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Learning analytics for curriculum and program quality improvement (PCLA 2016)

Authors:

Jim Greer,

Marco Molinaro,

Xavier Ochoa,

Timothy McKayAuthors Info & Claims

LAK '16: Proceedings of the Sixth International Conference on Learning Analytics & Knowledge

Pages 494 - 495

https://doi.org/10.1145/2883851.2883899

Published: 25 April 2016 Publication History

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Abstract

This workshop on Learning Analytics for Curriculum and Program Quality Improvement investigates how LAK can drive improvements in teaching practices, instructional and curricular design, and academic program delivery. This workshop brings forward research and examples of how LAK can help build the case for instructional, curricular, or programmatic change and further how LAK can be used to foster acceptance of change processes by teachers, administrators, and other stakeholders in the educational enterprise.

References

[1]

D. G. Blazenka Divjak and M. Maretic. Assessment analytics for peer-assessment: A model and implementation. In Program and Curricular Learning Analytics Workshop, 2016.

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[2]

J. Fritz. Lms course design as learning analytics variable. In Program and Curricular Learning Analytics Workshop, 2016.

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[3]

J. Greer, C. Thompson, R. Banow, and S. Frost. Data-driven programmatic change at universities: What works and how. In Program and Curricular Learning Analytics Workshop, 2016.

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[4]

D. Y. Liu, C. E. T. a ndAdam J. Bridgeman, and K. Bartimote-Aufflick. Empowering instructors through customizable collection and analyses of actionable information. In Program and Curricular Learning Analytics Workshop, 2016.

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[5]

M. Molinaro, M. Steinwachs, Q. Li, and A. Guzman-Alvarez. Promoting action from instructors to departments via simple, actionable tools and analyses. In Program and Curricular Learning Analytics Workshop, 2016.

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[6]

X. Ochoa. Simple metrics for curriculum analytics. In Program and Curricular Learning Analytics Workshop, 2016.

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[7]

W. Y. Wong and M. Lavrencic. Using a risk management approach in analytics for curriculum and program quality improvement. In Program and Curricular Learning Analytics Workshop, 2016.

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Cited By

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De Silva LRodríguez-Triana MChounta IPishtari G(2024)Curriculum analytics in higher education institutions: a systematic literature reviewJournal of Computing in Higher Education10.1007/s12528-024-09410-8Online publication date: 23-Aug-2024
https://doi.org/10.1007/s12528-024-09410-8
Hilliger IMiranda CCelis SPérez‐Sanagustín M(2023)Curriculum analytics adoption in higher education: A multiple case study engaging stakeholders in different phases of designBritish Journal of Educational Technology10.1111/bjet.1337455:3(785-801)Online publication date: 18-Aug-2023
https://doi.org/10.1111/bjet.13374
Perez-Sanagustin MHilliger IMaldonado-Mahauad JPerez-Alvarez R(2022)Building Institutional Capacity for Learning Analytics: Top-Down & Bottom-Up InitiativesIEEE Revista Iberoamericana de Tecnologias del Aprendizaje10.1109/RITA.2022.319141317:3(281-289)Online publication date: Aug-2022
https://doi.org/10.1109/RITA.2022.3191413
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Index Terms

Learning analytics for curriculum and program quality improvement (PCLA 2016)
1. Applied computing
  1. Education

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Information & Contributors

Information

Published In

LAK '16: Proceedings of the Sixth International Conference on Learning Analytics & Knowledge

April 2016

567 pages

ISBN:9781450341905

DOI:10.1145/2883851

General Chairs:
Dragan Gašević
University of Edinburgh, United Kingdom
,
Grace Lynch
Society for Learning Analytics Research
,
Program Chairs:
Shane Dawson
University of South Australia
,
Hendrik Drachsler
University of the Netherlands
,
Carolyn Penstein Rosé
Carnegie Mellon University

Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for third-party components of this work must be honored. For all other uses, contact the Owner/Author.

Publisher

Association for Computing Machinery

New York, NY, United States

Publication History

Published: 25 April 2016

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Conference

LAK '16

LAK '16: 6th International Conference on Learning Analytics and Knowledge

April 25 - 29, 2016

Edinburgh, United Kingdom

Acceptance Rates

LAK '16 Paper Acceptance Rate 36 of 116 submissions, 31%;

Overall Acceptance Rate 236 of 782 submissions, 30%

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Cited By

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De Silva LRodríguez-Triana MChounta IPishtari G(2024)Curriculum analytics in higher education institutions: a systematic literature reviewJournal of Computing in Higher Education10.1007/s12528-024-09410-8Online publication date: 23-Aug-2024
https://doi.org/10.1007/s12528-024-09410-8
Hilliger IMiranda CCelis SPérez‐Sanagustín M(2023)Curriculum analytics adoption in higher education: A multiple case study engaging stakeholders in different phases of designBritish Journal of Educational Technology10.1111/bjet.1337455:3(785-801)Online publication date: 18-Aug-2023
https://doi.org/10.1111/bjet.13374
Perez-Sanagustin MHilliger IMaldonado-Mahauad JPerez-Alvarez R(2022)Building Institutional Capacity for Learning Analytics: Top-Down & Bottom-Up InitiativesIEEE Revista Iberoamericana de Tecnologias del Aprendizaje10.1109/RITA.2022.319141317:3(281-289)Online publication date: Aug-2022
https://doi.org/10.1109/RITA.2022.3191413
Hilliger IAguirre CMiranda CCelis SPérez-Sanagustín M(2022)Lessons learned from designing a curriculum analytics tool for improving student learning and program qualityJournal of Computing in Higher Education10.1007/s12528-022-09315-434:3(633-657)Online publication date: 31-Mar-2022
https://doi.org/10.1007/s12528-022-09315-4
Piotrkowicz AWang KHallam JDimitrova V(2021)Data-driven Exploration of Engagement with Workplace-based Assessment in the Clinical Skills DomainInternational Journal of Artificial Intelligence in Education10.1007/s40593-021-00264-0Online publication date: 29-Sep-2021
https://doi.org/10.1007/s40593-021-00264-0
Fan YMatcha WUzir NWang QGašević D(2021)Learning Analytics to Reveal Links Between Learning Design and Self-Regulated LearningInternational Journal of Artificial Intelligence in Education10.1007/s40593-021-00249-zOnline publication date: 21-May-2021
https://doi.org/10.1007/s40593-021-00249-z
Mahroeian HDaniel B(2021)Is New Zealand’s Higher Education Sector Ready to Employ Analytics Initiatives to Enhance its Decision-making Process?International Journal of Artificial Intelligence in Education10.1007/s40593-020-00234-y31:4(940-979)Online publication date: 7-Jan-2021
https://doi.org/10.1007/s40593-020-00234-y
Prager EHall BWellner LRiggle B(2020)Fit for PurposePractice-Based and Practice-Led Research for Dissertation Development10.4018/978-1-7998-6664-0.ch002(21-42)Online publication date: 25-Sep-2020
https://doi.org/10.4018/978-1-7998-6664-0.ch002
Yazdanian RWest RDillenbourg P(2020)Keeping Up with the Trends: Analyzing the Dynamics of Online Learning and Hiring Platforms in the Software Programming DomainInternational Journal of Artificial Intelligence in Education10.1007/s40593-020-00231-1Online publication date: 8-Dec-2020
https://doi.org/10.1007/s40593-020-00231-1
Arruarte JLarrañaga MArruarte AElorriaga J(2020)Measuring the Quality of Test-based Exercises Based on the Performance of StudentsInternational Journal of Artificial Intelligence in Education10.1007/s40593-020-00208-031:3(585-602)Online publication date: 7-Sep-2020
https://doi.org/10.1007/s40593-020-00208-0

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