The CODE Learning Analytics SIG is firmly focused on the use of data insights to enhance student success, progression and wellbeing. The aim is to provide awareness and resources as well as facilitate networks and scholarship within this broad domain of activity. 

Of interest to this group is the potential redefinition of Learning Analytics to reflect contemporary use cases and the role of LA in online and distance education settings. 

Five key areas of exploration have been identified for this SIG: 

• The application and implications for learning related analytics in a distance and online Higher Education context, including ethical considerations. 
• Sharing exemplars of good practice, including the evaluation and impact of initiatives that are in flight across those institutions represented within the SIG membership. 
• What the future for learning analytics looks like with the increasing sophistication of analytics engines and the integration of AI. 
• Design considerations for effective Learning Analytics deployment including the use of intervention strategies, for example, to triage early drop-out. 
• Broad considerations of the institutional strategy, capacity, capability and maturity required to create an impactful and scalable learning analytics infrastructure. 

Membership of this SIG is open to all and welcomes engagement from both theoretical and applied perspectives. 

The online assessment and feedback SIG offers expertise in assessment, bridging the gap between theory and practice in distance and online assessment. The group covers diverse areas of assessment, including emerging theories of assessment for online and distance learning, academic integrity and academic conduct, closing the feedback loop and disciplinary perspectives of assessment. The group organises events around CODE activities: round table discussions, webinars, workshops and conference presentations. In addition, it generates/provides input in assessment projects.  

The climate change SIG is interested in a range of questions:

• How can the curriculum address climate change? 
• What is the challenge for higher education? 
• How can we get discussion from students from different international backgrounds? 
• What is the role of HE in developing skills for climate affected employment? 
• Are we preparing future leaders?  
• Climate inequity 
• The role of OER and OEP in this context 

The SIG is working closely with the CODE funded project on a Curriculum for Climate Change. 

This SIG  considers a wide range of aspects and issues with respect to decolonisation of online and distance education curriculum and pedagogies. We work to ensure that CODE inspires, leads and supports collective and individual work towards the decolonisation of University of London curriculum and pedagogy. 

This SIG considers aspects of inclusion and accessibility with respect to online and distance education. We work to ensure that CODE events and resources are inclusive and accessible and promote the importance of inclusive practice through relevant events.

The focus of the SIG is to build learning and instructional designer’s confidence; highlight core themes, surface challenges and gaps and create a network of practitioners to tackle key issues. 

The SIG’s work will create a ‘Hub’ for practitioners and develop a Community of Practice (CoP), which will raise the profile and kudos of instructional/learning design by showcasing and sharing practice aligned to career development. 

The SIG will take a practitioner and pragmatic lens and establish CODE as a leader in this field. 

This SIG considers a wide range of aspects and issues with respect to student engagement, including engagement with learning materials and with student community (versus and impact on each other), ‘active’ and ‘passive’ engagement, belonging, compulsory engagement (e.g. marks for participation), and different types of wants and needs. The group is closely aligned to the CODE Project on ‘Designing dialogic spaces in online distance education courses- Resetting the discussion forum.’