Learning analytics and higher education development: Towards a research agenda

Seminar on Learning Analytics from Readiness to Implementation


Dr Matthew Pistilli
Director of Assessment and Research
Division of Student Affairs
Iowa State University

Dr Matthew D. Pistilli is the Director of Assessment and Research for the Division of Student Affairs at Iowa State University, and also serves as an Advisor for the John N. Gardner Institute for Excellence in Undergraduate Education, where he helped create the Analytics Process Collaborative for colleges and universities engaged in student success work with the Institute. For over 15 years, Dr Pistilli has focused on creating and assessing conditions and environments that positively affect college student success. Over his career, he has worked with learning analytics, the intersection of technology and learning, residence life, learning communities, orientation programming, student success offerings, and low-income student scholarship and support programming. Dr Pistilli was the principal investigator for an initiative funded by the Bill & Melinda Gates Foundation that examined the process for building and scaling capacity for using analytics at eight institutions around the United States in an effort to increase student success. He has presented and published on learning analytics, learning communities, college seniors, and low-income student success programming. His research interests include determining the components necessary for campuses to successfully implement learning analytics, as well as determining the extent to which the co-curricular environment positively affects student learning.

Seminar on Learning Analytics from Readiness to Implementation
Date: 20 October 2016 (Thursday)
9:30 am – 1:00 pm
Venue: E0313, 3/F, Jockey Club Campus, the Open University of Hong Kong, 81 Chung Hau Street, Homantin, Kowloon [Map]
Abstract: The field of learning analytics in higher education has grown rapidly since its creation a little more than a decade ago. In that time, much has been discussed regarding the use of learning analytics, in particular with regard to helping students be more successful in the classroom. Learning analytics, however, has great potential for enhancing the ways in which instructors both deliver information and promote growth in student knowledge. In the end, however, the application of learning analytics in higher education has to be done intentionally and purposefully in order to realize its potential promise. This seminar will focus on several aspects associated with the application of learning analytics. First, the concept of readiness for implementation will be explored. Readiness is a reflective process that helps institutions and individuals ascertain the extent to which they are able to implement analytics in a way that will be as successful as process. From there, time will be spent on the actual implementation and application of analytics, with particular focus on the ethical use of analytics by institutions, instructors, and students. This discussion will be rooted in the concept of organizational learning, wherein groups move from abstract relationships to concrete systems of practices in a cyclical manner. Finally, the presentation will examine the potential of learning analytics, given their application in various settings around the globe. The complexity and challenges of learning analytics application and implementation will be discussed throughout, as will actions that may mitigate some of these challenges as individuals and institutions move forward in this field.

Optional: Small-group consultation sessions (for interested academics with research ideas/proposals)
Date: 20 October 2016 (Thursday)
Time slots:

Session 1) 2:00 pm – 3:00 pm

Session 2) 3:00 pm – 4:00 pm

Session 3) 4:00 pm – 5:00 pm

Venue: To be informed
Enquiries: Hoyee Auyeung (The Open University of Hong Kong)
Tel: 2768 6051
Email: hauyeung@ouhk.edu.hk
Co-organized by: The Open University of Hong Kong
Caritas Institute of Higher Education
School of Professional Education and Executive Development, the Hong Kong Polytechnic University

This event was fully supported by a grant from the Research Grants Council of the Hong Kong Special Administrative Region, China (UGC/IIDS16/H01/15).

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