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The disconnect between data collection and analysis across sectors of academic institutions makes it challenging to incorporate data into curricular design. Understanding the factors related to student persistence and success is unlikely to occur by focusing only on one sector at a time. By promoting course design that is informed by data from all sectors we are more likely to understand important connections that could encourage more effective and holistic change. Facilitating evidence-based course design might begin with the creation of a tool that allows real-time exploration of data across sectors for integration into the traditional course/curricular design. Our paper describes how data from institutional, learning, and what we call “developmental” analytics can be incorporated into course and curricular design by using a purposefully built analysis tool that permits the exploration of student and course objects. This Browser of Student and Course Objects (BoSCO) is being built in a faculty driven-process and can be used as a bridge between the analytics space and the course/curriculum design environments. Such a tool can promote alignment of research within institutions and facilitate communication about analytics, therefore encouraging teachers to use analytics for course and curricular design.
How to Cite
Dunbar, R. L., Dingel, M. J., & Prat-Resina, X. (2014). Connecting Analytics and Curriculum Design: Process and Outcomes of Building a Tool to Browse Data Relevant to Course Designers. Journal of Learning Analytics, 1(3), 223-243. https://doi.org/10.18608/jla.2014.13.26
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