Improving Learning Experiences

It is the mission of the Digital Learning Innovations (DLI) unit to support ÈâÈ⴫ý State University (KSU) faculty as learning scientists as they strive to help students learn by providing quality and engaging learning experiences. Learning science is an interdisciplinary field that studies the process of learning and the design of effective learning environments. Faculty at KSU are designers of sustainable courses facilitated in multiple modalities. Course design and facilitation are the first critical components of the learning scientist approach. Faculty as learning scientists also leverage data and analytics tools like uHoo Analytics to systematically research, analyze, and improve the learning experiences and outcomes of their students.

Using uHoo Analytics to Become Learning Scientists

Diagram illustrating the role of faculty as learning scientists in course design. Key elements include facilitating course design in multiple modalities, using learning analytics for course optimization, and fostering sustainable course design through research.

Faculty at KSU are empowered to become learning scientists through the use of uHoo Analytics, a learning analytics platform integrated with the university's learning management system (LMS). This tool provides faculty with real-time data and visualizations about student engagement, performance, and areas of struggle within their courses.

By analyzing this data, faculty can: 

  1. Identify students who may need additional support or tutoring based on their activity levels and assessment scores.
  2. Pinpoint specific course content, activities, or assessments that are challenging for students, as revealed by patterns in the data.
  3. Use these insights for making data-informed decisions about revising instructional materials, adjusting teaching strategies, or providing targeted interventions during the semester.

In essence, faculty as learning scientists apply their research skills and methodologies to systematically study the learning process within their own courses. They can formulate hypotheses, collect and analyze data, and iteratively refine their teaching practices based on empirical evidence. This approach aligns with the principles of learning science, where instructors continuously investigate how students learn and use that knowledge to design more effective learning environments.

By embracing the role of learning scientists, faculty can move beyond traditional teaching methods and become more responsive to the unique needs and challenges of their students. The data-driven insights from uHoo Analytics empower faculty to make evidence-based decisions, personalize learning experiences, and ultimately improve student success.

  • ÈâÈ⴫ý. (2024).
     
    Lokey-Vega, A. (2024). Repurposing Faculty Research Skills for Student Success. . 

Resources

References

  • Mayer, R. E. (2002). Multimedia learning. Psychology of learning and motivation, 41, 85-139.
  • Moore, M.G. (Ed.). (2012). The theory of transactional distance. In M.G. Moore (Ed.) Handbook of distance education (3rd ed.). Routledge.