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L16.15625,8.95486111 L1.84375,8.95486111 Z"/></svg> </span> <span class="meta-text"> <a href="http://web.archive.org/web/20221017131106/https://analytics.jiscinvolve.org/wp/2014/10/06/more-sophisticated-learner-engagement-metrics-and-doing-something-with-them/">October 6, 2014</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 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<div class="featured-media-inner section-inner"> <img width="427" height="640" src="http://web.archive.org/web/20221017131106im_/https://analytics.jiscinvolve.org/wp/files/2014/10/9563505052_dda0218e23_z.jpg" class="attachment-post-thumbnail size-post-thumbnail wp-post-image" alt="" srcset="http://web.archive.org/web/20221017131106im_/https://analytics.jiscinvolve.org/wp/files/2014/10/9563505052_dda0218e23_z.jpg 427w, http://web.archive.org/web/20221017131106im_/https://analytics.jiscinvolve.org/wp/files/2014/10/9563505052_dda0218e23_z-200x300.jpg 200w" sizes="(max-width: 427px) 100vw, 427px"/> <figcaption class="wp-caption-text">Matteo: "Giorgia - leggete gli e-book!" <a href="https://creativecommons.org/licenses/by-nc/2.0/">CC BY-NC 2.0</a></figcaption> </div> </figure> <div class="post-inner thin "> <div class="entry-content"> <p><span style="line-height: 1.714285714;font-size: 1rem">I’ve described some of the <a href="http://web.archive.org/web/20221017131106/https://analytics.jiscinvolve.org/wp/2014/10/03/engagement-reporting-tools-for-blackboard-and-moodle/">basic reporting functionality available for Moodle and Blackboard</a> but this is just scratching the surface of what is possible with learning analytics. In this post I’ll look at ways in which analytics from other data sources such as video and ebooks are being brought into the VLE to help gain a better picture of student engagement. I’ll also describe a system which makes analytics on their activities available to the learners themselves – and helps staff to manage subsequent interventions.</span></p> <figure id="attachment_177" aria-describedby="caption-attachment-177" style="width: 342px" class="wp-caption alignright"><a href="http://web.archive.org/web/20221017131106/https://analytics.jiscinvolve.org/wp/files/2014/10/9563505052_dda0218e23_z.jpg"><img loading="lazy" class=" wp-image-177 " src="http://web.archive.org/web/20221017131106im_/https://analytics.jiscinvolve.org/wp/files/2014/10/9563505052_dda0218e23_z.jpg" alt="Matteo: "Giorgia - leggete gli e-book!" CC BY-NC 2.0" width="342" height="512" srcset="http://web.archive.org/web/20221017131106im_/https://analytics.jiscinvolve.org/wp/files/2014/10/9563505052_dda0218e23_z.jpg 427w, http://web.archive.org/web/20221017131106im_/https://analytics.jiscinvolve.org/wp/files/2014/10/9563505052_dda0218e23_z-200x300.jpg 200w" sizes="(max-width: 342px) 100vw, 342px"/></a><figcaption id="caption-attachment-177" class="wp-caption-text">Matteo: “Giorgia – leggete gli e-book!” <a href="http://web.archive.org/web/20221017131106/https://creativecommons.org/licenses/by-nc/2.0/">CC BY-NC 2.0</a></figcaption></figure> <p><b>Adding analytics from e-book usage<br/> </b>While most learning analytics systems use data available in the virtual learning environment to measure engagement, <a href="http://web.archive.org/web/20221017131106/http://www.coursesmart.com/go/institutions/analytics">VitalSource <i>CourseSmart Analytics</i></a> delves into the students’ use of e-books in order to help “improve retention, control costs and improve learning outcomes”. VitalSource is a company which rents out textbooks and enables usage monitoring through their own e-book reader software. The system assesses engagement using various metrics including the duration of the e-book reading session, the number of pages viewed, and activities such as highlighting or taking notes.</p> <p>The (as yet fairly simplistic) analysis is presented in a dashboard which can be viewed from within the virtual learning environment. It includes an “engagement index” derived from the usage data. The company claims that its research shows that this index is a stronger predictor of student academic outcomes than their prior educational attainment.</p> <p>The dashboards are built on top of the GoodData business intelligence platform, and can be viewed from within the VLE. The software uses the IMS Learning Tools Interoperability framework to make data available to the VLEs.</p> <p>Various US institutions which have deployed the software are profiled on the company website and in some white papers. The suggested users of the product are: instructors (to assess performance and intervene as appropriate), deans and other senior staff (to assess the uptake and effectiveness of e-books), and publishers (to assess the relative impact of digital course materials in order to improve their offerings). There’s no suggestion by VitalSource that learners would benefit from viewing the data, and whether students are comfortable about having their ebook usage analysed in this way is another matter. I did some thinking about this a while back in: <a href="http://web.archive.org/web/20221017131106/http://sclater.com/blog/making-ebooks-more-interactive-logistics-and-ethics/">Making ebooks more interactive: logistics and ethics</a>.</p> <p><b style="line-height: 1.714285714;font-size: 1rem">Analytics from video viewing and contributing<br/> </b>One thing not handled very well by most VLEs is video. Various plugins have emerged to deal with this, and notable amongst them is <a href="http://web.archive.org/web/20221017131106/http://corp.kaltura.com/"><em>Kaltura</em></a>, an open source system available for all the main VLE products. Kaltura deals with the content management aspects of hosting videos, and enabling contributions by students as well as staff. It also provides analytics on the viewing and contributing of video clips. This allows staff to see:</p> <ul> <li><span style="line-height: 1.714285714;font-size: 1rem">Which videos are students watching the most?</span></li> <li><span style="line-height: 1.714285714;font-size: 1rem">Which students contribute the most videos?</span></li> <li><span style="line-height: 1.714285714;font-size: 1rem">Which students watch the most videos?</span></li> <li><span style="line-height: 1.714285714;font-size: 1rem">How long are students watching each video?</span></li> </ul> <p>This information can certainly help you discover what your most engaging video content is. It can also give some indication of engagement for individual students both in viewing and posting. A table shows the top five most engaged users including how many videos they watched, how many minutes they spent, what their average view time was, and their “average drop-off” percentage i.e. how much of the videos did they actually watch.</p> <p>This is very limited though for the purposes of learning analytics; a natural evolution for the functionality would be to produce an indicator of student engagement in viewing video (and contributing it if appropriate). In a similar way to the <i>CourseSmart Analytics</i> engagement index this could be made available to the VLE together with other engagement data to build a fuller picture of student participation in courses with high video content or a requirement to contribute video.</p> <p>The Kaltura website lists a number of high profile US universities as customers together with Durham and Manchester Metropolitan in the UK.</p> <p><b>Course Signals<br/> </b>A more sophisticated engagement reporting system than the ones I’ve described so far for Moodle and Blackboard is <i><a href="http://web.archive.org/web/20221017131106/http://www.ellucian.co.uk/Solutions/Ellucian-Course-Signals/">Course Signals</a>. </i>This was originally developed at Purdue University and is now one of five products which comprise the Ellucian <i>Student Success Suite</i>. It’s received much publicity due to claims of dramatic positive correlations between use of the software and measures of student success. Retention in particular was claimed to be 21% higher among students who had used the system. However <a href="http://web.archive.org/web/20221017131106/http://mfeldstein.com/purdue-course-signals-data-issue-explainer/">Purdue’s findings were subsequently challenged</a> as not necessarily demonstrating a causal relationship.</p> <p><span style="line-height: 1.714285714;font-size: 1rem">Like the other simple VLE reporting tools, </span><i style="line-height: 1.714285714;font-size: 1rem">Course Signals</i><span style="line-height: 1.714285714;font-size: 1rem"> provides indicators of whether students are on track to complete their course, based on their online participation. The software was built to integrate with VLEs including Blackboard </span><i style="line-height: 1.714285714;font-size: 1rem">Learn</i><span style="line-height: 1.714285714;font-size: 1rem"> and Desire2Learn </span><i style="line-height: 1.714285714;font-size: 1rem">Brightspace</i><span style="line-height: 1.714285714;font-size: 1rem">.</span></p> <p><span style="line-height: 1.714285714;font-size: 1rem">At the heart of the system</span><i style="line-height: 1.714285714;font-size: 1rem"> </i><span style="line-height: 1.714285714;font-size: 1rem">are</span><span style="line-height: 1.714285714;font-size: 1rem"> traffic light indicators, displayed in the VLE, which tell students if they are performing well, holding steady or underperforming, and prompts them to take action. So a staff member might specify a minimum performance requirement for a particular course. If a student’s performance falls below this a red signal is provided on the staff dashboard and an email sent to the student. A yellow signal shows that a student’s performance is approaching the minimum acceptable level, while green suggests that a student is doing what is required to pass. The main metrics are:</span></p> <ul> <li><b>Grade</b> – allows you to set value ranges for grades which equate to red, yellow and green signals.</li> <li><b>Effort</b> – a measure of how much a student uses specified course resources in the VLE within a specified date range.</li> </ul> <p>It’s possible to filter students based on the red/yellow/green “signals” that are generated for grade and effort, for example those who have worsened in a class or those who have red signals in two or more classes.</p> <p>There are at least five things which make <i>Course Signals</i> much more sophisticated than the basic reporting tools for Moodle and Blackboard:</p> <ol> <li>it can bring in data from outside the VLE such as prior qualifications</li> <li>it presents the indicators to students as well as staff</li> <li>it works across courses rather than just on a single course</li> <li>it can trigger automated interventions</li> <li>it adds workflow management for interventions</li> </ol> <p>Tools are provided for detecting at risk students, triggering a response, setting up and tracking an action plan and monitoring its success. It’s possible to tailor and track your communications using the system, and to add automated event-triggered reminders to students to carry out specified tasks.</p> <p>With this level of workflow management <i>Course Signals</i> begins to have the feel of a customer relationship management system rather than a simple VLE reporting system. The indicators of engagement, with all the potential data sources behind them, are boiled down to simple red/yellow/green traffic lights for grade and effort. But these then trigger a range of automated and human interventions and communications which are tracked by the system. You can have all the metrics you like for measuring engagement but effective management of interventions is what could really start making an impact on student outcomes across an institution.</p> <p> </p> </div> </div> <div class="section-inner"> <div class="post-meta-wrapper post-meta-single post-meta-single-bottom"> <ul class="post-meta"> <li class="post-tags meta-wrapper"> <span class="meta-icon"> <span class="screen-reader-text">Tags</span> <svg class="svg-icon" aria-hidden="true" role="img" focusable="false" xmlns="http://www.w3.org/2000/svg" width="18" height="18" viewbox="0 0 18 18"><path fill="" d="M15.4496399,8.42490555 L8.66109799,1.63636364 L1.63636364,1.63636364 L1.63636364,8.66081885 L8.42522727,15.44178 C8.57869221,15.5954158 8.78693789,15.6817418 9.00409091,15.6817418 C9.22124393,15.6817418 9.42948961,15.5954158 9.58327627,15.4414581 L15.4486339,9.57610048 C15.7651495,9.25692435 15.7649133,8.74206554 15.4496399,8.42490555 Z M16.6084423,10.7304545 L10.7406818,16.59822 C10.280287,17.0591273 9.65554997,17.3181054 9.00409091,17.3181054 C8.35263185,17.3181054 7.72789481,17.0591273 7.26815877,16.5988788 L0.239976954,9.57887876 C0.0863319284,9.4254126 0,9.21716044 0,9 L0,0.818181818 C0,0.366312477 0.366312477,0 0.818181818,0 L9,0 C9.21699531,0 9.42510306,0.0862010512 9.57854191,0.239639906 L16.6084423,7.26954545 C17.5601275,8.22691012 17.5601275,9.77308988 16.6084423,10.7304545 Z M5,6 C4.44771525,6 4,5.55228475 4,5 C4,4.44771525 4.44771525,4 5,4 C5.55228475,4 6,4.44771525 6,5 C6,5.55228475 5.55228475,6 5,6 Z"/></svg> </span> <span class="meta-text"> <a href="http://web.archive.org/web/20221017131106/https://analytics.jiscinvolve.org/wp/tag/course-signals/" rel="tag">Course Signals</a>, <a href="http://web.archive.org/web/20221017131106/https://analytics.jiscinvolve.org/wp/tag/coursesmart-analytics/" rel="tag">CourseSmart Analytics</a>, <a href="http://web.archive.org/web/20221017131106/https://analytics.jiscinvolve.org/wp/tag/kaltura/" rel="tag">Kaltura</a> </span> </li> </ul> </div> <div class="author-bio"> <div class="author-title-wrapper"> <div class="author-avatar vcard"> <img alt="" src="http://web.archive.org/web/20221017131106im_/https://secure.gravatar.com/avatar/ecea1bcf617c353827d2aacf5cab98b4?s=160&d=mm&r=g" srcset="http://web.archive.org/web/20221017131106im_/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/20221017131106/http://sclater.com/">Sclater Digital Ltd</a> and is currently carrying out work for Jisc in Learning Analytics.</p> <a class="author-link" href="http://web.archive.org/web/20221017131106/https://analytics.jiscinvolve.org/wp/author/nsclater/" rel="author"> View Archive <span aria-hidden="true">→</span> </a> </div> </div> </div> <nav class="pagination-single section-inner" aria-label="Post" role="navigation"> <hr class="styled-separator is-style-wide" aria-hidden="true"/> <div class="pagination-single-inner"> <a class="previous-post" href="http://web.archive.org/web/20221017131106/https://analytics.jiscinvolve.org/wp/2014/10/03/engagement-reporting-tools-for-blackboard-and-moodle/"> <span class="arrow" aria-hidden="true">←</span> <span class="title"><span class="title-inner">Engagement reporting tools for Blackboard and Moodle</span></span> </a> <a class="next-post" href="http://web.archive.org/web/20221017131106/https://analytics.jiscinvolve.org/wp/2014/10/08/analytics-systems-centred-around-the-vlelms-2/"> <span class="arrow" aria-hidden="true">→</span> <span class="title"><span class="title-inner">Analytics systems centred around the VLE/LMS</span></span> </a> </div> <hr class="styled-separator is-style-wide" aria-hidden="true"/> </nav> <div class="comments-wrapper section-inner"> <div class="comments" id="comments"> <div class="comments-header section-inner small max-percentage"> <h2 class="comment-reply-title"> 1 reply on “More sophisticated learner engagement metrics – and doing something with them” </h2> </div> <div class="comments-inner section-inner thin max-percentage"> <div id="comment-13" class="pingback even thread-even depth-1"> <article id="div-comment-13" class="comment-body"> <footer class="comment-meta"> <div class="comment-author vcard"> <a href="http://web.archive.org/web/20221017131106/http://timothyharfield.com/blog/2014/10/10/this-week-in-learning-analytics-october-4-october-10-2014/" rel="external nofollow" class="url"><span class="fn">This Week in Learning Analytics (October 4 – October 10, 2014) | Timothy D. 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