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href="http://web.archive.org/web/20221128085551/https://analytics.jiscinvolve.org/wp/2017/11/17/assessing-your-readiness-for-implementation-of-learning-analytics-making-a-start/">November 17, 2017</a> </span> </li> <li class="post-comment-link meta-wrapper"> <span class="meta-icon"> <svg class="svg-icon" aria-hidden="true" role="img" focusable="false" xmlns="http://www.w3.org/2000/svg" width="19" height="19" viewbox="0 0 19 19"><path d="M9.43016863,13.2235931 C9.58624731,13.094699 9.7823475,13.0241935 9.98476849,13.0241935 L15.0564516,13.0241935 C15.8581553,13.0241935 16.5080645,12.3742843 16.5080645,11.5725806 L16.5080645,3.44354839 C16.5080645,2.64184472 15.8581553,1.99193548 15.0564516,1.99193548 L3.44354839,1.99193548 C2.64184472,1.99193548 1.99193548,2.64184472 1.99193548,3.44354839 L1.99193548,11.5725806 C1.99193548,12.3742843 2.64184472,13.0241935 3.44354839,13.0241935 L5.76612903,13.0241935 C6.24715123,13.0241935 6.63709677,13.4141391 6.63709677,13.8951613 L6.63709677,15.5301903 L9.43016863,13.2235931 Z M3.44354839,14.766129 C1.67980032,14.766129 0.25,13.3363287 0.25,11.5725806 L0.25,3.44354839 C0.25,1.67980032 1.67980032,0.25 3.44354839,0.25 L15.0564516,0.25 C16.8201997,0.25 18.25,1.67980032 18.25,3.44354839 L18.25,11.5725806 C18.25,13.3363287 16.8201997,14.766129 15.0564516,14.766129 L10.2979143,14.766129 L6.32072889,18.0506004 C5.75274472,18.5196577 4.89516129,18.1156602 4.89516129,17.3790323 L4.89516129,14.766129 L3.44354839,14.766129 Z"/></svg> </span> <span class="meta-text"> <a href="http://web.archive.org/web/20221128085551/https://analytics.jiscinvolve.org/wp/2017/11/17/assessing-your-readiness-for-implementation-of-learning-analytics-making-a-start/#respond">No Comments<span class="screen-reader-text"> on Assessing Your Readiness for Implementation of Learning Analytics: Making a Start</span></a> </span> </li> </ul> </div> </div> </header> <div class="post-inner thin "> <div class="entry-content"> <figure id="attachment_1962" aria-describedby="caption-attachment-1962" style="width: 71px" class="wp-caption alignright"><img loading="lazy" class="size-full wp-image-1962" src="http://web.archive.org/web/20221128085551im_/https://analytics.jiscinvolve.org/wp/files/2017/08/lpineda.jpg" alt="Lindsay Pineda" width="71" height="100"/><figcaption id="caption-attachment-1962" class="wp-caption-text">Lindsay Pineda</figcaption></figure> <figure id="attachment_1961" aria-describedby="caption-attachment-1961" style="width: 71px" class="wp-caption alignright"><img loading="lazy" class="size-full wp-image-1961" src="http://web.archive.org/web/20221128085551im_/https://analytics.jiscinvolve.org/wp/files/2017/08/Patrick-Lynch-picture-71x103.png" alt="Patrick Lynch" width="71" height="103"/><figcaption id="caption-attachment-1961" class="wp-caption-text">Patrick Lynch</figcaption></figure> <div class="mceTemp"></div> <p><strong><em>This is a guest post by Lindsay Pineda and Patrick Lynch. Their bios are at the end of the article.</em></strong></p> <p>As an institution, you may find yourself asking, “How do I know if we are ready for learning analytics? Is there a way to ‘feel out’ where we are before having someone come onsite for a more official assessment? What kinds of things can I do on campus to prepare for an on-site Readiness Assessment?”</p> <p>One of the main advantages of engaging in an on-site Readiness Assessment is that the event is tailored for your institution’s particular requirements. Our clients have confirmed for us that the “gold standard” in this work is to bring in people from outside of the organization to help facilitate this process. Institutions have told us:</p> <ul> <li>“This is honestly the first time we’ve had all of these people together in one room to talk about a common goal.”</li> <li>“Bringing someone in from the ‘outside’ onsite allows for an impartial view of the institution and it’s not muddied by an emotional connection to one thing or another. That is extremely valuable.”</li> <li>“I have no idea how I would have been able to convince this many people to be in the same room together for this long without using the pull of Consultants coming in to assess us.”</li> <li>“With someone coming in, no one seems particularly ‘suspicious’ about the intent behind the workshops. People are curious about who is here and what they intend to help us do so they actually show up.”</li> </ul> <h2>Making a Start</h2> <p>Through our experiences, we did find that there are activities an institution can undertake as “prep work” for the facilitated on-site Readiness Assessment. Getting people together for a sustained period is difficult. Getting disparate groups together is challenging and organizing senior leadership into any narrow time frame can be near impossible. We experience these obstacles ourselves while planning on-site visits with institutions.</p> <p>In this article we present two activities that will help an institution better prepare for a shorter, more focused, external engagement with their on-site facilitators. This also provides the facilitators with richer information to help deliver the most value while onsite at your institution.</p> <h2>Areas to Investigate</h2> <p>One of the key elements of readiness is to consider the fit of a learning analytics project within the culture of the organization. This includes policies, processes, and practices that may be affected. Taking a broader view can help identify where existing projects and processes can support the initiative. For example, we have encountered change fatigue in a number of institutions. Wrapping activities together into one broader program is a great way to reduce the perceived number of changes, as well as help realize the advantages of interrelated projects. For example, an existing project at focused on ethics and privacy policies could also include those policies needed to support a learning analytics initiative.</p> <h2>Stakeholder Involvement</h2> <p>Given the broader approach to implementing learning analytics, a wide stakeholder group needs to be involved. Assessing readiness acts as a solid start to the project. It is a way to introduce colleagues to the goals of the project and benefits of implementing the initiative effectively. The assessment also assists with gaining buy in from the start. Key staff groups we have identified are:</p> <ul> <li>Learning and Teaching support/development</li> <li>eLearning/TEL</li> <li>IT Services</li> <li>Academic Tutoring/Advisement Services</li> <li>Student Support Services</li> <li>Research and Planning</li> <li>Registrar’s Office</li> <li>Key Thought Influencers</li> <li>Senior Leadership (“Decision Makers”)</li> <li>Faculty/Teachers</li> <li>Library/Information Services</li> </ul> <p>And last, but by no means to be considered least:</p> <ul> <li>Key Student Union/Government Representatives</li> </ul> <p>For each area, as appropriate, we would suggest having both academic staff as well as administrative individuals involved.</p> <p>Having this broad range of departments together offers a good overall representation of the institution and allows for sharing of impact and ideas in a broader manner. Each of these areas brings a different perspective. It includes the individuals who will see the effects on the institution’s bottom line, who will carry out the actual work, who will provide interventions, along with the end users.</p> <h2>Activity Recommendations</h2> <p>The two activities we recommend are:</p> <ul> <li>Setting Institutional Goals and Objectives</li> <li>Determining Challenges and Obstacles</li> </ul> <p>The first activity can be used as a starting point for goal setting, which will be iterated upon in subsequent activities. These two activities are specifically aimed at narrowing down the institution’s short and long term goals while identifying any major challenges/obstacles. This allows for the on-site efforts to center around the already identified goals, challenges, and obstacles.</p> <h2>Activity #1: Institutional Goals and Objectives</h2> <ul class="unicon-accordion"> <li> <p class="accordion-title">Why Is This Important?</p> </li> <li> <p class="accordion-title">Intended Outcomes of the Session</p> </li> <li> <p class="accordion-title">Duration</p> </li> <li> <p class="accordion-title">Setting and Structure</p> </li> <li> <p class="accordion-title">Resources and Supplies</p> </li> <li> <p class="accordion-title">Prerequisites</p> </li> <li> <p class="accordion-title">Who Should Be Involved?</p> </li> <li> <p class="accordion-title">Outputs</p> </li> <li> <p class="accordion-title">Summary of Hints and Tips</p> </li> </ul> <h2>Activity #2: Challenges and Obstacles</h2> <ul class="unicon-accordion"> <li> <p class="accordion-title">Why Is This Important?</p> </li> <li> <p class="accordion-title">Intended Outcomes of the Session</p> </li> <li> <p class="accordion-title">Duration</p> </li> <li> <p class="accordion-title">Setting and Structure</p> </li> <li> <p class="accordion-title">Resources and Supplies</p> </li> <li> <p class="accordion-title">Prerequisites</p> </li> <li> <p class="accordion-title">Who Should Be Involved?</p> </li> <li> <p class="accordion-title">Outputs</p> </li> <li> <p class="accordion-title">Summary of Hints and Tips</p> </li> </ul> <h2>Why Use an Outside Consultant?</h2> <p>While conducting the above activities can be very valuable for an institution to glean some initial insights, it is not realistic for an institution to undertake an entire Readiness Assessment on their own. The outcomes from the “prep work” activities above will provide the outside consultants with baseline information to build upon with institutional staff and students while onsite. Our recommended “prep work” activities above are meant to assist an institution for the preparation of an on-site, facilitated Readiness Assessment; not to replace it. There are several additional activities experienced facilitators will guide an institution through. Institutions have advised us that having someone come from the “outside” creates a sense of urgency and importance around the learning analytics project and the Readiness Assessment activities. This can be valuable to leverage.</p> <p>Some of the other valuable areas that we provide for institutions as experienced Readiness Assessment facilitators are:</p> <ul> <li>Introductions to learning analytics, including real world experience and examples</li> <li>Student requirements scoping</li> <li>Policies, processes, and practices insights</li> <li>Ethics and privacy considerations</li> <li>Technical/data considerations</li> <li>Intervention considerations, guidance, and management</li> </ul> <p>These areas, and many others, are discussed in a guided, collaborative, and facilitated manner through workshops, sessions, and activities. The findings from each Readiness Assessment are shared in a confidential final report format that is meant to provide broad insights into the institution’s collective readiness. There are also recommendations made for next steps in the learning analytics initiative journey.</p> <p>We heard from several institutions that an on-site facilitated Readiness Assessment is an essential first step to engaging in a learning analytics initiative. One institution told us, “An on-site facilitated Readiness Assessment is an efficient, effective, and valuable part of starting a learning analytics initiative.”</p> <h3></h3> <h3>Useful Reading:</h3> <ul> <li>Pineda, L. (2017). “<a href="http://web.archive.org/web/20221128085551/https://www.unicon.net/about/articles/learning-analytics-adoption-and-implementation-trends">Learning Analytics Adoption and Implementation Trends</a>.”</li> <li>Pineda, L. & Lynch, P. (2017). “<a href="http://web.archive.org/web/20221128085551/https://www.unicon.net/about/articles/trends-unpacked-organizational-challenges-and-learning-analytics-part-1">Trends Unpacked: Organizational Challenges (Part 1)</a>.”</li> <li>Pineda, L. (2017). “<a href="http://web.archive.org/web/20221128085551/https://www.unicon.net/about/articles/trends-unpacked-four-things-senior-leaders-need-know-about-their-role-learning">Trends Unpacked: Four Things Senior Leaders Need to Know About Their Role in a Learning Analytics Initiative (Part 2)</a>.”</li> <li>Pineda, L. & Mason, A. (2017). “<a href="http://web.archive.org/web/20221128085551/https://www.unicon.net/about/articles/trends-unpacked-technical-challenges-and-learning-analytics-part-3">Trends Unpacked: Technical Challenges and Learning Analytics (Part 3)</a>.”</li> <li>Pineda, L. & Lynch, P. (2017). “<a href="http://web.archive.org/web/20221128085551/https://www.unicon.net/about/articles/trends-unpacked-organizational-challenges-and-learning-analytics-part-4">Trends Unpacked: Organizational Challenges (Part 4)</a>.”</li> <li>Pineda, L. (2017). “<a href="http://web.archive.org/web/20221128085551/https://www.unicon.net/about/articles/learning-analytics-adoption-and-implementation-trends-quantitative-analysis">Learning Analytics Adoption and Implementation Trends: Quantitative Analysis of Organizational and Technical Trends</a>.”</li> <li>Pineda, L., Lynch, P. & Mason, A. (2017). “<a class="ext" href="http://web.archive.org/web/20221128085551/https://www.youtube.com/playlist?list=PLgUWExUT8bVecgNaaXtc1aytD5L-SYMiW" target="_blank">Jisc Learning Analytics Institutional Readiness Videos<span class="ext"><span class="element-invisible">(link is external)</span></span></a>.”</li> </ul> <p> </p> <div class="field field-name-field-body field-type-text-long field-label-hidden"> <div class="field-items"> <div class="field-item even"> <div></div> <div class="unicon-article-author-block-wrapper"> <div class="unicon-article-author-block"> <div class="unicon-article-author-block-picture"> <figure id="attachment_1961" aria-describedby="caption-attachment-1961" style="width: 71px" class="wp-caption alignleft"><img loading="lazy" class="size-full wp-image-1961" src="http://web.archive.org/web/20221128085551im_/https://analytics.jiscinvolve.org/wp/files/2017/08/Patrick-Lynch-picture-71x103.png" alt="Patrick Lynch" width="71" height="103"/><figcaption id="caption-attachment-1961" class="wp-caption-text">Patrick Lynch</figcaption></figure> </div> <div class="unicon-article-author-block-name-bio-wrapper"> <div class="unicon-article-author-bio"> <p><strong>Patrick Lynch</strong> is currently employed by the University of Hull and has had many years of experience leading and facilitating change amongst institutions. As well as being the Learning Analytics lead at the University, Patrick is also the Communications Officer for the Apereo Learning Analytics Initiative community. Patrick has been working in Learning Analytics using a variety of tools and has presented at UK and European Conferences. He is passionate about improving the student experience, retention and success.</p> </div> </div> </div> </div> </div> </div> </div> <div class="unicon-article-author-block-wrapper"> <div class="unicon-article-author-block"> <div class="unicon-article-author-block-picture"> <figure id="attachment_1962" aria-describedby="caption-attachment-1962" style="width: 71px" class="wp-caption alignleft"><img loading="lazy" class="size-full wp-image-1962" src="http://web.archive.org/web/20221128085551im_/https://analytics.jiscinvolve.org/wp/files/2017/08/lpineda.jpg" alt="Lindsay Pineda" width="71" height="100"/><figcaption id="caption-attachment-1962" class="wp-caption-text">Lindsay Pineda</figcaption></figure> </div> <div class="unicon-article-author-block-name-bio-wrapper"> <div class="unicon-article-author-bio"> <p><strong>Lindsay Pineda</strong> is currently a Senior Implementation Consultant for Unicon and has a rich background in learning/predictive analytics. In her previous position, she focused on helping to develop, implement, and execute a proprietary predictive modeling technology that has proven to be successful in predicting student course persistence on a week-to-week basis. Lindsay has immersed herself in learning/predictive analytics research, practical applications, and implementation. Since coming to Unicon, she has been working with institutions to provide Learning Analytics solutions, both technical and nontechnical, and has had a focus on visiting institutions onsite to provide Readiness Assessments. She helps institutions work through issues of change management, resourcing, challenges, and concerns relating to the adoption of Learning Analytics.</p> </div> </div> </div> </div> </div> </div> <div class="section-inner"> <div class="author-bio"> <div class="author-title-wrapper"> <div class="author-avatar vcard"> <img alt="" src="http://web.archive.org/web/20221128085551im_/https://secure.gravatar.com/avatar/ecea1bcf617c353827d2aacf5cab98b4?s=160&d=mm&r=g" srcset="http://web.archive.org/web/20221128085551im_/https://secure.gravatar.com/avatar/ecea1bcf617c353827d2aacf5cab98b4?s=320&d=mm&r=g 2x" class="avatar avatar-160 photo" height="160" width="160" loading="lazy"/> </div> <h2 class="author-title heading-size-4"> By Niall Sclater </h2> </div> <div class="author-description"> <p>Niall Sclater is Consultant and Director at <a href="http://web.archive.org/web/20221128085551/http://sclater.com/">Sclater Digital Ltd</a> and is currently carrying out work for Jisc in Learning 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