科研之友
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摘要
While colleges and universities seek to utilize big,complex and aggregated data to generate insights to sup-port students,big data is limited in its use for the design ofinterventions due to a few limits it inherently has,inclu-ding the overt focus on quantitative data,disconnect between university services and classroom teaching,and lack of support for faculty who may not be interested in big data. However,“small data”,one-dimensional teaching and learning analytics,provide quality feedback to teachers and students. In this paper,we will discuss how a small pri-vate university uses IDEA evaluations to gather feedback to improve teaching practices,and data from the use ofa learning management system (Canvas)to identify ways to improve student learning by providing formative evaluation for faculty to improve their practices. Towards the end ofthe paper we will discuss how students can use learning ana-lytics to improve their own learning through selfdiagnosis,“quantified self”behavior data collection and reflection on learning practices.
