Leveraging Instructional Design to Measure Student Learning
Leveraging Instructional Design to Measure Student Learning
Wednesday, April 19 | 1:25PM–1:55PM
Session Type:
Virtual
The power of big data is being leveraged across higher education to make predictions on student success in a course,
to allow students to get to degree completion more quickly, and even to measure student sentiment within discussion
forums. The term learning analytics is broadly applied to the use of data in this fashion. However, the question, “Is the
student meeting the learning outcomes?” is a more difficult question to unpack given the complexities of the data
needed. Higher education has an opportunity to richly define learning analytics moving forward, potentially answering
the following questions. 1) How do we leverage data to provide students with access to improve their own paths to
successful degree completion, while still allowing them the encounter meaningful, but potentially unplanned, learning
experiences? 2) How can student demographic and performance data be tied to instructional materials to provide
learners with the most effective learning objects? 3) How can instructional designers leverage learning data to
influence iterations on course design?
Higher education has an opportunity to define learning analytics beyond the number of clicks in the LMS. While this is
one behavior that can impact student performance in a course, it is not a true measure of student learning. The future
is ours to define, how will instructional designers empower this discussion?
Presenters
Jennifer Sparrow
AVP, Research and Instructional Technology, New York University