Abstract:
Learning analytics dashboards (LADs) have emerged from a growing interest in presenting and visualizing students’ learning activities in digital learning environments, and they are growing in popularity for both residential and online courses. Dashboard displays are seen as powerful metacognitive tools, and delivering them to learners is intended to support awareness and decision-making, and trigger self-reflection. Despite their increasing availability, recent meta-reviews of the existing research on LADs have revealed that there are few empirical studies on the impact of dashboards on student motivation, behavior, and skills. In this talk I will present the student dashboard we have designed and tested here at the University at Michigan, called MyLA (My Learning Analytics). In a partnership between the School of Information, School of Education, and the Teaching and Learning group at ITS, we have created a Canvas-integrated dashboard that uses design principles derived from Self-Regulated Learning (SRL) theory combined with a focus on accessible and actionable information. Based data from 10 Winter 2019 courses where MyLA was available, I will describe our early findings about how UM students have used the dashboard, and the relationships between dashboard use with performance and measures of self-regulation.

Bio: Dr. Teasley is a Research Professor in the School of Information, the Director of the Learning Education & Design Lab (LED Lab), and Core Faculty member of the Michigan Institute for Data Science (MIDAS) at the University of Michigan. Her recent work has focused on assembling and utilizing institutionally-held student data to design and evaluate new ways to support student success in Higher Education. From 2016-2018 she was the president of the Society for Learning Analytics Research (SoLAR), and she is currently the chair of the International Alliance for the Advancement of Learning in the Digital Era (IAALDE).