{"id":987,"date":"2015-12-14T16:22:18","date_gmt":"2015-12-14T16:22:18","guid":{"rendered":"http:\/\/thinking.is.ed.ac.uk\/melissa\/?p=987"},"modified":"2015-12-14T16:29:59","modified_gmt":"2015-12-14T16:29:59","slug":"larc-rise","status":"publish","type":"post","link":"https:\/\/thinking.is.ed.ac.uk\/melissa\/2015\/12\/14\/larc-rise\/","title":{"rendered":"LARC rise"},"content":{"rendered":"
\"Chicken<\/a>
No pictures of larks available so you’ll have to make do with chicken analytics
\u00a9 The University of Edinburgh http:\/\/images.is.ed.ac.uk\/luna\/servlet\/s\/17q3tn<\/figcaption><\/figure>\n

I am delighted to be chairing the project steering group for the University of Edinburgh LARC <\/a>‘Learning Analytics Report Card’<\/a> project<\/a>.<\/p>\n

This project asks: \u2018How can University teaching teams develop critical and participatory approaches to educational data analysis?<\/em>\u2019 It seeks to develop ways of involving students as research partners and active participants in their own data collection and analysis, as well as foster critical understanding of the use of computational analysis in education.<\/p>\n

The \u2018Learning Analytics Report Card\u2019\u00a0 captures data from an individual student\u2019s course-related activity, and presents a summary of their academic progress in textual and visual form. However, rather than manifesting through hidden and inaccessible institutional data aggregation and analysis, the LARC offers students an opportunity to play<\/em> with their data; to choose what<\/em> is included or excluded, when<\/em> the report is generated, and how<\/em> it might be presented.<\/p>\n

Rather than simply empowering the individual, this process reveals the functioning of the algorithms that increasingly underpin and govern educational decision-making. A pilot LARC will be developed for the MSc in Digital Education programme at the University of Edinburgh, with a view\u00a0 to producing a packaged system that might be used in other online provision.<\/p>\n

The first draft of the Learning Analytics Report Card interface is now complete, and is ready for testing with Moodle data and the phase 1 analytics. The interface is behind the EASE login, which will restrict access to the identified pilot students, as well as facilitate login information for the data capture from Moodle. At present, the options available to students reflect the 5 categories of analytics constituting the fist phase of development:\u00a0Attendance,\u00a0Social Interaction, Engagement,\u00a0Performance,\u00a0Personal.<\/p>\n

If you want to know more, contact Jeremy in the project team.<\/p>\n","protected":false},"excerpt":{"rendered":"

I am delighted to be chairing the project steering group for the University of Edinburgh LARC ‘Learning Analytics Report Card’ project. This project asks: \u2018How can University teaching teams develop critical and participatory approaches to educational data analysis?\u2019 It seeks to develop ways of involving students as research partners and active participants in their own …<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[1,10],"tags":[145,152,150,151,28,48],"class_list":["post-987","post","type-post","status-publish","format-standard","hentry","category-learning-teaching-and-web-services","category-eople-place-work","tag-analytics","tag-chicken","tag-for-the-birds","tag-larc","tag-learning","tag-student-experience"],"_links":{"self":[{"href":"https:\/\/thinking.is.ed.ac.uk\/melissa\/wp-json\/wp\/v2\/posts\/987","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/thinking.is.ed.ac.uk\/melissa\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/thinking.is.ed.ac.uk\/melissa\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/thinking.is.ed.ac.uk\/melissa\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/thinking.is.ed.ac.uk\/melissa\/wp-json\/wp\/v2\/comments?post=987"}],"version-history":[{"count":3,"href":"https:\/\/thinking.is.ed.ac.uk\/melissa\/wp-json\/wp\/v2\/posts\/987\/revisions"}],"predecessor-version":[{"id":991,"href":"https:\/\/thinking.is.ed.ac.uk\/melissa\/wp-json\/wp\/v2\/posts\/987\/revisions\/991"}],"wp:attachment":[{"href":"https:\/\/thinking.is.ed.ac.uk\/melissa\/wp-json\/wp\/v2\/media?parent=987"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/thinking.is.ed.ac.uk\/melissa\/wp-json\/wp\/v2\/categories?post=987"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/thinking.is.ed.ac.uk\/melissa\/wp-json\/wp\/v2\/tags?post=987"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}