7 SPEC Kit 360: Learning Analytics Survey Questions and Responses The SPEC Survey on Learning Analytics was designed by Andrew Asher, Assessment Librarian at the Indiana University Bloomington Libraries Kristin A. Briney, Data Services Librarian at the University of Wisconsin-Milwaukee Abigail Goben, Associate Professor, Information Services and Liaison Librarian at the University of Illinois at Chicago Kyle M. L. Jones, Assistant Professor, Department of Library and Information Science at Indiana University-Indianapolis Michael R. Perry, Head of Assessment & Planning at Northwestern University Library M. Brooke Robertshaw, Assistant Professor & Assessment Librarian at Oregon State University Libraries & Press and Dorothea Salo, Faculty Associate in the Information School at the University of Wisconsin-Madison. These results are based on responses from 53 of the 125 ARL member libraries (42%) by the deadline of June 15, 2018. The survey’s introductory text and questions are reproduced below, followed by the response data and selected comments from the respondents. Learning analytics is commonly defined as the “measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs” (Siemens, 2012). In recent years, library researchers have begun pursuing a research agenda under the auspices of “Library Value” to determine how library usage (e.g., resources, services, spaces, etc.) as expressed in student data is related with and improves student learning outcomes. Effectively, Library Value research is aligned with learning analytics goals. The purpose of this survey is to illuminate current practices, policies, and ethical issues around libraries and learning analytics. This environmental scan will explore how ARL member institutions are navigating the balance between gathering and managing data in support of learning analytics initiatives and attending to the profession’s ethics commitments. To these ends, the survey will seek to answer these broad questions: how are academic libraries planning for, adopting, and participating in learning analytics initiatives? what mechanisms do they use to maintain data security and privacy? what ethical issues do they encounter when participating in learning analytics? and how do they negotiate and resolve those issues? LEARNING ANALYTICS ENGAGEMENT Learning analytics is commonly defined as the “measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs” (Siemens, 2012). Learning analytics include library assessment projects that utilize educational and institutional data, data analysis methods, and share similar goals of other non-library learning analytics work. Please
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