ABSTRACT

The successful implementation of an institution-wide learning analytics project requires the organisation to be 'ready' in various ways. Analysis of the responses showed that readiness for learning analytics differed widely across institutions, even among ethnic group of relatively similar institutions. A large-scale programme in the UK, funded by Jisc, has employed Blackboard and Unicon to visit universities in order to evaluate their preparedness for learning analytics. Norris and Baer argue that commitment and leadership from the most senior level in the institution is critical for the implementation of learning analytics. Learning analytics and a range of research instruments were used by Macfadyen and Dawson to assess the uptake of learning technologies across a Canadian university. Learning analytics projects may turn out to be the drivers for sorting out longstanding issues such as unclear data governance or poor systems integration, as well as deeply rooted cultural or organisational challenges.