{"id":9100,"date":"2022-05-10T09:30:00","date_gmt":"2022-05-10T08:30:00","guid":{"rendered":"https:\/\/blogs.sussex.ac.uk\/tel\/?p=9100"},"modified":"2022-06-07T09:20:19","modified_gmt":"2022-06-07T08:20:19","slug":"how-learning-analytics-can-aid-your-teaching","status":"publish","type":"post","link":"https:\/\/blogs.sussex.ac.uk\/tel\/2022\/05\/10\/how-learning-analytics-can-aid-your-teaching\/","title":{"rendered":"How Learning Analytics can aid your teaching"},"content":{"rendered":"\n<div class=\"wp-block-image\"><figure class=\"aligncenter size-large\"><a href=\"https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/04\/unnamed-1.png\"><img loading=\"lazy\" width=\"512\" height=\"341\" src=\"https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/04\/unnamed-1.png\" alt=\"\" class=\"wp-image-9101\" srcset=\"https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/04\/unnamed-1.png 512w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/04\/unnamed-1-300x200.png 300w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/04\/unnamed-1-100x67.png 100w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/04\/unnamed-1-150x100.png 150w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/04\/unnamed-1-200x133.png 200w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/04\/unnamed-1-450x300.png 450w\" sizes=\"(max-width: 512px) 100vw, 512px\" \/><\/a><\/figure><\/div>\n\n\n\n<p>Do you know which sections of your teaching content students are engaging with the most, (and perhaps perceive as the most valuable) and conversely, which are often neglected? Do students return to specific pages or even particular sections of a recording when they start revising for an exam? How can tracking weekly online participation and average course grade analytics help tailor the way you structure and deliver effective online teaching resources? This blog will take you through the benefits of using learning analytics.<\/p>\n\n\n\n<!--more-->\n\n\n\n<p>Virtual Learning Environments (VLEs) like Canvas produce a huge amount of usage data on a daily basis, like a digital footprint. This data often goes overlooked despite its potential to allow greater insights into how your teaching materials are currently used by students to foster their learning. Canvas has an integrated tool called <a href=\"https:\/\/community.canvaslms.com\/t5\/Canvas-Basics-Guide\/What-is-New-Analytics\/ta-p\/73\">New Analytics<\/a> which provides an overview of grade distribution, class activity, participation and individual student analytics.&nbsp;<\/p>\n\n\n\n<h2>Why is using course analytics important?<\/h2>\n\n\n\n<p>Learner activity can be gleaned from students\u2019 interactions with the module based upon clicking through content and links. There have been<a href=\"https:\/\/www.jisc.ac.uk\/reports\/learning-analytics-in-higher-education#case-studies\"> multiple studies<\/a> that show the total number of hits or views on a VLE was one of the strongest predictors of student success. This<a href=\"https:\/\/analytics.jiscinvolve.org\/wp\/files\/2016\/04\/CASE-STUDY-B-University-of-Maryland-Baltimore-County.pdf\"> case study<\/a> from the University of Maryland found that \u2018<em>students who obtained a D or F grade had been using the VLE on average 40% less than students with C grades or higher\u2019 <\/em>and this figure remained constant year on year. <\/p>\n\n\n\n<p>Therefore, looking at online interaction data could help identify ways of improving engagement through the materials that we produce and help predict student outcomes. In essence, learning analytics can:<\/p>\n\n\n\n<ul><li>Help you evaluate the effectiveness of different teaching methods and content.<\/li><li>Allow you to easily view average grade and distribution of marks for any Turnitin, Canvas Online assignment or Canvas quizzes (including formative assessments) and see how students are progressing throughout the term.<\/li><li>Provide data that indicates which students stop engaging, could be at-risk and need additional support.<\/li><\/ul>\n\n\n\n<h2>How to access course analytics<\/h2>\n\n\n\n<p>To access the engagement data for your module, click on \u2018New Analytics\u2019 which will appear on the right-hand side of a module\u2019s homepage. The data presented in the New Analytics reports are refreshed every 24 hours and are based on active\/completed student enrolments. The dashboard is useful for showing data based on recent activity, but you can download data for a longer period. New Analytics is currently only available for staff to view, students do not have access to this feature.<\/p>\n\n\n\n<h2>What does the Learning Analytics dashboard show me?<\/h2>\n\n\n\n<p>The data that is pulled from your Canvas module is presented in four main sections namely, \u2018Module Grades\u2019, \u2018Weekly Online Activity\u2019, \u2018Students\u2019 and \u2018Reports\u2019.<\/p>\n\n\n\n<h3>Module Grade:&nbsp;&nbsp;<\/h3>\n\n\n\n<p>The information in the graph below shows overall marks for any assignments or quizzes that have a grade outcome. The dots in blue indicate assignments that have been graded and appear in order of due date. Clicking on each individual assignment will show an overview of average, lowest and highest grade and the number of missing and late submissions. You can filter the results based on sections, assignments or individual students. There is also the option to message groups of students dependent on specific criteria, for example, who received a 2:1.<\/p>\n\n\n\n<p>It is important to note that Canvas doesn\u2019t apply penalties (this happens in Sussex Direct), therefore the grades in this graph won\u2019t be reflective of any marks deducted for lateness. Accessing this data can be incredibly useful to see how students\u2019 grades are progressing across various assignments e.g., formative weekly quizzes or contributory submissions.<\/p>\n\n\n\n<div class=\"wp-block-image\"><figure class=\"aligncenter size-large\"><a href=\"https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/04\/Figure-1-2.png\"><img loading=\"lazy\" width=\"940\" height=\"402\" src=\"https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/04\/Figure-1-2.png\" alt=\"Graphical display of module grades\" class=\"wp-image-9108\" srcset=\"https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/04\/Figure-1-2.png 940w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/04\/Figure-1-2-300x128.png 300w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/04\/Figure-1-2-768x328.png 768w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/04\/Figure-1-2-100x43.png 100w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/04\/Figure-1-2-150x64.png 150w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/04\/Figure-1-2-200x86.png 200w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/04\/Figure-1-2-450x192.png 450w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/04\/Figure-1-2-600x257.png 600w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/04\/Figure-1-2-900x385.png 900w\" sizes=\"(max-width: 940px) 100vw, 940px\" \/><\/a><\/figure><\/div>\n\n\n\n<h3>Weekly Online Activity<\/h3>\n\n\n\n<p>This data is displayed as a graph (or a table if preferred), that presents the average number of page views and average participation of module resources on a weekly basis (across all devices including the Canvas mobile app). Once again you can filter the data by sections or individual students. Additionally, there is the same option to message students en masse who viewed \/ didn\u2019t view or participated \/ didn\u2019t participate on any of the resources on the module. This feature is helpful to use as a reminder or check-in with specific students for a more personalised approach.<\/p>\n\n\n\n<div class=\"wp-block-image\"><figure class=\"aligncenter size-large\"><a href=\"https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/04\/Figure-2.png\"><img loading=\"lazy\" width=\"940\" height=\"446\" src=\"https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/04\/Figure-2.png\" alt=\"Graphical display of average page views\/participation on a weekly basis\" class=\"wp-image-9110\" srcset=\"https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/04\/Figure-2.png 940w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/04\/Figure-2-300x142.png 300w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/04\/Figure-2-768x364.png 768w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/04\/Figure-2-100x47.png 100w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/04\/Figure-2-150x71.png 150w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/04\/Figure-2-200x95.png 200w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/04\/Figure-2-450x214.png 450w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/04\/Figure-2-600x285.png 600w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/04\/Figure-2-900x427.png 900w\" sizes=\"(max-width: 940px) 100vw, 940px\" \/><\/a><\/figure><\/div>\n\n\n\n<p><\/p>\n\n\n\n<p>One of the most effective ways to use the analytics tool is assessing how students are engaging with your teaching resources. At the bottom of the \u2018Weekly Online Activity\u2019 tab, all your teaching materials (except Panopto recordings) are listed e.g., individual module pages, assessments, discussions and files. For each specific resource you can see how many students have viewed the content, the number of page views overall (e.g., repeat visits to a page) and the number of participations (on discussions, quizzes etc). The teaching materials are listed from the most engaged with to the least, which gives you a fantastic overview of which resources are the most popular amongst your students. There are limitations of course, the statistics can\u2019t tell us more than whether a link has been clicked on, it won\u2019t tell us if the student read the content fully or the amount of time users spent on each resource.<\/p>\n\n\n\n<figure class=\"wp-block-image size-large\"><a href=\"https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/04\/Figure-3.png\"><img loading=\"lazy\" width=\"940\" height=\"463\" src=\"https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/04\/Figure-3.png\" alt=\"Table listing module resources against students, page views and participations\" class=\"wp-image-9116\" srcset=\"https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/04\/Figure-3.png 940w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/04\/Figure-3-300x148.png 300w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/04\/Figure-3-768x378.png 768w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/04\/Figure-3-100x49.png 100w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/04\/Figure-3-150x74.png 150w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/04\/Figure-3-200x99.png 200w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/04\/Figure-3-450x222.png 450w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/04\/Figure-3-600x296.png 600w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/04\/Figure-3-900x443.png 900w\" sizes=\"(max-width: 940px) 100vw, 940px\" \/><\/a><\/figure>\n\n\n\n<h3>Students<\/h3>\n\n\n\n<p>The students tab provides an overview of individual student engagement data including overall grade, % of on-time assignments, date of last participation, date of last page view, overall number of page views and number of participations. This data can be used alongside attendance records etc. to track to what extent students are engaging and can be very useful to predict student outcomes.<\/p>\n\n\n\n<h3>Reports<\/h3>\n\n\n\n<p>The reports tab contains several queries you can run, including missing assignments, late assignments, excused assignments, class roster and module activity. From here you can download a csv of the overall raw data, but you can also download filtered data from any of the other tabs.<\/p>\n\n\n\n<h2>Panopto Recordings Analytics<\/h2>\n\n\n\n<p>Panopto is third party software that is integrated into Canvas, although it is not included within New Analytics, you can view analytics on any recordings you have created. To do so, simply click on the \u2018Panopto Recordings\u2019 tab on your Canvas module and click on the graph icon that will display folder statistics. This provides a summary of the overall views and downloads of all recordings within the subfolder, presented on a weekly basis. The statistics for the top five recordings are shown and this can be expanded to see all recordings based on popularity (number of views and downloads). You can also view statistics for an individual recording by opening a Panopto recording and clicking on \u2018stats\u2019 at the top right.<\/p>\n\n\n\n<figure class=\"wp-block-image size-large\"><a href=\"https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/04\/Figure-4.png\"><img loading=\"lazy\" width=\"940\" height=\"644\" src=\"https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/04\/Figure-4.png\" alt=\"Graphs and charts presenting Panopto views and downloads data\" class=\"wp-image-9119\" srcset=\"https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/04\/Figure-4.png 940w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/04\/Figure-4-300x206.png 300w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/04\/Figure-4-768x526.png 768w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/04\/Figure-4-100x69.png 100w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/04\/Figure-4-150x103.png 150w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/04\/Figure-4-200x137.png 200w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/04\/Figure-4-450x308.png 450w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/04\/Figure-4-600x411.png 600w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/04\/Figure-4-900x617.png 900w\" sizes=\"(max-width: 940px) 100vw, 940px\" \/><\/a><\/figure>\n\n\n\n<p>Unique viewers relate to the number of individual students who viewed the recording and the number of minutes they watched the video (to gauge their overall engagement). You can hover over an individual video for the detailed statistics, e.g., you can see when people are accessing a video over time and which parts of the video students are watching. Students generally start at the beginning but might skip through to relevant parts or taper off towards the end e.g. if they mean to come back to the recording at a later date. Students can search through videos using the captions for keywords or scrolling,&nbsp; therefore this analysis can help us understand what sections are perceived as most useful when targeting content for revision etc.<\/p>\n\n\n\n<figure class=\"wp-block-image size-large\"><a href=\"https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/04\/Figure-5.png\"><img loading=\"lazy\" width=\"940\" height=\"405\" src=\"https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/04\/Figure-5.png\" alt=\"Graph of viewer engagement.\" class=\"wp-image-9121\" srcset=\"https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/04\/Figure-5.png 940w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/04\/Figure-5-300x129.png 300w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/04\/Figure-5-768x331.png 768w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/04\/Figure-5-100x43.png 100w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/04\/Figure-5-150x65.png 150w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/04\/Figure-5-200x86.png 200w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/04\/Figure-5-450x194.png 450w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/04\/Figure-5-600x259.png 600w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2022\/04\/Figure-5-900x388.png 900w\" sizes=\"(max-width: 940px) 100vw, 940px\" \/><\/a><\/figure>\n\n\n\n<h2>The Future of Learning Analytics<\/h2>\n\n\n\n<p>This blog provided an overview of learning analytics tools currently available at your disposal within Canvas and Panopto. Predictive modelling of student outcomes based on VLE data has been an emerging trend in learning analytics, along with the potential for personalised \/ adaptive learning through the integration of AI-powered tools. It is clear that as content becomes progressively more digital there will be an increase in the value of educational activity data to analyse learning.<\/p>\n\n\n\n<h2>Useful resources and further guidance<\/h2>\n\n\n\n<ul><li><a href=\"https:\/\/community.canvaslms.com\/t5\/Canvas-Basics-Guide\/What-is-New-Analytics\/ta-p\/73\">What is New Analytics?<\/a><\/li><li><a href=\"https:\/\/community.canvaslms.com\/t5\/Canvas-Basics-Guide\/What-are-Analytics\/ta-p\/88\">What are Canvas Analytics?<\/a><\/li><li><a href=\"https:\/\/www.ed.ac.uk\/information-services\/learning-technology\/more\/learning-analytics\">University of Edinburgh Learning Analytics<\/a><\/li><li><a href=\"https:\/\/repository.jisc.ac.uk\/6560\/1\/learning-analytics_and_student_success.pdf\">Jisc \u2013 Learning analytics and student success<\/a><\/li><li><a href=\"https:\/\/www.jisc.ac.uk\/reports\/learning-analytics-in-higher-education\">Jisc &#8211; learning analytics in higher education<\/a><\/li><li><a href=\"https:\/\/mediastream.brighton.ac.uk\/Player\/86472803\">Can you predict a degree from 5 weeks of VLE data?<\/a><\/li><li><a href=\"https:\/\/www.jisc.ac.uk\/guides\/code-of-practice-for-learning-analytics#:~:text=This%20code%20of%20practice%20aims,which%20are%20likely%20to%20arise.\">Jisc code of practice for analytics<\/a><\/li><li><a href=\"https:\/\/community.canvaslms.com\/t5\/Instructor-Guide\/tkb-p\/Instructor#Analytics\">Canvas analytics instructor FAQ<\/a><\/li><li><a href=\"https:\/\/support.panopto.com\/s\/article\/User-Statistics\">Panopto user statistics<\/a><\/li><\/ul>\n\n\n\n<p>If you would like to discuss the use of Learning Analytics in your teaching, please contact <a href=\"mailto:tel@sussex.ac.uk\">tel@sussex.ac.uk<\/a>&nbsp;&nbsp;&nbsp;<\/p>\n<div class=\"sharedaddy sd-sharing-enabled\"><div class=\"robots-nocontent sd-block sd-social sd-social-icon sd-sharing\"><h3 class=\"sd-title\">Share this:<\/h3><div class=\"sd-content\"><ul><li class=\"share-twitter\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"sharing-twitter-9100\" class=\"share-twitter sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2022\/05\/10\/how-learning-analytics-can-aid-your-teaching\/?share=twitter\" target=\"_blank\" title=\"Click to share on Twitter\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to share on Twitter (Opens in new window)<\/span><\/a><\/li><li class=\"share-facebook\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"sharing-facebook-9100\" class=\"share-facebook sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2022\/05\/10\/how-learning-analytics-can-aid-your-teaching\/?share=facebook\" target=\"_blank\" title=\"Click to share on Facebook\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to share on Facebook (Opens in new window)<\/span><\/a><\/li><li class=\"share-tumblr\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"\" class=\"share-tumblr sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2022\/05\/10\/how-learning-analytics-can-aid-your-teaching\/?share=tumblr\" target=\"_blank\" title=\"Click to share on Tumblr\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to share on Tumblr (Opens in new window)<\/span><\/a><\/li><li class=\"share-print\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"\" class=\"share-print sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2022\/05\/10\/how-learning-analytics-can-aid-your-teaching\/\" target=\"_blank\" title=\"Click to print\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to print (Opens in new window)<\/span><\/a><\/li><li class=\"share-pinterest\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"sharing-pinterest-9100\" class=\"share-pinterest sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2022\/05\/10\/how-learning-analytics-can-aid-your-teaching\/?share=pinterest\" target=\"_blank\" title=\"Click to share on Pinterest\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to share on Pinterest (Opens in new window)<\/span><\/a><\/li><li class=\"share-pocket\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"\" class=\"share-pocket sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2022\/05\/10\/how-learning-analytics-can-aid-your-teaching\/?share=pocket\" target=\"_blank\" title=\"Click to share on Pocket\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to share on Pocket (Opens in new window)<\/span><\/a><\/li><li class=\"share-end\"><\/li><\/ul><\/div><\/div><\/div>","protected":false},"excerpt":{"rendered":"<p>Do you know which sections of your teaching content students are engaging with the most, (and perhaps perceive as the most valuable) and conversely, which are often neglected? Do students return to specific pages or even particular sections of a<span class=\"ellipsis\">&hellip;<\/span><\/p>\n<div class=\"read-more\"><a href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2022\/05\/10\/how-learning-analytics-can-aid-your-teaching\/\">Read more &#8250;<\/a><\/div>\n<p><!-- end of .read-more --><\/p>\n<div class=\"sharedaddy sd-sharing-enabled\"><div class=\"robots-nocontent sd-block sd-social sd-social-icon sd-sharing\"><h3 class=\"sd-title\">Share this:<\/h3><div class=\"sd-content\"><ul><li class=\"share-twitter\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"sharing-twitter-9100\" class=\"share-twitter sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2022\/05\/10\/how-learning-analytics-can-aid-your-teaching\/?share=twitter\" target=\"_blank\" title=\"Click to share on Twitter\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to share on Twitter (Opens in new window)<\/span><\/a><\/li><li class=\"share-facebook\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"sharing-facebook-9100\" class=\"share-facebook sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2022\/05\/10\/how-learning-analytics-can-aid-your-teaching\/?share=facebook\" target=\"_blank\" title=\"Click to share on Facebook\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to share on Facebook (Opens in new window)<\/span><\/a><\/li><li class=\"share-tumblr\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"\" class=\"share-tumblr sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2022\/05\/10\/how-learning-analytics-can-aid-your-teaching\/?share=tumblr\" target=\"_blank\" title=\"Click to share on Tumblr\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to share on Tumblr (Opens in new window)<\/span><\/a><\/li><li class=\"share-print\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"\" class=\"share-print sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2022\/05\/10\/how-learning-analytics-can-aid-your-teaching\/\" target=\"_blank\" title=\"Click to print\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to print (Opens in new window)<\/span><\/a><\/li><li class=\"share-pinterest\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"sharing-pinterest-9100\" class=\"share-pinterest sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2022\/05\/10\/how-learning-analytics-can-aid-your-teaching\/?share=pinterest\" target=\"_blank\" title=\"Click to share on Pinterest\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to share on Pinterest (Opens in new window)<\/span><\/a><\/li><li class=\"share-pocket\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"\" class=\"share-pocket sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2022\/05\/10\/how-learning-analytics-can-aid-your-teaching\/?share=pocket\" target=\"_blank\" title=\"Click to share on Pocket\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to share on Pocket (Opens in new window)<\/span><\/a><\/li><li class=\"share-end\"><\/li><\/ul><\/div><\/div><\/div>","protected":false},"author":367,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"spay_email":"","jetpack_publicize_message":"","jetpack_is_tweetstorm":false},"categories":[137836,157062],"tags":[4875],"jetpack_featured_media_url":"","jetpack_publicize_connections":[],"jetpack_shortlink":"https:\/\/wp.me\/p4IWEK-2mM","jetpack_sharing_enabled":true,"jetpack_likes_enabled":false,"jetpack-related-posts":[{"id":7913,"url":"https:\/\/blogs.sussex.ac.uk\/tel\/2019\/09\/24\/three-tools-for-learning-analytics\/","url_meta":{"origin":9100,"position":0},"title":"Three Tools for Learning Analytics","date":"24th September 2019","format":false,"excerpt":"As teachers it would be great to be able to predict as early as possible, which students are going to require more support, to get accurate feedback on what a cohort has grasped and to adapt teaching to better meet individual students\u2019 needs. The user information gained from systems such\u2026","rel":"","context":"In &quot;Canvas&quot;","img":{"alt_text":"","src":"https:\/\/i2.wp.com\/blogs.sussex.ac.uk\/tel\/files\/2019\/09\/annie-spratt-dWYU3i-mqEo-unsplash.jpg?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]},{"id":9422,"url":"https:\/\/blogs.sussex.ac.uk\/tel\/2023\/03\/21\/online-teaching-spaces-exploring-the-digital-myths\/","url_meta":{"origin":9100,"position":1},"title":"Online teaching spaces: Exploring the digital myths","date":"21st March 2023","format":false,"excerpt":"From supporting staff with their Virtual Learning Environment module sites and related teaching tools, I have seen past experiences become barriers. I aim to explore some of the myths heard over my 14 years working in FE & HE across different institutions. Student skills We might assume students have the\u2026","rel":"","context":"In &quot;Learning Technologies&quot;","img":{"alt_text":"","src":"https:\/\/i1.wp.com\/blogs.sussex.ac.uk\/tel\/files\/2023\/03\/pexels-vanessa-garcia-6325938-scaled.jpg?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]},{"id":8463,"url":"https:\/\/blogs.sussex.ac.uk\/tel\/2020\/09\/15\/managing-online-activities-with-canvas-sections-and-groups\/","url_meta":{"origin":9100,"position":2},"title":"Managing online activities with Canvas Sections and Groups","date":"15th September 2020","format":false,"excerpt":"Tutors want to divide up students for a range of purposes, from the administrative to the creative. Canvas has two tools for this which work in distinct ways providing lots of opportunities, but sometimes causing some confusion. This post will explain how Sections and Groups work and offer some ideas\u2026","rel":"","context":"In &quot;Canvas&quot;","img":{"alt_text":"","src":"https:\/\/i2.wp.com\/blogs.sussex.ac.uk\/tel\/files\/2020\/08\/2020-08-26_15-37-14.png?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]},{"id":3538,"url":"https:\/\/blogs.sussex.ac.uk\/tel\/2016\/01\/13\/learning-analytics-the-social-scholar-and-flipping-assessment-the-sussextel-seminar-series\/","url_meta":{"origin":9100,"position":3},"title":"Learning analytics, social scholarship and flipping assessment","date":"13th January 2016","format":false,"excerpt":"Happy New Year to all our readers! \u00a0Last autumn saw the start of the 2015\/16 Technology Enhanced Learning seminar series, featuring three engaging sessions from four great speakers: Martin Hawksey (Chief Innovation, Community and Technology Officer for the Association for Learning Technology), Margaret Adamson (Head of Learning Technology & IT\u2026","rel":"","context":"In &quot;Technology Enhanced Learning&quot;","img":{"alt_text":"Capture","src":"https:\/\/i2.wp.com\/blogs.sussex.ac.uk\/tel\/files\/2017\/01\/Capture-e1452599191917.jpg?resize=350%2C200","width":350,"height":200},"classes":[]},{"id":3182,"url":"https:\/\/blogs.sussex.ac.uk\/tel\/2015\/10\/13\/lunch-and-learning-analytics-join-us\/","url_meta":{"origin":9100,"position":4},"title":"Lunch and learn: New TEL Seminar Series","date":"13th October 2015","format":false,"excerpt":"Following on from last year\u2019s inaugural series of Technology Enhanced Learning seminars hosted here at the University of Sussex, we're delighted to kick-off\u00a0the academic year with a new season of seminars featuring a fantastic line-up of speakers who are leading figures in the fields of: learning technology, social media, and\u2026","rel":"","context":"In &quot;Technology Enhanced Learning&quot;","img":{"alt_text":"Banner","src":"https:\/\/i2.wp.com\/blogs.sussex.ac.uk\/tel\/files\/2015\/02\/Banner.png?resize=350%2C200","width":350,"height":200},"classes":[]},{"id":8383,"url":"https:\/\/blogs.sussex.ac.uk\/tel\/2020\/07\/07\/5-ways-to-keep-your-students-engaged-online\/","url_meta":{"origin":9100,"position":5},"title":"5 ways to keep your students engaged online","date":"7th July 2020","format":false,"excerpt":"When teaching online it is important to consider ways to help students engage with the materials and activities. Here are a few tips. 1. Establish clear routes of communication\u00a0 Your main route of communication is likely to be the module\u2019s Canvas home page and weekly pages. Additionally, you might use\u2026","rel":"","context":"In &quot;Blended learning&quot;","img":{"alt_text":"","src":"https:\/\/i1.wp.com\/blogs.sussex.ac.uk\/tel\/files\/2020\/07\/5-ways-to-keep-students-engaged-online3.png?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]}],"_links":{"self":[{"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/posts\/9100"}],"collection":[{"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/users\/367"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/comments?post=9100"}],"version-history":[{"count":10,"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/posts\/9100\/revisions"}],"predecessor-version":[{"id":9216,"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/posts\/9100\/revisions\/9216"}],"wp:attachment":[{"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/media?parent=9100"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/categories?post=9100"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/tags?post=9100"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}