PolyU established thematic Communities of
Practice (CoPs) to bring groups of enthusiastic
colleagues around the campus together, foster a
culture of peer support and nourish pedagogic
development and scholarship for enhancing the
quality of learning and teaching in the university.
“Conducting Learning Analytics to Inform Teaching
and Learning” is one of the six CoP developed in
2016-2019. The aims of this CoP are to build up a
community of PolyU staff to explore the use of
learning analytics for the enhancement of teaching
effectiveness, provide a platform for sharing
experience, expertise, and good practice, foster the
culture of professional development and provide
advice to the University on matters related to the
use of learning analytics for quality enhancement.
For further details, please visit: https://www.polyu.edu.hk/CoP/analytics/
EDC values the potential for LA to inform teaching and learning, especially, in respect to the relationship between teaching pedagogies, learners’ activities and their academic performance. Since 2015, EDC have explored and studied the students’ learning data such as the Learning Management system (LMS), students’ feedback and student performance to make use of LA to enhance the staff development on using LMS and online teaching and learning. Through the research and studies done and effort paid in promoting LA, encouraging outcomes are observed in the university. For example, upraising awareness on LA in the university, university guideline for LMS courses creation, better customized training series on using LMS for staff, customized learning analytics report on students’ usage of LMS, self-developed learning analytics tool for LMS courses, support on using LA for curriculum review, staff training on LA, etc. EDC will continue to perform research and promote making use of LA on enhancing teaching and learning in the university.
Evan, J., Yip, H., Chan, K., Armatas, C. & Tse, A. (In press). Blended learning in higher education: professional development in a Hong Kong university. Higher Education Research & Development.
Armatas, C., Tse, A., Chan, S.C., & Li. B., (2018, June). Developing a Learning Analytics Tool to Empower Teachers to Conduct Analyses of Learners’ Online Behavior. Paper presented at 43rd International Conference on Improving University Teaching: New Spaces for Learning, Charles Stuart University, Port Macquarie, Australia.
Chow, J., Tse, A., & Armatas, C. (2018). Comparing trained and untrained teachers on their use of LMS tools using the Rasch analysis. Computers & Education, 123, 124-137.
Chan, K., Tse, A., Armatas, Christine (2018, February). A preliminary study: using LMS log data to evaluate the effectiveness of a professional development course in blended learning. Proceedings of the IRES 102nd International Conference (pp.52-56). Sydney, Australia.
Tse, A., Chow, J., Armatas, C., Foung, D., Chen, J. & Chan, C.S. (2017, July). Exploring the relationship between the time of completing online quizzes and students’ performance in academic writing. Paper presented at EduLEARN17, Barcelona, Spain.
Armatas, C., Chow, J., Tse, A., Chan, K., Cheng, A., Chan, C. S. & Luk, W. T. (2016). Differences in learning management system use by teachers who participate in training. Asian Journal of Educational Research, 4(5), 47-56
Chow, J., Tse, A., & Armatas, C. (2016, August). Examining teachers’ use of learning management system with the Rasch Analysis. Paper presented at the Pacific Rim Objective Measurement Society 2016 Symposium, Xi’an, China.
Armatas, C., Chow, J., Chan, K., Tse, A., Chan, D. & Luk,W (2016, July). The effect of learning management system training on teachers’ online teaching. Paper presented at the 16th ICICTE conference, Rhodes, Greece. Available at http://www.icicte.org/Papers_ICICTE2016/2.3%20017_Armatas-edit%20.pdf
Armatas, C. & Chan, K. (2016, June). The effect of professional staff development on LMS use: Is more necessarily better? Paper presented at the 11th eLearning Forum Asia (eLFA 2016), Shanhai, PRC.
Wai To, L., Chun Sang, C. & Armatas, C. (2015, June). Linking staff training to student engagement in blended learning through “Big” data analysis. Paper presented at the10th eLearning Forum Asia (eLFA 2015), Singapore.
Two Excel tools are developed. One is called Program Review Tool for analysing institutional data. Details can be found here. The other tool is call OAAT (Online Activity Analysis Tool) for analysing the LMS data.
What can you know from students’ assessment results? Learning analytics can be a simple and easy way for colleagues to find out more, even if you do not have a statistical background. .