- the Open Learning Initiative now at Stanford University,
- faculty–led projects at the University of Michigan, including ECoach and SLAM,
- the University of Maryland, Baltimore County’s Check My Activity and
- Indiana University’s FLAGS early warning system and e–course advising initiatives.
Readers will glean from these experiences, as well as from a national project in Australia on innovative approaches for enhancing student experience, an informed description of the role of feedback within these technologies, and a thorough discussion of ethical and social justice issues related to the use of learning analytics, and why higher education institutions should approach such initiatives cautiously, intentionally, and collaboratively.
This is the 179th volume of the Jossey–Bass quarterly report series New Directions for Higher Education. Addressed to presidents, vice presidents, deans, and other higher education decision makers on all kinds of campuses, it provides timely information and authoritative advice about major issues and administrative problems confronting every institution.
EDITORS’ NOTES 5John Zilvinskis, Victor M. H. Borden
1. An Overview of Learning Analytics 9John Zilvinskis, James Willis, III, Victor M. H. Borden
2. Incorporating Learning Analytics in the Classroom 19Candace Thille, Dawn Zimmaro
3. Learning Analytics Across a Statewide System 33Catherine Buyarski, Jim Murray, Rebecca Torstrick
4. Learner Analytics and Student Success Interventions 43Matthew D. Pistilli
5. Cultivating Institutional Capacities for Learning Analytics 53Steven Lonn, Timothy A. McKay, Stephanie D. Teasley
6. Using Analytics to Nudge Student Responsibility for Learning 65John Fritz
7. Ethics and Justice in Learning Analytics 77Jeffrey Alan Johnson
8. Learning Analytics as a Counterpart to Surveys of Student Experience 89Victor M. H. Borden, Hamish Coates
9. Concluding Thoughts 103John Zilvinskis, Victor M. H. Borden