This paper introduces the relatively new field of learning analytics, first by considering the relevant meanings of both “learning” and “analytics,” and then by looking at two main levels at which learning analytics can be or has been implemented in educational organizations. Although turnkey systems or modules are not yet available for review, specific technologies for analyzing online student activities have been implemented and piloted. As a result, this paper recommends an incremental approach to institutional preparedness.
This document was originally published by Open Journal Systems in Canadian Journal of Learning and Technology. This work is provided under a Creative Commons Attribution 3.0 License. Details regarding the use of this work can be found at: http://creativecommons.org/licenses/by/3.0/.
Available at: http://works.bepress.com/norman_friesen/30/