As data collection becomes more common, how can higher education institutions leverage the availability of real-time data to improve learning?

Look around today, and you’re likely to spot a Fitbit–a wearable activity tracker that collects data about your daily steps and exercise–or other device on the wrists of more than a few people around you.

As real-time data tracking and analysis becomes more ubiquitous for personal use, how can the higher education community use the Fitbit analogy to improve teaching and learning, to learn about the things that work best in classrooms, and to ensure student success?

During the ASU+GSV Summit, in a session titled “Wearables on Campus: What Higher Education Can Learn from Fitbit,” a panel of higher-ed leaders, moderated by Bridget Burns, executive director of the University Innovation Alliance, discussed how what we know about data use and information can shift our behaviors.

The panelists included:

  • Vince Kellen, Ph.D. Senior Vice Provost, Analytics and Technologies at the University of Kentucky
  • Fred Singer, CEO, Echo360
  • Perry Samson, Professor of Atmospheric, Oceanic and Space Sciences, University of Michigan
  • Timothy Renick, Ph.D., Vice Provost, Vice President for Enrollment Management & Student Success, Georgia State University

The wearables-focused discussion covered what faculty can learn from students, where gaps might exist in advising and data collection, and where predictive analytics might head next.

(Next page: 1-4 data use strategies influenced by wearables technology)

About the Author:

Laura Ascione

Laura Ascione is the Managing Editor, Content Services at eSchool Media. She is a graduate of the University of Maryland's prestigious Philip Merrill College of Journalism. Find Laura on Twitter: @eSN_Laura

Add your opinion to the discussion.