on their learning processes and outcomes; assist with evidence-based resource allocation; improve institutional decision-making and responsiveness to known challenges; promote a shared understanding of institutional successes and challenges; [and support] academic research and development,” Professor Kennedy presented.

Professor Kennedy provided examples of learning analytics applications at the University of Melbourne in three areas: cognition and interaction, massive open online courses, and surgical skills simulation.

Professor Gregor Kennedy presented on the promise of “big data” and analytics.

Big Data

A key trend in the digital revolution is greater analysis and data application.

Professor Kennedy said that “big data” analysis is an incredibly useful method for teachers, educators, and educational designers and researchers, as it promotes hidden abilities and uncovers complex patterns of student learning behavior.

“They provide – hopefully – insight on how we can nudge our use of analytics onto a learning path,” Professor Kennedy said.

“This analytical approach can help the school get a huge amount of student data, and understand their perceptions and learning process.”

Data analysis is playing an important role in education in the context of the Fourth Industrial Revolution. For Higher Education institutions, integrating student information into smart data could lead to more informed decisions regarding the delivery of customised education and personalised learning experiences for students.

Professor Gregor Kennedy

Professor Kennedy’s presentation was part of the Informing Science and Information Technology conference 2017 (InSITE 2017), and hosted by RMIT Vietnam’s Centre of Digital and Excellence (CODE). The conference was attended by more than 150 local and international educators.

The talk “Determining Deficit or Supporting Success” by Professor Gregor Kennedy was part of the InSITE Multi-conference hosted by RMIT Vietnam.

About InSITE

Informing Science Institute’s (ISI) 2017 Informing Science and IT Education (InSITE) Multi-conference was hosted by RMIT Vietnam at the University’s South Saigon campus between July 31 and August 5. Sponsored by RMIT Vietnam’s School of Business and Management, in conjunction with the University’s Centre of Digital Excellence (CODE), the week long conference was an opportunity to share research with academics from around the world and collaborate on issues pertaining specifically to the uptake and delivery of digital technology in education.

About CODE

RMIT Vietnam's Centre of Digital Excellence (CODE) seeks to cultivate, support and promote digital best practice across education and industry in Southeast Asia. Founded in 2016, CODE advances its pillars of digital impact, inclusion and imagination through a series of public talks, initiatives and training sessions. For information about CODE activities, please contact code@rmit.edu.vn(link sends e-mail).

Story: Le Mong Thuy