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<?xml version="1.0" encoding="UTF-8"?><rss version="2.0" xmlns:content="http://purl.org/rss/1.0/modules/content/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:atom="http://www.w3.org/2005/Atom" xmlns:sy="http://purl.org/rss/1.0/modules/syndication/" > <channel> <title> Comments for Data analytics </title> <atom:link href="https://analytics.jiscinvolve.org/wp/comments/feed/" rel="self" type="application/rss+xml" /> <link>https://analytics.jiscinvolve.org/wp</link> <description>Using data and analytics to support students</description> <lastBuildDate>Tue, 04 Sep 2018 09:22:37 +0000</lastBuildDate> <sy:updatePeriod> hourly </sy:updatePeriod> <sy:updateFrequency> 1 </sy:updateFrequency> <generator>https://wordpress.org/?v=5.4</generator> <item> <title> Comment on GDPR and Learning Analytics – Frequently Asked Questions by Niall Sclater </title> <link>https://analytics.jiscinvolve.org/wp/2018/06/01/gdpr-and-learning-analytics-frequently-asked-questions/#comment-248</link> <dc:creator><![CDATA[Niall Sclater]]></dc:creator> <pubDate>Tue, 04 Sep 2018 09:22:37 +0000</pubDate> <guid isPermaLink="false">https://analytics.jiscinvolve.org/wp/?p=2209#comment-248</guid> <description><![CDATA[In reply to <a href="https://analytics.jiscinvolve.org/wp/2018/06/01/gdpr-and-learning-analytics-frequently-asked-questions/#comment-240">Brian Murphy</a>. Hi Brian Our understanding of the legislation is that, yes, you would need to request specific consent from students if you are going to use any Special Category Data for the purposes of learning analytics.]]></description> <content:encoded><![CDATA[In reply to <a href="https://analytics.jiscinvolve.org/wp/2018/06/01/gdpr-and-learning-analytics-frequently-asked-questions/#comment-240">Brian Murphy</a>. Hi Brian Our understanding of the legislation is that, yes, you would need to request specific consent from students if you are going to use any Special Category Data for the purposes of learning analytics. ]]></content:encoded> </item> <item> <title> Comment on Planning interventions with at-risk students by Stewart Green </title> <link>https://analytics.jiscinvolve.org/wp/2017/06/26/planning-interventions-with-at-risk-students/#comment-243</link> <dc:creator><![CDATA[Stewart Green]]></dc:creator> <pubDate>Thu, 12 Jul 2018 12:53:28 +0000</pubDate> <guid isPermaLink="false">https://analytics.jiscinvolve.org/wp/?p=1847#comment-243</guid> <description><![CDATA[I recently ran a "manual" learning analytics project across ten programmes for two years. Data on student attendance, unofficial assessments, official assessments and VLE access was accessed and maintained in a spreadsheet per programme by an intern. Regular four weekly meetings between the intern, each programme leader and their APT were held to consider what to do about students at various levels of risk. Students at critical risk were deemed to be those whose attendance and academic performance was poor on 3 or 4 out of their 4 core year-one modules. These were invited for interviews. Of the approximately 70% who attended, it was very interesting to note that for many the causes of poor performance - missed first four weeks due to visa problems, wrong course, accommodation problems, mental health issues, family issues, relationship issues and others - were various and not particularly related to either the course, or the teaching of the course. Depending on the problem, we were either able to help directly or sign post students to various university services e.g. Student Support or Well Being Suppport.]]></description> <content:encoded><![CDATA[I recently ran a “manual” learning analytics project across ten programmes for two years. Data on student attendance, unofficial assessments, official assessments and VLE access was accessed and maintained in a spreadsheet per programme by an intern. Regular four weekly meetings between the intern, each programme leader and their APT were held to consider what to do about students at various levels of risk. Students at critical risk were deemed to be those whose attendance and academic performance was poor on 3 or 4 out of their 4 core year-one modules. These were invited for interviews. Of the approximately 70% who attended, it was very interesting to note that for many the causes of poor performance – missed first four weeks due to visa problems, wrong course, accommodation problems, mental health issues, family issues, relationship issues and others – were various and not particularly related to either the course, or the teaching of the course. Depending on the problem, we were either able to help directly or sign post students to various university services e.g. Student Support or Well Being Suppport. ]]></content:encoded> </item> <item> <title> Comment on GDPR and Learning Analytics – Frequently Asked Questions by Brian Murphy </title> <link>https://analytics.jiscinvolve.org/wp/2018/06/01/gdpr-and-learning-analytics-frequently-asked-questions/#comment-240</link> <dc:creator><![CDATA[Brian Murphy]]></dc:creator> <pubDate>Tue, 19 Jun 2018 14:46:05 +0000</pubDate> <guid isPermaLink="false">https://analytics.jiscinvolve.org/wp/?p=2209#comment-240</guid> <description><![CDATA[Universities are required to collect Special Category data for Widening Access and Equality regulation, of statutory reporting and quality enhancement for all students. This normally happens under general consent at registration. If any one of these - such as gender - is used for Learning Analytics, is the process GDPR compliant under the general consent and acceptable usage statement that student enrol on.]]></description> <content:encoded><![CDATA[Universities are required to collect Special Category data for Widening Access and Equality regulation, of statutory reporting and quality enhancement for all students. This normally happens under general consent at registration. If any one of these – such as gender – is used for Learning Analytics, is the process GDPR compliant under the general consent and acceptable usage statement that student enrol on. ]]></content:encoded> </item> <item> <title> Comment on GDPR and Learning Analytics – Frequently Asked Questions by Brian Murphy </title> <link>https://analytics.jiscinvolve.org/wp/2018/06/01/gdpr-and-learning-analytics-frequently-asked-questions/#comment-239</link> <dc:creator><![CDATA[Brian Murphy]]></dc:creator> <pubDate>Tue, 19 Jun 2018 12:32:52 +0000</pubDate> <guid isPermaLink="false">https://analytics.jiscinvolve.org/wp/?p=2209#comment-239</guid> <description><![CDATA[The most helpful and practical guidance on Learning Analytics and GDPR I have found to date.]]></description> <content:encoded><![CDATA[The most helpful and practical guidance on Learning Analytics and GDPR I have found to date. ]]></content:encoded> </item> <item> <title> Comment on Planning interventions with at-risk students by Niall Sclater </title> <link>https://analytics.jiscinvolve.org/wp/2017/06/26/planning-interventions-with-at-risk-students/#comment-223</link> <dc:creator><![CDATA[Niall Sclater]]></dc:creator> <pubDate>Wed, 24 Jan 2018 11:47:46 +0000</pubDate> <guid isPermaLink="false">https://analytics.jiscinvolve.org/wp/?p=1847#comment-223</guid> <description><![CDATA[In reply to <a href="https://analytics.jiscinvolve.org/wp/2017/06/26/planning-interventions-with-at-risk-students/#comment-219">Simon Blake</a>. Hi Simon We've held this session again a couple of times and it appeared to engage the participants and stimulate their thinking about interventions but there have been no other follow-up activities. Cheers Niall]]></description> <content:encoded><![CDATA[In reply to <a href="https://analytics.jiscinvolve.org/wp/2017/06/26/planning-interventions-with-at-risk-students/#comment-219">Simon Blake</a>. Hi Simon We’ve held this session again a couple of times and it appeared to engage the participants and stimulate their thinking about interventions but there have been no other follow-up activities. Cheers Niall ]]></content:encoded> </item> <item> <title> Comment on Learning Analytics in Higher Education: A review of UK and international practice by Niall Sclater </title> <link>https://analytics.jiscinvolve.org/wp/2016/04/19/learning-analytics-in-higher-education-a-review-of-uk-and-international-practice/#comment-222</link> <dc:creator><![CDATA[Niall Sclater]]></dc:creator> <pubDate>Wed, 24 Jan 2018 11:45:07 +0000</pubDate> <guid isPermaLink="false">https://analytics.jiscinvolve.org/wp/?p=955#comment-222</guid> <description><![CDATA[In reply to <a href="https://analytics.jiscinvolve.org/wp/2016/04/19/learning-analytics-in-higher-education-a-review-of-uk-and-international-practice/#comment-218">Edward</a>. Hi Edward These were primarily compiled from papers already published about the initiatives. In some cases, the texts of the case studies where checked with the institutions concerned. See the references at the end of each case study linked to from the report. Best wishes Niall]]></description> <content:encoded><![CDATA[In reply to <a href="https://analytics.jiscinvolve.org/wp/2016/04/19/learning-analytics-in-higher-education-a-review-of-uk-and-international-practice/#comment-218">Edward</a>. Hi Edward These were primarily compiled from papers already published about the initiatives. In some cases, the texts of the case studies where checked with the institutions concerned. See the references at the end of each case study linked to from the report. Best wishes Niall ]]></content:encoded> </item> <item> <title> Comment on Planning interventions with at-risk students by Simon Blake </title> <link>https://analytics.jiscinvolve.org/wp/2017/06/26/planning-interventions-with-at-risk-students/#comment-219</link> <dc:creator><![CDATA[Simon Blake]]></dc:creator> <pubDate>Wed, 10 Jan 2018 10:49:22 +0000</pubDate> <guid isPermaLink="false">https://analytics.jiscinvolve.org/wp/?p=1847#comment-219</guid> <description><![CDATA[Hi Niall, Trawling for information on inititives supporting at-risk undergraduate students. Wondered if you are aware of any follow-up to the session you report upon in this post? Thanks. Simon]]></description> <content:encoded><![CDATA[Hi Niall, Trawling for information on inititives supporting at-risk undergraduate students. Wondered if you are aware of any follow-up to the session you report upon in this post? Thanks. Simon ]]></content:encoded> </item> <item> <title> Comment on Learning Analytics in Higher Education: A review of UK and international practice by Edward </title> <link>https://analytics.jiscinvolve.org/wp/2016/04/19/learning-analytics-in-higher-education-a-review-of-uk-and-international-practice/#comment-218</link> <dc:creator><![CDATA[Edward]]></dc:creator> <pubDate>Thu, 21 Dec 2017 16:00:46 +0000</pubDate> <guid isPermaLink="false">https://analytics.jiscinvolve.org/wp/?p=955#comment-218</guid> <description><![CDATA[How were these case studies gathered? Was it a combined effort of the report writers? Was data collected on site or is it secondary data? Very interesting read.]]></description> <content:encoded><![CDATA[How were these case studies gathered? Was it a combined effort of the report writers? Was data collected on site or is it secondary data? Very interesting read. ]]></content:encoded> </item> <item> <title> Comment on Using your student information system as the basis for learning analytics by Niall Sclater </title> <link>https://analytics.jiscinvolve.org/wp/2014/10/10/using-your-student-information-system-as-the-basis-for-learning-analytics/#comment-217</link> <dc:creator><![CDATA[Niall Sclater]]></dc:creator> <pubDate>Thu, 21 Dec 2017 10:15:52 +0000</pubDate> <guid isPermaLink="false">https://analytics.jiscinvolve.org/wp/?p=297#comment-217</guid> <description><![CDATA[In reply to <a href="https://analytics.jiscinvolve.org/wp/2014/10/10/using-your-student-information-system-as-the-basis-for-learning-analytics/#comment-214">Joel MacDonald</a>. Hi Joel Advice from Rob Wyn Jones: We have already had some Ellucian customers provide data from their system (UDD extract) into the LRW. It will be down to the HEI / institution to provide the data themselves (ETL) for the UDD, using scripts/ SQL etc – we don’t have a plug-in as such to do this for them automatically. We could enquire with our LA pilot / beta service community pathfinders ie. specifically Ellucian HEIs, to see if they wanted to share their ETL/ SQL scripts with them, which obviously would help in avoiding recreation of any wheels!]]></description> <content:encoded><![CDATA[In reply to <a href="https://analytics.jiscinvolve.org/wp/2014/10/10/using-your-student-information-system-as-the-basis-for-learning-analytics/#comment-214">Joel MacDonald</a>. Hi Joel Advice from Rob Wyn Jones: We have already had some Ellucian customers provide data from their system (UDD extract) into the LRW. It will be down to the HEI / institution to provide the data themselves (ETL) for the UDD, using scripts/ SQL etc – we don’t have a plug-in as such to do this for them automatically. We could enquire with our LA pilot / beta service community pathfinders ie. specifically Ellucian HEIs, to see if they wanted to share their ETL/ SQL scripts with them, which obviously would help in avoiding recreation of any wheels! ]]></content:encoded> </item> <item> <title> Comment on Using your student information system as the basis for learning analytics by Joel MacDonald </title> <link>https://analytics.jiscinvolve.org/wp/2014/10/10/using-your-student-information-system-as-the-basis-for-learning-analytics/#comment-214</link> <dc:creator><![CDATA[Joel MacDonald]]></dc:creator> <pubDate>Thu, 16 Nov 2017 12:55:50 +0000</pubDate> <guid isPermaLink="false">https://analytics.jiscinvolve.org/wp/?p=297#comment-214</guid> <description><![CDATA[Is JISC's LRS compatible with Ellucian?]]></description> <content:encoded><![CDATA[Is JISC’s LRS compatible with Ellucian? ]]></content:encoded> </item> </channel> </rss>