Tagged: W21A3

Week 21 – Activity 3: Use of educational data

Timing: 2 hours

Part 1

  • Begin by looking around the H817 Moodle environment. Note where it is personalised, displaying information that only applies to you or to people in your tutor group. Explore the different tabs and links, looking for information that has been collected about you during your time at the University. TMA information, support (tutor & student support), unread posts notification, dashboard (configurable), profile, student home, OU Live sessions linked to tutor group, forums linked to tutor group (special permissions).
  • Look back across the module and note occasions when you have accessed sites that may store data about you. Numerous sites where I have used a Facebook login (i.e. MindMeister, Diigolet). Journal websites, where such a Wiley uses a ‘suggestions’ feature based on previous selections. YouTube and any other Google Site (incl. OU Google Apps).
  • Share your findings in the discussion forum, building up a jointly created list of the ways in which data relating to your activity are used on the module site and beyond.
  • In Week 24 you will consider ethical practices related to data collection and learning analytics. At this stage, note in your learning journal or blog whether you personally object to any of this data being collected or used, and why you feel this is acceptable or unacceptable.

Part 2

  • Reflect on your current teaching environment or on a teaching environment that you know well. How are student data used in this case?
  • Record the data use under four headings:
    • Used to benefit learner(s)
      • Video recordings
    • Used to benefit educator(s)
      • Online management system to record students progress. 
      • Video recordings
    • Used to benefit administrators or managers
      • Online management system to record students progress. Incl. results obtained.
      • Initial student details
      • Video recordings
      • Course signups
    • Other


In a face-to-face environment, data collection is not necessarily automatic but is likely to include attendance records, library borrowing, course registration and exam results.

Some uses of data will fall under several headings; some will prove difficult to classify.

Part 3

  • Identify some of the educational challenges in the environment that you are considering. They may include those identified earlier. We used a translation system to assist with evaluations given to parents. There are challenges related to giving detailed students evaluations. 
  • Formulate two or three recommendations that set out how data gathered in this environment could be used better to support learners or educators. Have teachers gather information during lessons. I.e. what did they find SS doing that could be useful for evaluations. Had this data to the translation system manager for him/her to add into the system to create more detailed/real world accounts. 


  • Set out two or three recommendations for ways in which other institutions could benefit from good practice in the environment that you are considering. Constant recording of students progress. This assists in looking back to gauge progress and formulate evaluations with more accurate information for both teachers and students (even if the end translation system can hinder the deliverance of such). 
  • If the challenges and recommendations you have identified are not private to your institution, or business sensitive, share them in the discussion forum. Read the recommendations that other learners share, and identify issues that arise in many contexts that could be reduced or resolved by the use of learning analytics.