Picking up on So I was Wrong… Someone Does Look at the Webstats…, and the second part of the title of Martin Weller’s blogpost that prompted it — (Learning design – the long haul of institutional change), the question: how do we shorten the feedback loop so data can be used by course teams?
IET are a research wing who do their own thing for academic research credit and also contribute to internal innovation and change. (UPDATE: or not.. see @R3beccaF’s comment…) The research I referred to in the previous post drew on institutionally sourced data that looked like it required some sort of project in place in order to have it collected and is not something (I think) I have direct access to.
I get the need for research and folk to do stats and etc etc, but I also believe that folk with an interest can use often quite scruffy data to provide anecdotal evidence about what’s working and what isn’t (the “first draft” of more formal research perhaps?).
So for example, I’ve been interested (casually) in this for years but never done more than play around the edges, but not as much as I’d have liked. I’ve only ever managed to get access to reasonable granularity page level tracking data several years ago when I managed to persuade someone to pop a Google Tracking code I had access to the dashboard for onto a set of course pages for a course I was sole author on. More recently, I’ve struggled to find many VLE stats on course pages I am still involved with (maybe I should check again; it’s been a while…).
On the other hand, I have a modicum of data skills, data storytelling / exploratory analysis skills, and end user app developer skills. And I’m interested in rapidly prototyping tools that may help make the data useful.