ABSTRACT
A nationally funded research initiative explored emergent practice and implemented a dissemination strategy to encourage New Zealand tertiary teachers to make use of data generated by and about their students. There is evidence that targeted use of learner data can support personalised communication and provide helpful feedback on learner performance as well as teaching and course design. However, there is a widening gap between research and practice in this area. Results of a survey showed that many teachers were unsure what is available, and how to access and interpret learner data. We used case studies and common scenarios to demonstrate the potential, and the collaboration between teachers, learning designers and support staff that is often involved.
