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Presented at the 2014 SLATE conference (www.slategroup.org) Faculty development is occurring increasingly online through text-based guides, just-in-time video tutorials, and social media, which is convenient for faculty looking for information on teaching or using technology. However, this makes it difficult for faculty development centers, used to traditional forms of assessments, to assess the quality and effectiveness of these programs and resources. In this session, we will share how the Faculty Development and Instructional Design Center at Northern Illinois University has used web analytics to evaluate the usage of online materials and how the results have impacted our practice.
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Measuring Digital Professional Development
Analytics for the Use of Web and Social Media Materials
View the slides at facdev.niu.edu/slate14analytics
The Need for Web and Social Media Analytics
Faculty Development and Instructional Design Center
Faculty Development and Instructional Design Center
niu.edu/facdev
Teaching with Blackboard
niu.edu/blackboard
Academic Integrity Tutorial
niu.edu/ai
Responsible Conduct of Research Tutorial
niu.edu/blackboard
Social Media
@facdev@NIUBlackboard@NIUTeachOnline
facdev facdev
Faculty Development and Instructional Design Center
Web Analytics
Why Web?
• Programs• Services• Resources
* No (or little) “cross-talk”
Analytics
The use of data, statistical analysis, and explanatory and predictive models to gain insights and act on complex issues
Bichsel, 2012, p. 6
On Data
• Data let you answer questions– Are our resources being used?– What is being used?– How are they being used?– Why?*
*May not be possible, or at least not easy
Why Google Analytics?
• Measure utilization easily• Measure behavior (with some work)
• Key terms– Traffic: Pageviews or Users, per given time span– Visits/Sessions: A (default) 30-minute sliding activity
window– Hits/Pageviews: A webpage request from a web
browser– Visitors/Users: A unique ID set by Google per browser
What can GA do?
Screenshot from Google Analytics
What can GA do?
Fall 2013 Spring 2014 Summer 2014
Pageviews 140,951 128,990 39,630Users 48,236 48,462 17,531
Traffic for Teaching w/ Bb,Aug. 16, ‘13 – Aug. 15, ‘14
What can GA do?
95.07% from the US
67.04% from Illinois
Geography of Sessions to Teaching w/ Bb,Aug. 16, ‘13 – Aug. 15, ‘14
~160 countries
What can GA do?
/index/students/safeassign/assess/safeassign/students/index/faq/qa/safeassign
135,20727,635
5,9944,4084105
Deeper analysis:• Traffic over time, per page• Categorizing pages
Top 5 Pages for Teaching w/ Bb
What can GA do?
Top 10 Browsers
Desktop v Mobile
What can GA do?
Top 10 visiting schools
Google Analytics Resources
• Get started with Analytics• How To Set Up Google Analytics Account Setu
p 2014 (YouTube tutorial)
• Setup Checklist (for all/advanced features)
Social Media Analytics
Key Terms
• Users– Follower: someone who sees Twitter posts in their
stream– Like: someone who (maybe) sees your posts on
Facebook in their News Feed– Subscriber: someone who received notifications
of new videos posted on YouTube
Key Terms
• Engagement– Retweet: someone shares your Twitter post with
their followers– Favorite: someone appreciates or approves of
your tweet– Like: someone appreciates or approves of your
Facebook post– Share: someone reposts your Facebook post to
their friends– View: someone begins watching a video on
YouTube
Social Media Presence
@facdev@NIUBlackboard@NIUTeachOnline
facdev facdev
Followers on Twitter
Aug '13 Sep '13 Oct '13 Nov '13 Dec '13 Jan '14 Feb '14 Mar '14 Apr '14 May '14 June '14 July '140
100
200
300
400
500
600
700
800
@facdev @niublackboard @niuteachonline
Twitter Analytics – Tweet activity
Twitter Analytics - Followers
8/13 9/13 10/13 11/13 12/13 1/14 2/14 3/14 4/14150
155
160
165
170
175
180
185
190
195
200
facdev
Likes on Facebook
Facebook Insights
Views on YouTube
8/13 9/13 10/13 11/13 12/13 1/14 2/14 3/14 4/140
200
400
600
800
1000
1200
1400
facdev
YouTube Analytics
Conclusions
What We Have Learned
• Online resources are heavily used, at NIU and around the world
• Top pages are a priority for updates• Popular topics may need additional workshops• Mobile users are a small but growing group• Significant site traffic comes from other
universities and colleges• Social media engagement is growing but
needs further analysis
Next Steps
• Look at traffic to segments of content instead of single pages
• Identify trends in topics over time • Compare trends to consultation trends and
workshop schedule• Investigate user behavior more deeply – page visits vs. searches – page visits vs. question submission– in-page behavior
Questions?
Stephanie [email protected]
Peter [email protected]
View the slides at facdev.niu.edu/slate14analytics
References
• Bichsel, J., 2012. Analytics in higher education: Benefits, barriers, progress, and recommendations. Louisville, CO: EDUCAUSE Center for Applied Research. Available from: http://net.educause.edu/ir/library/pdf/ERS1207/ers1207.pdf [Accessed 21 February 2014].
