Questions? Chat with Pat, our Enrollment Coach
As an enrollment coach, my role is to answer your questions about the Learning Analytics program and to help you decide if this program is the right fit for you and your career goals. I love listening to your questions, concerns, and stories. I am here to answer whatever questions you have about UW–Madison and to welcome you into the Badger family.
Contact me directly: email@example.com
Meet Anjali Yadav, Associate Director of District Success at CommonLit, a nonprofit in Washington DC. Anjali shares her insight into why she selected the program, how the online modality fits within her schedule, and her goals for implementing the skills she learns in the program within her career.
Click here for the full interview.
A Message From Our Chair
"Between the exciting curriculum emphasizing effective use and interpretation of cutting-edge integrated methodologies, the opportunities to interact with and learn from the world-renowned faculty, and the accessibility and convenience that can only arise from an entirely online program, the Learning Analytics program at UW-Madison provides a truly world-class education, and an educational experience unlike that of any other program available."James Wollack, Department Chair
Leader in Inclusion and Equity
The School of Education is a diverse and inclusive campus leader of academic programs that focus on equitable solutions and innovative research through the Office of Equity, Diversity, and Inclusion.
The Power & Promise of Learning Analytics
"Learning Analytics provides researchers with exciting new tools to study teaching and learning. Moreover, as data infrastructures improve — from data capture and analysis, to visualization and recommendation — we can close the feedback loop to learners, offering more timely, precise, actionable feedback. In addition, educators, instructional designers and institutional leaders gain new insights once the learning process is persistent and visible."Society for Learning Analytics Research (S0LAR)
"Whether educational data is taken from students’ use of interactive learning environments, computer-supported collaborative learning, or administrative data from schools and universities, it often has multiple levels of meaningful hierarchy, which often need to be determined by properties of the data itself, rather than in advance. Issues of time, sequence, and context also play important roles in the study of educational data."The International Educational Data Mining Society (IEDMS)