Learning analytics / Data mining

Social media, Mobile learning, Learning analytics / Data mining, Online learning Other Attitudes/Benefits/Challenges

“Social learning,” as it is often considered to be, is nothing entirely new. Though many new modalities of social learning have emerged in recent years, in many ways it has been around for a long time. But if social learning has long been present, why has the focus on it increased recently? Some believe the answer is related to the fact technology is now mature enough to address the most common concerns regarding social learning in the workplace, such as tracking, recognition, and security.

Additionally, as more Gen Y (millennial) workers enter the workplace, the needs and demands for a more social learning experience will increase exponentially, as such tools and modalities have been a part of this generation’s DNA. Social learning technologies have a huge impact on several enterprise core processes, from recruiting to training and developing talent. And there’s more: results are quickly measurable because social technologies have a direct and obvious effect on performance. The route from social learning to informal learning is very short.

Sample Size:
302

Top 5 Learning Technology Priorities

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Publication Year: 
2017
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Sample size: 
302
Sample description: 
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Content: 

“Social learning,” as it is often considered to be, is nothing entirely new. Though many new modalities of social learning have emerged in recent years, in many ways it has been around for a long time. But if social learning has long been present, why has the focus on it increased recently? Some believe the answer is related to the fact technology is now mature enough to address the most common concerns regarding social learning in the workplace, such as tracking, recognition, and security.

Additionally, as more Gen Y (millennial) workers enter the workplace, the needs and demands for a more social learning experience will increase exponentially, as such tools and modalities have been a part of this generation’s DNA. Social learning technologies have a huge impact on several enterprise core processes, from recruiting to training and developing talent. And there’s more: results are quickly measurable because social technologies have a direct and obvious effect on performance. The route from social learning to informal learning is very short.

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Mobile learning, Internet of things, Learning analytics / Data mining Higher education Usage: Anticipated
Sample Size:
10,256 EDUCAUSE members
Sample Description:

The survey was distributed to 10,256 EDUCAUSE members as part of the Top 10 IT Issues survey

Estimated pace of technology adoption across domains

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Publication Year: 
2017
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10,256 EDUCAUSE members
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Mobile learning, Learning analytics / Data mining, OER Higher education Attitudes/Benefits/Challenges
Sample Size:
10,256 EDUCAUSE members
Sample Description:

The survey was distributed to 10,256 EDUCAUSE members as part of the Top 10 IT Issues survey

Technology deployment level (today and by 2022)

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Publication Year: 
2017
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10,256 EDUCAUSE members
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Mobile learning, Learning analytics / Data mining Higher education Usage: Anticipated

- Experimental (deployed institution-wide in 20% or fewer institutions)
- Emergent (deployed institution-wide in 21–40% of institutions)
- Growing (deployed institution-wide in 41–60% of institutions)
- Mainstream (deployed institution-wide in 61–80% of institutions)
- Universal (deployed institution-wide in 81–100% of institutions)

Sample Size:
10,256 EDUCAUSE members
Sample Description:

The survey was distributed to 10,256 EDUCAUSE members as part of the Top 10 IT Issues survey

Strategic technologies adoption trends

Resource: 
 
Publication Year: 
2017
Trends: 
   
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Category of Information: 
 
Sample size: 
10,256 EDUCAUSE members
Sample description: 
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Content: 

- Experimental (deployed institution-wide in 20% or fewer institutions)
- Emergent (deployed institution-wide in 21–40% of institutions)
- Growing (deployed institution-wide in 41–60% of institutions)
- Mainstream (deployed institution-wide in 61–80% of institutions)
- Universal (deployed institution-wide in 81–100% of institutions)

Survey question: 

1. Active learning classrooms (ALCs) “typically feature round or curved tables with moveable seating that allow students to face each other and thus support small-group work. The tables are often paired with their own whiteboards for brainstorming and diagramming. Many tables are linked to large LCD displays so students can project their computer
screens to the group, and the instructor can choose a table’s work to share with the entire class. Wireless Internet plays an important role in retrieving resources and linking to content management systems, and depending upon the size of the room, table microphones can be critical so that every student’s voice can be broadcast across the room.”5
In practice, considerable variation in the levels and combinations of low and high technology persist due to costs, infrastructure, and goals. Regardless, the principles governing room layout/design, furniture, technology, and other features are that of active learning pedagogical approaches.
2. Technologies for improving analysis of student data enable immediate access to and rapid analysis of large, complex data sets, making it possible to discern trends in students’ engagement with college, in the types of difficulties students are encountering, and in their likely success in attaining credentials across the student body. These technologies allow advisors, student services staff, and administrators to examine broader patterns across departments, divisions, schools, demographics, financial
aid status, or other categorizations of interest and adjust strategies accordingly.
3. Incorporation of mobile devices in teaching and learning means adopting these devices as tools to enhance the learning experience for students and the teaching experience for faculty. This could mean an extension of the classroom to the anytime, anywhere learning environment. It could also mean leveraging common mobile device features and applications to increase productivity, capture and archive course material, share information, and support the shift from students as consumers to students as creators. The unrealized value lies in using mobile technology to facilitate creativity, engagement, and interaction—all demonstrated to have a positive impact on student outcomes.
3. Uses of APIs (application programming interfaces). APIs define how a system interacts with other systems and how data can be shared and manipulated across programs. A good set of APIs acts like building blocks that allow developers to more easily use data and technologies from various programs. APIs are used in many ways in higher education—for example, to pull data from the student information system into the learning management system, to integrate cloud-based with on-premises services, as an approach to security, and to access webbased resources.
5. Mobile apps for enterprise applications refers to web-based applications that run on mobile devices such as smartphones and are designed to integrate with all aspects of an organization’s businesses and processes. These apps make it possible to access enterprise-wide resources (such as course catalogs, student information systems, and human resource systems) and to conduct enterprise transactions from mobile devices.
6. Blended data centers (on-premises and cloud-based) are increasingly important because as institutions move services to the cloud, they usually move into a blended environment where they continue to maintain an on-premises data center while also managing a set of services that may run the gamut from software as a service to
infrastructure as a service. While cloud-based solutions offer advantages related to agility, performance, and scalability, the blended environment requires a shift in strategy to one that encompasses both environments. 
7. Technologies for planning and mapping students’ educational plans allow students and advisors to work together to build customized pathways through the curriculum that are appropriate for each individual’s interests and goals. In addition, these technologies offer a reliable way to chart and track progress toward a degree or credential
completion. They also support institutions in the development of schedules that match demand.
8. Database encryption is the process of encrypting data within a database so that the data are rendered unreadable without the decryption key. Often recommended as a way to protect sensitive data, database encryption can be costly and requires more storage space than a regular unencrypted database.
9. Technologies for triggering interventions based on student behavior or faculty input gather data points from a variety of institutional and academic systems, sending communications to students, faculty, advisors, and administrators in support of early intervention. These technologies also provide a holistic view of a student’s progress, enabling targeted assistance in support of individual needs
10. Mobile device management is the approach an institution takes for the policies, support, and procedures related to the variety of cell phones, tablets, and laptops on campus. Mobile device management involves a balance between security of institutional data and user convenience and productivity. Some institutions use third-party products and services to manage mobile devices. Considerations include data security issues, support for personally owned equipment, and application management.
10. Technologies for offering self-service resources that reduce advisor workloads include registration online, scheduling, and academic planning available directly to students, enabling those with professional responsibilities for guiding students to reserve in-person appointments for higher-level interactions and counseling on individual issues.

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Social media, Mobile learning, Learning analytics / Data mining, Online learning Business and industry Attitudes/Benefits/Challenges
Sample Size:
n=302

Top Five Learning Technology Priorities

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Publication Year: 
2016
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Notes: 

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Digital Learning Technologies, Online learning, Learning analytics / Data mining, Mobile learning, OER, Educational Games / Gamification, AR / VR Higher education Usage: Current and Past
Sample Size:
N=243
Sample Description:

243 EDUCAUSE members

Adoption of different learning technologies

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Publication Year: 
2016
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N=243
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Survey question: 

■ Don’t know: I don’t know what this technology is.

■ No deployment: None of this technology is in place, and no work will be under way or resources committed for this technology in 2016.

■ Tracking: Multiple person-days of effort will be assigned but restricted to monitoring and understanding this technology (much more than just reading articles).

■ Planning, piloting, initial deployment: This technology is not yet available to users; however, meaningful planning for deployment is either in development or in place. Staff are investing significant time (multiple person-weeks of effort) and resources in executing the plan to pilot or deploy this technology within a defined time frame.

■ Expanding deployment: In 2016, we will move from initial or partial to broader or even institution-wide deployment.

■ Institution-wide deployment: Full production-quality technical capability is in place, including ongoing maintenance, funding, etc., with deployment potentially supporting institution-wide access.

(p. 47)

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Informal learning, Learning analytics / Data mining, Mobile learning Business and industry Attitudes/Benefits/Challenges
Sample Size:
n=292
Sample Description:

The online survey was conducted in the second quarter of 2016, and garnered a total of 439 responses from 35 industries and 22 countries. Respondents were almost evenly split between small, mid-sized and large organizations.

Most Critical Learning Initiatives for Achieving Business Goals

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Publication Year: 
2016
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n=292
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Learning analytics / Data mining Higher education Usage: Current and Past

Sophisticated web-tracking tools are already being used by leading institutions to capture precise student behaviors in online courses, recording not only simple variables such as time spent on a topic, but also much more nuanced information that can provide evidence of critical thinking, synthesis, and the depth of retention of concepts over time.

Sample Size:
53 experts

Learning Analytics in Higher Education

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Publication Year: 
2014
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Sample size: 
53 experts
Sample description: 
Content: 

Sophisticated web-tracking tools are already being used by leading institutions to capture precise student behaviors in online courses, recording not only simple variables such as time spent on a topic, but also much more nuanced information that can provide evidence of critical thinking, synthesis, and the depth of retention of concepts over time.

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Learning analytics / Data mining Business and industry Usage: Current and Past
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n=418

To what extent is your organization effective at analyzing big data?

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Learning analytics / Data mining Business and industry Attitudes/Benefits/Challenges
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n=418

Which of the following factors have influenced your organization's interest in big data?

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