Considering How I understand Data
Admittedly, my first response to this assignment and this unit at the mere mention of wading through data via analytics was a wholehearted no way, much like the companies Zettelmeyer mentions. “But many business leaders, overwhelmed by this constant blizzard of metrics, are hesitant to get involved in what they see as a technical process” (2015, May 1). Further on Zettelmeyer seems to infer working through analytics isn’t so bad, to which I thought “Yeah, right.” Managing well with analytics does not require a math genius or master of computer science” (2015, May 1). However, as I worked my way through the readings and this activity, I found myself agreeing with Zettelmeyer (2015, May 1). “The most important skills in analytics are not technical skills,” he says. “They’re thinking skills.” Those I have!
Revisiting
My original post looked at increasing digital literacy for learning technologists, empowering them to play a role regarding learning technologies for faculty and students; creating change in digital learning and being an active partner in education. How can data inform this issue? Are there ethical and privacy issues with this data?
Data may support giving technologists the digital literacy skills they require to change their digital practices from a supportive role to a creative role. I am not familiar with what data is gathered by my organisation so I went with ideally what type of data would I look for? Ideally, in the current 2022 online education experience, I would hope COVID has led to recent data collection around digital literacy skills and the role of learning technologists. I would gather data around development, engagement, usage, and success.
- Data relating to an increase in digital literacy skills (due to COVID) amongst learning technologists?
- Data relating to learning technologists changing their digital practices from just a supportive role to include a creative role. Are there current examples? Especially since COVID? Are there examples (data) where learning technologists have supported pedagogical outcomes?
- Data relating to the relationship between faculty, IT and learning technologists around solving online issues, making courses more online friendly in the face of COVID?
- Data relating to learning technologists and the development of learning tools or practices and the relationship between faculty using and being happy with the tool or practice and therefore the tool or practice working for faculty and students?
Impact of Moodle Data
As part of this assignment, Dr. Michelle Harrison posted data relating to her course, LRNT 525 from the Master of Arts in Learning and Technology programme at Royal Roads University in Victoria British Columbia. The data reflected student traffic to several different touch points for LRNT 525. As a sample, the data included how often students accessed the course’s WordPress site, forums, or the grading rubric? This type of data could help to inform the change around giving learning technologists the digital literacy skills required to take on a more creative role. What are students accessing the most? Is there information students are missing? Why aren’t students accessing the rubric? It looks like students use the general discussion and ask the instructor forums quite heavily. Can we use the forums in another way – perhaps to make up for students not accessing the rubric? The zoom recordings aren’t accessed that often. Is it possible students are missing out on valuable information?
Data Impact on Digital Literacy and Empowering Learning Technologists
Dr. Harrison’s data is similar to the data I have available to me from my institution. In my experience, my logs have pointed to a correlation between student success and students who struggle. Consistently, students who access the online information do well and those who do not, struggle. I have adjusted my teaching based on this data. I reach out to students in need. I try to find different ways of getting information to students. I have also implemented assignment agreements where students are asked if they understand the assignment and respective deadlines. However, with both Dr. Harrison’s data and my own, is there an ethical issue around judging the students by their online activity or lack thereof? “After all, what assumptions, misdirections, and conclusions are we drawing when we attribute meaning to our students via their data profiles (two separate and distinct things) in a learning management system (LMS)” (Eaton 2021, December 10)? I am torn, yet it is hard to ignore how the data correlates and plays out year to year. However, after fifteen years, I trust myself enough to be able to use the data to improve chances of student success. “Knowing what you know about your business, is here a plausible explanation for that result?” (Zettelmeyer 2015, May 1). In terms of privacy, I would hope my institution has policies in place to protect students. I would feel comfortable sharing this information with key stakeholders to create change in digital learning; giving our learning technologists the digital literacy skills required to change their digital practices from just a supportive role (in my context) to a creative role where they work with faculty and students to increase student success and support students having positive learning experiences.
References
Eaton, L. (December 10, 2021). The New LMS Rule: Transparency Working Both Ways. View from the Field. The Journal of Interactive Technology & Pedagogy. Issue 20. https://jitp.commons.gc.cuny.edu/the-new-lms-rule-transparency-working-both-ways/
Harrison, M (February 22, 2022) LRNT 525 (EDITECH 2021-1 OL) January 24, 2022. Learning Community. General Discussion Form (Class). Moodle Logs Data Document. https://moodle.royalroads.ca/moodle/mod/forum/discuss.php?d=846887
Maxwell, K. (February 13, 2022). Digital Literacy and learning technology developers. Managing Change in Digital Learning. https://untextbookdemo.opened.ca/voice/digital-literacy-and-learning-technology-developers/
Open University. (n.d.). Ethical use of student data for learning analytics policy.
Zettelmeyer, F. (May 1, 2015). A leader’s guide to data analytics. KelloggInsight. https://insight.kellogg.northwestern.edu/article/a-leaders-guide-to-data-analytics/