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Title: Adopting learning analytics to enrich regular curriculum review and enhancement : a case study of a university English programme in Asia
Authors: Foung, D 
Armatas, C
Issue Date: 8-Mar-2018
Source: Presented at the 8th International Conference on Learning Analytics and Knowledge (LAK18) , Sydney, NSW, Australia, 8 March 2018 How to cite?
Abstract: Learning Analytics (LA) has been widely used in predicting students' success, identifying disengaged students, and understanding students' profiles, but not much has been done to incorporate LA into a regular framework. This presentation describes how a University English Programme consisting of three courses adopted LA into their periodic curriculum review framework to supplement the existing quality enhancement measures with a range of learning analytics studies. With the help of LA, a number of policy-level findings were revealed, such as the progression of students between courses, the effectiveness of ability-grouping policy, the learners' pattern of blended learning tasks and the profile of students in various disciplines. These LA-led reviews brought a new perspective to the curriculum, from an isolated / student-feedback-centered model, to a multilevel / evidence-driven model. In the light of LA results, a number of changes have been made, such as the change of blended learning policy and enhancement of blended learning tasks. Evaluation shows that the LA-enriched review is effective in identifying issues that could not have been identified with a traditional curriculum review approach. In view of this, LA should go beyond a could-have innovation to a regular practice in curriculum review.
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