The crucial impact from learning analytics is our ability to offer Increasingly personalised, meaningful, engaging learning experiences for students. To track their progress, get early intervention information as soon as possible, and to make informed decisions about strategies that are most likely to make a difference for that student.
Learning analytics is the collection, analysis and reporting of large datasets relating to learners and their contexts. As more and more learning activities take place digitally, and as more and more data is gathered about learner progress, we have the opportunity to be more evidence-based in how we support learners.
Data-driven organisations use analysed data to predict future behaviour of society as a whole, groups of people, and individuals. They use it to intervene in ways that decrease the likelihood of the ‘worst’ happening and accelerate the likelihood of the ‘best’ happening.
e-asTTle is an online assessment tool, developed to assess students’ achievement and progress in reading, mathematics, writing, and in pānui, pāngarau, and tuhituhi. The reading and mathematics assessments have been developed primarily for students in years 5–10, but because they test curriculum levels 2–6 they can be used for students in lower and higher year levels.
This app focuses on secondary to tertiary transition and allows Tertiary Education Organisations (TEOs) to explore the transition of school leavers into tertiary education. The transition shown is the learners’ first enrolment in qualification-based tertiary education where the enrolment occurs after they leave school.
An article differentiating between the Data Science, Big Data, and Data Analytics, based on what it is, where it is used, the skills you need to become a professional in the field, and the salary prospects in each field.
This article from the Berkeley University of California explores the field of data science.
Is big data/data science really a buzz or a once in a life time opportunity?
Rebecca Alber offers suggestions to gather and use valuable student data to inform your classroom practice.
This article discusses the applications of data science in the classroom.
Big data is a term that describes the large volume of data – both structured and unstructured – that inundates a business on a day-to-day basis. But it’s not the amount of data that’s important. It’s what organisations do with the data that matters. Big data can be analysed for insights that lead to better decisions and strategic business moves.
An article from Datafloq.
From the CORE blog, an overview of what big data means for education, and questions to consider.
Principal at Nayland College, Daniel Wilson, discusses the three ways they are using KMAR to track and monitor student progress and achievement throughout the school.
Principal at Konini School, Michael Malins, shares how they facilitate and keep record of teacher inquiry.
Principal at Tawhai School, Matt Skilton, says that for strategic planning, having access to an SMS on data and analysis is vital. Matt explains how they use the data to work out the, "students in need or the gaps we want to plug, or the accelerated areas we need to really push for".
Michael Malins, principal at Konini School, talks about the app they use within the student management system to record, "children's progress, achievement challenges being met, to keep the learning alive in the parent's mind and student's mind".
Principal at Tawhai School, Matt Skilton, talks about how they have improved behaviour management by using the Pastoral Care tool on MUSAC Edge. Matt explains how the system works and provides examples of when the tool has been found particularly useful in their school.
Principal at Nayland College, Daniel Wilson, talks about how the Student Achievement Function process helped them identify areas that they can improve, particularly around student record transfer to enable a better transition process for new students.
A deep understanding of relevant data involves exploring multiple perspectives of what’s going on within different conditions and interactions. Undertaking a number of purposeful interventions, designed to shed light on the challenge your community has set for itself, will be more successful than supposing a solution.
At CORE we understand the richness of Te Marautanga o Aotearoa and The New Zealand Curriculum. We design products and services that support teaching and learning for year 1–8 learners in both Māori medium and English medium settings.
At CORE we understand the richness of Te Marautanga o Aotearoa and The New Zealand Currciulum, the intent of NCEA, and vocational pathways. We design products and services that support teaching and learning for year 9–15 learners in both Māori medium and English medium settings.
Designing a curriculum that is adaptive to local contexts and learners’ strengths and needs is complex. We work with you, aligning your curriculum and student learning experiences with your vision for student success.
Digital technologies impact almost every aspect of our lives and are vitally important to our wellbeing, growth, present, and future. Learners need opportunities to develop technical and social skills which allow them to be digitally successful and safe, in whatever contexts they choose for themselves.
Offering valuable tools for effective learning environments, digital technology supports personalisation, cooperative learning, and inquiry-based learning, as well as assisting with managing assessments.
A definition of data analytics. Part of the Search Data Network's guide: Admin's guide to AWS data management.
Public Achievement Information is a collection of infographics that summarise a wide range of education topics. The aim of the graphics is to help explain complex topics and provide a better understanding of New Zealand’s education system.