A year in the life of Learning Environments: the graphs tell the story
Last year we promised more information for those of you who can’t get enough of good looking graphs! Below are the promised graphs, with some tables as well! We are pleased to report that 2016 saw considerable growth in the use of the Academic and Learning Systems that Learning Environments supports.
The first graph below illustrates how Learning Environments supported all areas of the university throughout 2016 in the area of response to service tickets. For the Academic and Learning Systems Support team, you can see a double curve, where the first peak is our responsiveness to daily issues raised by staff and students that can be resolved fairly quickly. The tail and the subsequent second peak are primarily those tickets that become consultancy tasks that may involve back and forth between our teams and contacts throughout the university.
The team responded to and closed over 5000 tickets last year. We’re quite proud of our closure rates and that we don’t close tickets until the matter is resolved. We hope you had a good experience if you lodged requests last year, and can see where your issues lie on our performance chart. If you felt we could have done better, please let us know how.
As for consultations, we began keeping detailed records in May 2016, after which time 117 consultations were conducted with 170 staff. The breakdown per Faculty can be seen in the Table below.
Many of you may know our support for learning and teaching and educational development best via our regular and customised training sessions for staff. In 2016, 98 events were held, which were attended by 478 staff. Again, the table below breaks the figures down into per-Faculty figures.
As you would expect, the usage of the LMS peaks in accordance with the core Academic Calendar, where the weeks are clearly demarcated and show that usage drops off each weekend, though still staying quite high. In 2016, there were 153,699,696 page views of the LMS, and 23,954,209 user sessions across the year. This represented a 10% growth over 2015 usage.
There is considerable growth in use of the LMS to support ‘Communities of Practice’, for example Learning Designer groups across the campus, and Higher Degree Research students in their individual discipline cohorts. We also see communities being used for ever wider purposes, including tracking the understanding of requirements for study abroad programs, Occupational Health and Safety standards, and the management of research data.
If you are interested in setting up a Community to serve a particular purpose and perhaps hadn’t considered this before or were unaware of this capability, we encourage you to get in touch with us to discuss your needs via the support form at https://lms.unimelb.edu.au/support/request
Lecture Capture is also demonstrating continued usage growth. Despite the availability issues the service had at the start of Semester 2 in 2016, usage for 2016 was 23.4% greater than that seen in 2015, and 2015 was 17.1% greater than 2014. The graph below shows the year on year growth of the usage of the service, and 2017 looks to be greatly outstripping even last year’s growth rate. To really put this in perspective, the second graph below shows the playback duration of content recorded by the Lecture Capture system across the year. In total, students spent over 61 years viewing lecture recordings last year!
If you are interested in any other data or analytics from the LMS. Lecture Capture, or any subsidiary services such as Turnitin, please don’t hesitate to make an enquiry with the team. We are progressively building our capacity in this area, and while we may not be able to provide the data you seek now, we can work towards doing so if you register your interest with us.
We hope this style of reporting is useful to you, and to faculty representatives, in order to see the breakdown of numbers for their particular faculties. If you have any feedback regarding this data, we welcome you to contact us via our support request form.
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